THE IMPACT OF PRONUNCIATION FEATURES (VOWELS, CONSONANTS, AND INTONATION) ON THE LISTENING PERFORMANCE OF BENINESE EFL BEGINNER LEARNERS

Abstract

This study examines how pronunciation features—vowels, consonants, stress, and intonation—affect the listening performance of beginner Beninese EFL learners. It explores whether explicit pronunciation instruction can enhance learners’ ability to decode spoken English. A mixed-methods approach was used with data from 172 participants. Quantitative information came from questionnaires, while interviews and documentary analysis provided qualitative insights. All participants reported that pronunciation training improved their listening comprehension, and 95% emphasized its importance for speaking competence. Learners confirmed that difficulties with segmental or suprasegmental features often impaired understanding, whereas pronunciation drills and audiovisual aids strengthened both listening and speaking performance. The findings underscore the need for structured pronunciation instruction in beginner-level EFL classrooms in Benin, highlighting its value for improving learners’ communicative competence and classroom interaction.