Exploring the Influence of Arabic and French on First-Year Biology Students' English Pronunciation in the Wake of the Englishization of Algerian Higher Education

Abstract

The study explores the influence of Arabic and French on the English pronunciation in English Medium Instruction (EMI) in Algerian universities. More particularly, it enquires how first-year biology students from Echahid Cheikh Larbi Tebessi University have difficulty with scientific terminology pronunciation during EMI lectures. Drawing on language transfer theory, the study examines the patterns of phonological interference from the students’ L1 (Arabic) and L2 (French). A mixed-method design combines four-session class observations with a student questionnaire distributed through QR code. Observation checklists provide for exploration of frequent types of pronunciation errors, including vowel and consonant substitution, stress errors, and syllable reduction. Quantitative findings indicate that most pronunciation difficulties are consistent with predictable transfer from Arabic and French phonetic systems. Qualitative data from classroom interaction and questionnaire responses also indicate students' lack of exposure to English scientific terms and their employment of French equivalents. The dissertation concludes that language transfer is a significant contributor to the pronunciation of EMI classes, with a plea for targeted pronunciation in subject-specific English instruction. The findings have implications for EMI policy implementation, teacher training, and material design in multilingual educational settings.