Beyond Theoretical Predictions: How Systematic Instruction Overcomes Linguistic Barriers in Arabic-English Pronunciation Learning.

Purpose:Pronunciation instruction presents significant challenges for educators working with Arabic-speaking English learners, with many teachers reporting inadequate preparation for systematic curriculum design. While Contrastive Analysis provides theoretical frameworks for predicting learning difficulties, empirical validation of its accuracy for educational planning remains limited. This study examined whether Contrastive Analysis can reliably guide pronunciation curriculum development by testing theoretical predictions against observed learning patterns among Arabic-English learners. Method:Six female Saudi university students (Najdi Arabic L1) completed pronunciation assessments targeting six English consonants absent from Arabic (/p/, /v/, /ɹ/, /ŋ/, /ʧ/, /ʒ/) using adapted Test of Spoken English protocols via remote assessment. Error analysis examined 847 pronunciation tokens against pre-specified Contrastive Analysis predictions, measuring prediction accuracy and identifying systematic transfer patterns to establish instructional priorities. Findings:Contrastive Analysis demonstrated 83.3% prediction accuracy, establishing clear difficulty hierarchies: /ɹ/ (37% errors), /ŋ/ (31.8%), /p/ (18.5%), /ʒ/ (16%), /ʧ/ (14%). Systematic substitution patterns emerged in predicted directions. Unexpectedly, /v/ showed 0% errors despite theoretical predictions, revealing "pedagogical override effects" where systematic instruction overcomes predicted structural difficulties. Implications for Research and Practice:The results provide evidence-based frameworks for sequencing pronunciation curricula, prioritizing teacher preparation, and allocating instructional time. The pedagogical override phenomenon demonstrates that effective teaching can transcend theoretical limitations, support teacher confidence while validating Contrastive Analysis as a reliable starting point for educational planning. Findings inform systematic approaches to pronunciation pedagogy, assessment design, and professional development in English language education.