The Myth of Reference Varieties in English Pronunciation across the Subcontinent , Egypt and Kingdom of Saudi Arabia

The present study aims at exploring the differences in pronunciation more or less prevailing in the Indian Subcontinent and Arab world with a special focus on Pakistan, India, Bangladesh, Saudi Arabia, and Egypt. The study identifies the most common factors that affect English pronunciation in general: (i) some phonemic differences that exist in L1 and English as a target language, (ii) Improper teaching and learning of English pronunciation. When non-native speakers of English exchange their ideas among themselves, their comprehension is to the maximum. But their pronunciation seems problematic in case the speaker or interlocutor is a native speaker. A test for the nationals of the lands included in the study was developed and administered to identify and specify the exact area(s) of pronunciation difficulties either consonants or vowels at segmental level of phonology. The analysis and conclusion of the test fully proved that English pronunciation is deeply influenced by the sound system of indigenous languages. As a matter of fact, English pronunciation of some non-native speakers, through their best possible efforts, may be closer to native speakers but not exactly like that of natives. The fact is that native and non-native differences in English pronunciation are unquestionable. Moreover, non-natives living in different areas (sometimes of the same community) also differ more or less in their pronunciation.


Introduction
Phonology both at segmental and supra-segmental levels is a complex phenomenon especially for non-native speakers of English which invites our attention to address the issue at all levels, particularly, in the context when a speaker and a listener experience intelligibility problems.Production and perception of sounds are the most important aspects towards a successful communication.A never ending research on English(es) of the world and its variety is going on but the findings are always divergent.A crystal clear fact is that the environment of education is the most vital factor towards the standard of non-native English and especially accent and pronunciation.But this does not solve all the problems related to non-native English accent.A plethora of research in the area of intelligibility at international level exists but all this could not put forward any solution to the problem of unintelligible varieties of English pronunciation.The researchers who oppose non-native English teachers and appreciate only native English teachers worldwide are actually ignoring the ground realities and no doubt their intentions are just sweeping statements.In fact the provision of native English teachers all over the world is not only difficult but impossible.The questions arise: (i) how many countries in the world are there which may financially afford native English teachers?; (ii) how many native English teachers are available to meet the world demand?; (iii) who will guarantee a single standard of English throughout the world?
Another important aspect of the problem is that even in America and UK, the variety of English accent and pronunciation is ever growing regionally and from one social class to the other.So the communication and comprehension within native English speaking world is not problem-free.The differences between native and non-native English speakers are obvious and natural that cannot be avoided.This does not mean that non-native English speakers' pronunciation should always go unchecked and diverged.The novel idea is that there cannot be a single standard of the world English(es) and its/their pronunciation.Again the question arises: whose English and which English should be determined as a 'standard'?The problems of intelligibility multiply when inevitable varieties of English across the globe are taken into account.If both 'purists' and 'moderates' ideas are accepted in their own right then native and non-native speakers and teachers should be given due consideration to promote a balanced approach instead of exaggeration in one or the other way.Here the important point is that variation in any language is a natural phenomenon which cannot be checked through man-made boundaries and limitations.
Another interesting trend is observed that a non-native English speaker tries his best to ignore his local accent and master native-like accent and the motive behind this effort may be employment, higher education, social status, so on and so forth.But even then he may not speak exactly like natives.The fact is that no speaker of the outer circle speaks RP and that even if he did, the speaker would definitely lack manners distinct of a native speaker of English language (Kachru, 1986, pp. 31-44).Obviously realizing the status of native accent in English speaking world, maximum students at college and university levels in the Subcontinent and Arab world prefer to use native varieties at the expense of their local varieties.However, the general atmosphere in the non-native milieu of that of acceptance of the local varieties and those who appreciate native-like pronunciation, are regarded as the exception rather than the rule.In a nutshell the problem of unintelligibility may be minimized if non-native English teachers and learners worldwide put in practice an approach of convergence from the very beginning.But this needs highly qualified and well trained English teachers at all levels.

Conceptual Framework
Generally British English and American English are regarded two main native varieties and these two can be the model for other varieties but this directly undermines and negates non-native speakers' cultural and sociolinguistic realities.The proponents of the Romantic Model (Prator, 1968, pp. 458-75;Quirk, 1990, pp. 5-15) are of the view that English as an international language should enjoy monolithic status.But on the other hand (Kachru, 1996, p. 241-250) emphasizes that the global spread of English language needs to be seen with multi-identities and in its regional and social context.The non-native varieties make English language more colourful and prove identity of various communities.The present situation demands reasonable tolerance on the part of the purists.Moreover, Kachru is apt in saying that English as an international language should not be seen as the sole property of native English speakers.In the present era the number of non-native English speakers all over the world exceeds the number of native speakers.Kachru's idea has also been supported by (Pakir, 2010, p.109).She highlighted two distinctive factors of the global spread of English: firstly, "we have to place the English language in its regional and social context" and secondly "we have to accept the inevitable pluri-centricity of English instead of due-centricity viz the British and the American centres of linguistic hegemony".It means that the researchers who always favour only native speakers and teachers need to see the overall situation through the glasses of reality in its true perspective.Moreover, Bamgbose (1998, pp. 3-14), commented that Quirk and Kachru were engaged in"a battle royal on Standard English as a norm for the English using world".Quirk favoured a global standard which he thought would guarantee international intelligibility whereas Kachru appreciated the legitimacy and equality of Englishes in different circles.Simo Bobda (2000, pp. 249-265) reported how in South Africa, the increasing divergence of South African Black English from the native English norms had taken place.Unfortunately despite the consensus by a majority of scholars that it is unrealistic to impose native norms in non-native settings, some conservatives still have the idea that British and American English should be used in non-native environment.Quirk, (1990, pp. 3-10) raises concerns about native and non-native variation: (i) this variation in pronunciation will wet up barriers to communication and (ii) "we won't be able to breakdown these barriers to careers and social mobility".On the other hand Stefan, (2008, pp.9-29) thinks English the barrier and mobility as a prejudice against regional varieties . Kachru, (1992, pp. 4-12) as quoted by Pakir, (2010, pp. 109) reiterates that in fact the concept of intelligibility is a two sided issue where the native and non-native speaker were seen as equal partners in the communication process.
In addition to this, different studies on pedagogical problems exist: "The teacher's dilemma" (Platt et al., 1984), "World Englishes: to teach or not to teach" (Brown, 1977, pp. 179-190), "Torn between the norms" (Bamgbose, 1998, pp. 27-35), and so on.The researchers that oppose non-native teachers, give the argument that if native models and teachers are used in the non-native environment, this will add to the degree of intelligibility worldwide.On the other hand the presence of a non-native teacher will lead to the dissemination of local features and the dream of mutual intelligibility across the globe will be hindered.But such views have been rejected by some scholars advancing the argument that the use of native model in a non-native setting will definitely ignore the sociolinguistic and cultural realities of the non-native English learner.Moreover, Prator, (1968, pp. 458-75) and Chevillet, (1993, pp. 29-37);Christoperson, (1992, pp. 15-19);House, (1999, pp. 73-89) andJenkins, (2000, pp. 39-47) are of the view that non-native speakers are not qualified to teach English language.The debates on "Non-native teachers teaching pronunciation" and "Native English teachers teaching pronunciation" are going side by side but all in vain.Simo Bobda, (1995, pp. 247-269) advances the idea that there are economic benefits in maintaining native model of English as the sole norm.It is Britain and America who can enjoy selling their English teachers and material unchallenged.In addition to this he quotes Sir Richard Francis, Director General of the British Council who comments that "Britain's real black gold is not the north sea oil but the English language".Similarly, the Director of the International House in London writes "once we used to send gunboats and diplomats abroad; now we are sending English teachers".Now the real motive behind this issue is crystal clear and the point to be noted is that crucial to the problems faced by non-native speakers of English are the natives' attitude towards these new English varieties.Mc Arthur, (1992, pp. 12-18) ;Peter, (2003, pp. 43-46); Widdowson, (1997, pp. 133-141); Kershaw, (1996, pp. 7-11);Parrot, (1998, pp. 20-23) and Gnutzmann, (2000, pp. 355-361), are of the view that actually language is closely bound up with certain cultural and social identities and attitudes and certainly both native and non-native English speakers encounter varying attitudes towards varieties of a language.Realizing this fact, natives' idea of linguistic hegemony can be changed into positive attitude towards non-native varieties particularly in pronunciation and accent in general.The idea of variation in accent can further be strongly underpinned by the unquestionable reality of the Qur'anic accent where all tribes were unable to recite the Holy Qur'an in a single accent so in the beginning, recitation of the Word of Allah was allowed in seven accents.This regional variation in a language is some sort of natural phenomenon and beyond human control.Whatever the language is and whatever learner's commitment is, he cannot be exactly a native speaker, however, he can be 'closer to' or 'like' a native speaker.Again it is worth noting that pronunciation and general accent is not the preserve of only non-native varieties of English language.Being a natural linguistic phenomenon, even in the native environment like Britain and the USA, there are noticeable regional and social accents that often cause intelligibility problems which further goes down to 'idiolect' (for details see Wells, (1985, pp. 54-68);Crystal, (1999, pp. 10-20) ;Trask, (2001, pp. 35-73), Algeo, (1991, p. 254) and Brown, (1968, pp. 179-90. Roach, (2009, p. 163), comments on the issue go like, "It is all too easy to talk about such things as 'Scottish English', 'American English', and so on, and to ignore the variety that inevitably exists within any large community of speakers.Each individual's speech is different from any others … the idea of a standard pronunciation is a convenient fiction, not a scientific fact.In a word both native and non-native English speakers need to compromise with maximum convergence and minimum divergence.

Objectives
Objectives of the study are to: (i) determine how native and non-native English speaker differ in pronunciation, (ii) identify the causes of difference in non-native English pronunciation, (iii) clarify whether the slight variations in pronunciation result in communication problems, (iv) Suggest ways for English teachers and the learners how to minimize pronunciation differences for better communication and listening comprehension.

Research Methodology and Data Collection
Research tools play a vital role in research.Therefore, a test was developed for the selected non-native English speakers to determine their differences in pronunciation of some selected English words in isolation (see appendix A).The examinees include non-native English speakers from: (a) Bangladesh, (b) Egypt, (c) India, (d) Pakistan and (e) Saudi Arabia.For a representative sample 50 speakers each were given the test.Firstly, except a few, mostly the pronunciation test was administered on line through recording.The participants were asked to articulate 55 words in a natural way as they generally pronounce them and no careful pronunciation.The test was completed in four sittings on different dates because of time constraint and ultimately completing the target of 220 words in total.Their pronunciations were recorded on a computer with a well-adjusted sensitive microphone.The data collected through this research tool, was analyzed with utmost care with encouraging results.

Date Analysis
The data collected through English pronunciation test was analyzed meticulously, ensuring validity and reliability of the study: The English pronunciation test administered to the target population from Bangladesh (BDE), Egypt (EE), India (IE), Pakistan (PE) and Saudi Arabia (SAE) was analyzed and its result displayed in two different tables such as: table-1 (Consonants) and table-2 (vowels).
Description table 1: Table 1 shows the differences in consonant sounds in English pronunciation of the selected words in the target population.The table contains words in the first column with differences in their pronunciation in columns 2-7 in Bangladeshi English (BDE), Egyptian English (EE), Indian English (IE), Pakistani English (PE), Saudi Arabian English (SAE) and Natives English (NE).For different consonants sounds in pronunciation, different words have been included that definitely added to the reliability and validity of the study.Moreover, the required consonants in the words have been italicized.Then instead of complete pronunciation of the words only the differences in the italicized consonants sounds specifically in pronunciation of the selected population have been given for the ease of the reader.

Explanation table 1:
Well-documented research evidence in the area of differences in pronunciation from community to community and even within community is a hard job.However, some examples of the variation in pronunciation of certain English words in Bangladesh, Egypt, India, Pakistan, Saudi Arabia and Native speakers have been determined for a general impressionistic evaluation.The most common consonants sound differences in English pronunciation of the target population, as shown in the table, giving only one word (for each variation) as an example with reason of variation, are as follows: (a) Natives and Bangladeshis pronunciation differences

Description table 2:
Table-2 reflects the differences in vowels sounds in English pronunciation of the selected words in the target population.The selected words have been displayed in the first column of the table with differences in their pronunciation in columns 2-7 in Bangladeshi English (BDE), Egyptian English (EE), Indian English (IE), Pakistani English (PE), Saudi Arabian English (SAE) and Natives English (NE).For different vowel sounds in pronunciation, different words have been included that definitely added to the reliability and validity of the study.Moreover, the required vowels in the words have been italicized.Then instead of complete pronunciation of the words only the differences in the italicized vowels sounds specifically in pronunciation of the selected population, have been given for easy and quick comprehension.

Explanation table 2:
Research on the differences in English pronunciation particularly vowel sounds from community to community and even within community throughout the world is the most demanding one.However, some examples of the variation in pronunciation of certain English words in Bangladesh, Egypt, India, Pakistan, Saudi Arabia and Native speakers have been determined for a partial depiction of the problem.The most common vowel sound differences in English pronunciation of the target population, as displayed in the table, giving only one word (for each variation) as an example with reason of variation, are as follows: (a) Natives and Bangladeshis pronunciation differences

Discussion and Conclusion
In the context of the Sub-continent that includes Pakistan, India and Bangladesh, Egypt and Saudi Arabia, the differences in English accent are crystal clear.These variations due to one or the other reason are natural and inevitable.It is easy to talk about the reference varieties (standard varieties) in English pronunciation but aspiring for the monolithic approach throughout the world seems a dream.The variations in English pronunciation going on in the countries ibid have been concluded as follows: (a) Bangladesh: In Bangladesh local language varieties deeply affect English pronunciation.Some of the reasons of mispronunciation include: (i) Bangali English learners are generally used to spelling pronunciation.
(ii) English sounds are not focused and emphasized.
(iii) They don't differentiate long and short vowels.
(iv) Bangla language has almost twenty plosives as compared to only six plosives of English which definitely interfere.
(v) The pronunciation of Bangali English speakers are entirely influenced by their mother tongue and local variety.
(vi) Another reason of differences is that English fricatives -f, θ, ð, v, z, ʒ, do not exist in Bangla inventory of phonemes.
(vii) Alveolar /t/ and /d/ are sometimes retroflexed by the Bangali speakers from the South region.
(b) India and Pakistan: Indian and Pakistani English speakers have more or less similar English pronunciation except some specific states, like Kerila, Utter Pradesh and Behar.The most distinctive differences in English pronunciation are: (i) The consonants 'v' and 'w' in the words like 'very' and 'work' are pronounced similarly.Whereas in articulation 'w' is bilabial approximant and 'v' is labiodental fricative.
(ii) The alveolar /t/ and /d/ are often heard with drum-like heavy sound.
(iii) In some states of India like Behar, the /ʃ/ sound is often heard with lisp /s/, e.g. the word 'sheikh' is pronounced as /seikh/.
(iv) There is no clear distinction between the vowel sounds /ɒ/ and /ɔ/.Both sound like /a/.
(v) Particularly in India 'retroflex' sounds are common in Telugu, Kannada, Tamil and Malayalam.
(vi) The word like 'class', 'staff' and 'last' are usually pronounced with a back /a/ as in Southern British dialects but unlike Northern British.
(vii) The voiceless 'plosives' /p/, /t/ and /k/ are not aspirated by Pakistani and Indian English speakers.
(viii) In native Indian languages except Tamil, the distinction between aspirated and un-aspirated plosives is phonemic.
(ix) In some of the Indian languages, there are two entirely distinctive sets of coronal plosives; one is 'dental' and the other is 'retroflex'.Moreover, to the Indian ears, the English alveolar plosives sound more retroflex than dental.
(x) In some parts of Utter Pradesh and Behar, the consonant /s/ preceding alveolar /t/ allophonically changes to /ʃ/.For example, the word 'stop' is pronounced as /ʃta:p/.
(xi) The /ʒ/ sound changes into /z/ or /d͡ ʒ/ by many Indian speakers and in Sound India this sounds like /ʃ/.
(xii) Sanskrit and Marathhi have /s/ and /ʃ/ sounds but Bangla, Udiya and Hindi do not.
(xiii) Moreover, Indian and Pakistani English speakers are more or less rhotic.
(xiv) English alveolar /t/ and /d/ are often retroflex /ʈ/ and /ɖ/, especially in South of India.But Hindi does not have true 'retroflex plosives' whereas Tamil speakers sound retroflexive.(c) Egypt and Saudi Arabia: Except a few colloquial variations in English pronunciation, Egyptians and Saudi Arabians English speakers have similar accent.Some of the salient differences in Egyptian and Saudi English speakers include: (i) The sound /ʒ/ which is reduction of /d͡ ʒ/ sound of Egyptianized loan words, tend to merge with [ ʃ ]; for example, the word 'garage' is mostly pronounced as /gara:ʃ/ even by educated speakers.
(viii) The words like 'pit ', 'pet', 'put', 'pot', and 'pat', etc are difficult to pronounce with marginal distinction by Arab speakers.The words that are differentiated by the vowel sounds are a bit problematic for them.

Suggestions
In the light of the discussion and conclusion of the study it is quite clear that dreaming reference variety (standard pronunciation) of English across the globe needs revisiting the undeniable fact of naturally inevitable variations in English pronunciation.Particularly the native speakers of English language (which is already a major lingua franca in the world of today would) have to decide and compromise as to what is possible and impossible to do.Both native and non-native speakers of English should practise what is possible and at the same time compromise to the area of predictable and unavoidable difficulties.These are the problems of English pronunciation which are impossible to overcome for the Second Language Learners throughout the world even if they try their best.However, maximum efforts in teaching-learning of English pronunciation should be extended especially focusing upon: (a) Teaching-learning of English pronunciation needs to be given priority at early stage because the interference of L1 becomes to its maximum at some later stages.
(b) Second language learners' English pronunciation may not be exactly like native speakers but they should try their best to be as closer to the natives as possible.
(c) The interference/influence of local languages of non-natives is not so easy to eradicate but it can be minimized through teaching-learning of English pronunciation and then practicing with a sense of self-improvement.
(d) For better listening comprehension, regular listening to native speakers will definitely prove beneficial and productive for Second Language Learners.
(e) The alphabet/sounds which do not exist in L1 of the learners of English as L2 need efforts to practice certain sound of the target language.
(f) First of all the most specific areas of difficulties in teaching-learning of English pronunciation should be identified and then focused constantly for effective teaching-learning of the pronunciation.