A Study of Phonology Among Undergraduate Students of Nanded City

Phonology is a fundamental component of language learning, particularly in the context of English as a second language in multilingual societies like India. Despite prolonged exposure to English at the school level, many undergraduate students continue to face serious challenges in achieving accurate pronunciation and intelligible speech. These difficulties largely stem from strong mother-tongue interference, limited exposure to models of standard English pronunciation, and the absence of systematic phonetic and phonological training at the undergraduate level. The present study investigates the phonological competence of undergraduate students in Nanded city, with specific reference to their ability to produce English vowels, consonants, word stress, and intonation patterns. A descriptive research design was adopted, and primary data were collected from a sample of 100 undergraduate students using pronunciation tests and structured questionnaires. The collected data were analysed using percentage analysis and graphical representation to identify the major areas of phonological difficulty and their underlying causes. The study’s findings reveal that a significant proportion of students struggle with English phonology, with intonation and consonant sounds as the most problematic areas, followed by vowel pronunciation and word stress. The study also confirms that mother tongue influence and lack of phonetic instruction are the primary factors contributing to these difficulties. The research highlights the urgent need to integrate focused phonology instruction, practical pronunciation drills, and the effective use of language laboratories into undergraduate English curricula. The study concludes that strengthening phonological competence can significantly enhance students’ communicative effectiveness, confidence, and overall proficiency in English.