An examination of the phonetic and phonological influence on stuttering in bilingual third-year students at the International University of Management

Abstract

The study examines the phonetic and phonological influences on stuttering in bilingual third-year students at the International University of Management. Employing an explanatory research design within a pragmatism paradigm, the study analysed the phonetic difficulties encountered by learners who stutter when articulating individual sounds, explored the potential connections between stuttering and the languages spoken, and investigated whether phonological cues could predict stuttering. Using a qualitative approach with a sample size of ten students obtained through snowball sampling, the study employed questionnaires, assessment protocol evaluation and audio-visual materials to gather comprehensive data. Findings indicate that individuals who stutter are more likely to struggle with fricatives and stops due to the precision required in articulation and fine motor control. Moreover, the study recognises a correlation between certain phonological features and stuttering episodes, and also finds that variations in phonetic difficulties are based on first-language and second-language proficiency. Recommendations include further investigation to explore in detail the linguistic variations that pose difficulties for individuals who stutter and how they adapt their speech strategies. It also recommends recognising that one-size-fits-all approaches may not universally address the complex nature of stuttering and advocates further research to refine and determine the most effective strategies for managing stuttering and ensuring treatments are tailored to individual needs. It recommends investigating the impact of language switching on disfluencies in bilingual individuals who stutter.