Phonological Errors in Sex and Gender-Based Analysis of Speaking Style of Junior High School Students'

Abstract

This study investigates the phonological errors in the speaking performance of junior high school students, analyzed through the lens of sex and gender differences. As phonological competence is crucial for effective oral communication, the research focuses on identifying and categorizing pronunciation errors—such as segmental (individual sound) errors and suprasegmental (stress, intonation, and rhythm) inaccuracies—and determining how these vary between male and female learners. Data were collected through audio-recorded speaking tasks involving students from diverse linguistic and social backgrounds. The analysis revealed that male students tended to produce more substitution and stress-related errors, while female students exhibited fewer errors overall but demonstrated greater sensitivity to suprasegmental features. These patterns suggest that both biological sex and socially constructed gender roles may influence pronunciation development and speaking style. The findings highlight the importance of adopting a gender-responsive approach in teaching pronunciation, emphasizing the need for differentiated instructional strategies to support more equitable language learning outcomes.