International Journal of Business and Social Science Vol. 2 No. 8; May 2011 60 Effects of Native Language Saraiki on English Language Pronunciation Prof Dr Nabi Bux Jumani Chairman, International Islamic University Islamabad. E-mail: nbjumani@yahoo.com Rehana Rahman PhD research scholar, Allama Iqbal Open University Islamabad Dr. Fazalur Rahman Lecturer, Early childhood & Elementary Teacher Education department Allama Iqbal Open University, Islamabad. Pakistan E-mail: fazalaiou@yahoo.com Dr. Muhammad Javed Iqbal Chairman, Distance, Non-Formal and Continuing Education Department Allama Iqbal Open University, Islamabad, Pakistan. E-mail: javediqbal1941@yahoo.com Dr. Saeed-ul-Hassan Chishti Assistant Professor, IPD, International Islamic University Islamabad. E-mail: Ipd.iiui@iiu.edu.pk Abstract This study aimed to investigate the effects of native language Saraiki with reference to diphthongs and sentence stress on English pronunciation. The study was delimited to TEFL students of Allama Iqbal Open University enrolled in Diploma in TEFL. The sample of the study consisted of 38 students and 10 experts of the field. The study was empirical in nature where translational research method was applied. Recorded test for students and an opinionnaire for the language experts were used as tools. Recorded test consisted of eight diphthong sounds and five sentences for the check of sentence stress. Recorded test was measured on the software Praat. The study found that the students with Saraiki as their native language can pronounce English words containing diphthongs as accurately as they pronounce the words of Saraiki. But they cannot follow the correct pattern of sentence stress as Saraiki is a syllable timed language whereas English is stressed timed language. So, here Saraiki language interferes and makes no contribution in development of accurate stress pattern of an English sentence. Key Words: English Pronunciation; Native Language; Foreign Language; Saraiki language. Introduction It is believed that the teaching of pronunciation is not a voluntary luxury to be left to advanced level study of language at university, although this would be the place to deal with the theories just as the theories of grammar etc are studied at this level. But just as the student reaches the university level with a good command of grammar structure and vocabulary so he should arrive with the active command of pronunciation. In other words, pronunciation may be an important part of an English teaching program from the early stages. However, a question arises – „What do we start with?‟ The research suggests to follow an order from phoneme to consonant clusters to word stress and finally to connected speech incorporating such features as sentence stress, rhythm and intonation. Importance of Teaching Pronunciation Pronunciation is as important for a foreign language learner as grammar, vocabulary or any other aspect of the language (Paul, 1981). Language involves several linguistic factors and pronunciation is one of them. Language is primarily an oral phenomenon. Hence, pronunciation is not based on spelling. In many languages, spelling system is the reflection of the language. In English, the case is different. The lack of inconsistency in English can be seen in its sounds and letters combinations. Each sound of English is shown by written letters that can be more than one. This identifies that one letter can represent more than one sound. In some instances, letters are even silent. The most often quoted example is the letter sequence “ough” (Paul, 1981).