Abstract/Summary

This study examined the Arabic L2 learners’ ability to perceive and produce the emphatic sounds /sˤ/, /ðˤ/, /dˤ/, and /tˤ/. Specifically, the study explored the effects of traditional-based and technology-based instruction in enhancing learners’ perception and production of these sounds. Data were collected from forced-choice identification tasks and audio recordings taken during pre- and post-test conditions. The results revealed that the emphatic sounds posed a considerable amount of perception and production difficulties to L2 learners of Arabic. Additionally, there were significant improvements among all participants after the traditional and technological training courses and that the difference in the outcome between the two teaching methods was not significant.