INTEGRATING PHONETIC AWARENESS AND VISUAL SCAFFOLDING: A COMMUNICATIVE APPROACH TO ENHANCING LEXICAL AND GRAMMATICAL COMPETENCE IN ESL LEARNERS

Abstract

This paper investigates the challenges faced by English as a Second Language (ESL) learners in transitioning from basic reading comprehension to fluent oral and written production. While intermediate learners often read paragraphs, they frequently struggle with phonetic accuracy, morphological structures, and the nuanced use of adverbs of frequency. Drawing on the theories of Yavas (2016) and Folse (2009), this study emphasises the necessity of articulatory phonetics in overcoming L1 interference, particularly regarding difficult phonemes such as interdental fricatives and consonant clusters.