Tagmemics in the Saudi ESL Classroom: Bridging Phonetics, Phonology, and Culture

Abstract

This study examines the effectiveness of Tagmemic-based instruction in improving pronunciation accuracy and vocabulary acquisition among Saudi university-level ESL learners. Drawing on Pike’s theory of tagmemics, which emphasizes the interplay between linguistic form, function, and context, the study introduces a pattern-based instructional model tailored to address the phonological and lexical difficulties commonly faced by Arabic-speaking learners of English. A quasi-experimental, mixed-methods design was employed over a 16-week semester, involving 60 intermediate-level students divided into control and experimental groups. Quantitative data from pronunciation and vocabulary assessments were complemented by qualitative insights from classroom observations, learner interviews, and reflective journals. The experimental group demonstrated statistically significant gains in segmental and suprasegmental pronunciation, depth of vocabulary knowledge, and learner engagement compared to the control group. The findings suggest that Tagmemic instruction can serve as an effective pedagogical approach in EFL contexts by promoting metacognitive awareness and culturally contextualized learning. The study contributes to applied linguistics by adapting a largely theoretical framework to classroom practice, offering implications for ESL curriculum design and teacher training.