CHALLENGES OF TEACHING ENGLISH PRONUNCIATION TO UZBEK LEARNERS: A CASE STUDY

Abstrak

The acquisition of accurate English pronunciation remains one of the most challenging aspects of language learning for Uzbek learners. This study explores the phonological differences between Uzbek and English, identifying common pronunciation errors such as the substitution of /θ/ and /ð/, difficulties with vowel contrasts, consonant clusters, and stress patterns. It also examines the historical and pedagogical context of English teaching in Uzbekistan, highlighting limitations in phonetic training and exposure to authentic models. The research evaluates effective pedagogical strategies, including explicit phonetic instruction, minimal pairs, technology-enhanced learning, and learner-centered approaches. Findings suggest that tailored, culturally responsive methods are essential to overcome pronunciation barriers, improve intelligibility, and build learner confidence. The study provides practical recommendations for curriculum design, teacher training, and classroom implementation, contributing to the broader goal of enhancing English language proficiency in Uzbekistan.