COMMON PRONUNCIATION PROBLEMS OF UZBEK LEARNERS OF ENGLISH

Abstract

The acquisition of accurate pronunciation remains one of the most challenging aspects of second language learning, particularly for students whose native phonological system differs significantly from that of the target language. In the case of Uzbek learners of English, pronunciation difficulties frequently arise due to structural differences between the phonetic systems of the Uzbek and English languages. Uzbek belongs to the Turkic language family and is characterized by relatively stable vowel harmony, predictable stress patterns and a phonological system that differs considerably from the complex consonant clusters and vowel distinctions found in English. These differences often lead to systematic pronunciation errors that may affect intelligibility in spoken communication. Recent studies conducted in Central Asian educational institutions between 2018 and 2024 indicate that pronunciation difficulties among Uzbek learners remain one of the major obstacles to effective oral communication in English. Despite the increasing emphasis on communicative competence in language education, phonetic instruction often receives limited attention within traditional language curricula. The present research investigates the most common pronunciation problems encountered by Uzbek learners of English and analyzes the linguistic factors that contribute to these difficulties. The study is based on phonological comparison between Uzbek and English sound systems as well as empirical analysis of learner speech data collected in academic contexts. Particular attention is given to vowel length distinctions, consonant articulation and the pronunciation of English diphthongs, which are frequently problematic for Uzbek-speaking students. The findings of the research provide a detailed description of recurrent pronunciation errors and suggest pedagogical strategies for improving phonetic competence among learners of English in Uzbek educational environments.