TEACHING PRONUNCIATION: PHONOLOGICAL CHALLENGES FACED BY UZBEK LEARNERS OF ENGLISH
Abstract
This article investigates the phonological difficulties that Uzbek learners face when acquiring English pronunciation. It identifies key problem areas such as vowel length, intonation, word stress, and consonant clusters. The study is based on classroom observations, phonetic analysis, and previous linguistic research. Findings suggest that most pronunciation errors arise due to differences in the phonological systems of Uzbek and English. Practical recommendations are given to improve teaching methods.
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