This article examines the linguistic and pedagogical aspects of the phonological difficulties Uzbek learners face when learning English phonetics. Uzbek learners sometimes struggle to learn English phonemes, stress patterns, and intonation because of the substantial typological contrasts between the Turkic language of Uzbek and the Germanic language of English. These difficulties are frequently caused by suprasegmental characteristics, allophonic variances, and phonemic mismatches that are absent from Uzbek. The study analyses recurrent mispronunciation patterns using a comparative phonological method and learner interviews and classroom observations. The contrast between voiced and voiceless interdental fricatives (/θ/ and /ð/), the lax-tense vowel opposition, and English diphthongs – all of which are mainly lacking in Uzbek – are among the main problematic areas that are identified.The study makes the case for a more contrastive, theoretically informed, and technologically advanced approach to teaching English phonetics from a pedagogical standpoint. It highlights how phonological acquisition is shaped by teacher knowledge, student motivation, and interference from the native language. In order to reduce transfer errors and increase learners’ confidence and intelligibility in spoken English, the study offers a number of useful suggestions and phonetic training techniques. This research advances our knowledge of second language phonetic acquisition in the context of Uzbek EFL by addressing both linguistic theory and classroom practice.
| Mualliflar | Каршиева , Наргиза |
|---|---|
| Jurnal | Lingvospektr |
| Nashr sanasi | 2025-05-02 |
| Jild | 4 |
| Son | 1 |
| Betlar | 764-770 |
| Til | Rus |
узбекские ученики, английская фонетика, фонологическая интерференция, неправильное произношение, педагогика EFL, сегментарные особенности, надсегментные, фонологический перенос, EFL pedagogy, segmental characteristics, suprasegmentals, phonological transfer, mispronunciation, Uzbek learners, English phonetics, and phonological interference
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