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ResearchBib IF - 11.01, ISSN: 3030-3753, Volume 2 Issue 6
DIFFICULTIES UZBEK LEARNERS FACE IN ENGLISH PRONUNCIATION
Rahmatullayeva Madina Fatxullayevna
Student, Tashkent Institute of Economics and Pedagogy.
Sabirova Zebo Baxramovna
Scientific supervisor.
https://doi.org/10.5281/zenodo.15788292
Abstract.
Pronunciation is one of the most essential yet challenging skills for language
learners to master
—
especially for those learning English, a language known for its irregular
spelling and wide variety of sounds. For Uzbek learners, English pronunciation presents a
unique set of difficulties rooted in the structural differences between the Uzbek and English
sound systems. While Uzbek is a relatively phonetic language with consistent spelling rules and
fewer vowel and consonant sounds, English is far more complex in both pronunciation and
rhythm. These differences create barriers for Uzbek speakers when trying to produce and
distinguish English sounds, particularly those that do not exist in their native language.
Problems often arise with specific consonants like the "th" sounds (/
θ/ and /ð/), vowel
distinctions such as /ɪ/ vs. /iː/, and features like word stress, intonation, and consonant clusters.
In addition, the influence of Uzbek speech rhythm and spelling habits can result in unnatural or
unclear English pronunciation.
Key words:
Vowel sounds, diphthongs, consonant sounds, intonation, unstressed
syllables, regular intervals, stress-timed, learners, Uzbek, English sounds, mispronunciations,
struggle, influence, equivalents, weak stress, statements.
Phonetic differences between Uzbek and English: One of the main reasons Uzbek
learners struggle with English pronunciation lies in the significant phonetic differences between
the two languages. Uzbek has fewer vowel and consonant sounds compared to English, which
causes learners to substitute unfamiliar English sounds with the closest Uzbek equivalents.
Understanding these challenges is the first step toward overcoming them. By identifying the
specific areas where Uzbek learners commonly struggle, teachers and students alike can take
targeted steps to improve pronunciation and develop clearer, more natural spoken English.
Vowel sounds
: English has around 12 vowel sounds, including short, long, diphthongs,
and triphthongs, whereas Uzbek has only 6 pure vowel sounds. This often leads Uzbek learners
to confuse vowel pairs such as /ɪ/ (as in sit) and /iː/ (as in seat), or /æ/ (as in cat) and /e/ (as in
bed).
Consonant sounds
: Certain English consonants do not exist in Uzbek. For example, the
English "th" sounds /θ/ (as in think) and /ð/ (as
in this) are particularly difficult. Uzbek speakers
often replace these with /s/, /z/, /t/, or /d/, leading to mispronunciations like "think" becoming
"sink" or "this" sounding like "dis."
Use
clapping or tapping
to help learners recognize strong vs. weak
stress and
intonation patterns:
English is a stress-timed language, meaning that stressed syllables occur at
regular intervals, and unstressed syllables are shortened. Uzbek, on the other hand, is more
syllable-timed, with each syllable pronounced roughly equally. This difference causes Uzbek
learners to struggle with:
Word stress:
Misplacing stress within English words can lead to
confusion or even misunderstandings. For example, the noun 'record' stresses the first syllable
(RE-cord), but the verb stresses the second (re-CORD). Uzbek learners often apply uniform
stress patterns, which can sound unnatural to native English speakers.
Sentence intonation:
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English uses intonation patterns to express questions, statements, emotions, and emphasis. Uzbek
learners may speak with a flatter intonation, making their English sound less expressive or
sometimes confusing.
Final consonant sounds and clusters:
In Uzbek, words often end with
vowels or simpler consonants, whereas English frequently has words ending in consonant
clusters, such as
texts
,
walked
, or
friends
. Uzbek speakers may omit or simplify these clusters,
which affects clarity and comprehension. For example, the word
friends
might be pronounced as
frend
or
frens
by Uzbek learners, losing the final consonant sound /s/. This can hinder
intelligibility in communication.
Influence of Cyrillic and Latin scripts:
Although Uzbek uses the Latin alphabet today,
many learners are influenced by Cyrillic, which can impact their pronunciation of English letters.
For instance, the English letter “v” is pronounced /v/, but the Cyrillic script uses a different
symbol for this sound. This can lead to confusion in recognizing and pronouncing English words
correctly.
Lack of exposure to natural spoken English
. Many Uzbek learners do not have enough
opportunities to hear and practice natural English pronunciation in everyday life. Limited access
to native speakers or multimedia materials affects their ability to internalize correct
pronunciation patterns, making it harder to self-correct
diphthongs
(gliding vowels), many of
which do not exist in Uzbek.
Common Confusions:
English Sound
Common Error
Example
Mistaken Pronunciation
/ɪ/ vs /iː/
Confused or merged
ship
vs
sheep
Both may sound like
ship
/æ/ vs /e/
Not distinguished
man
vs
men
Both may sound like
men
/ʌ/ vs /ɑː/
Substituted with /a/
cup
vs
car
Both may sound like
cap
English uses
stress-timed rhythm
, which means that some syllables are pronounced
longer and louder than others. Uzbek, by contrast, uses more
syllable-timed
rhythm, where each
syllable has roughly equal stress. Common Issues: Equal stress on all syllables:
imporTANT
→
IM-por-tant
. Ignoring reduced syllables: Unstressed vowels in English often reduce to /ə/
(schwa), which doesn’t occur in Uzbek. Example:
banana
→ [bəˈnɑːnə], not
ba-NA-na
.
Problematic Sounds:
/
θ/ and /ð/
–
These "th" sounds do not exist in Uzbek. Learners
often replace: /
θ
/ (as in
think
) → /s/ or /t/ /ð/ (as in
this
) → /z/ or /d/
/v/ and /w/
–
These are often
confused. Uzbek speakers may say
wine
instead of
vine
, or vice versa.
/ŋ/
–
The final "ng" sound
in
sing
is often pronounced as /n/ (
sing
→
sin
).
Uzbek has no equivalent sounds for the English "th" sounds, like in
"think" (/
θɪŋk/)
or
"this" (/ðɪs/)
. So Uzbek learners often replace these sounds with /s/, /z/, /t/, or /d/. Example:
think
→
"sink"
or
"tink"
,
that
→
"dat"
or
"zat.
This can confuse listeners because you're
accidentally saying different words (e.g.,
thin
vs
sin
). Practice placing your
tongue gently
between your teeth
and blowing air for /
θ
/ (unvoiced), and
vibrating your vocal cords
for /ð/
(voiced). Use a mirror to check your tongue.
In Uzbek, words usually end with a vowel or a single consonant. English, however, has
many words ending in multiple consonants or linking sounds:
helped
→ Uzbek learners may
omit the final /t/ or /d/.
I want to eat
→ Often spoken with breaks between each word, rather than
linking
want to
as /wɒnə/.
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English spelling often doesn’t match pronunciation, while Uzbek is more phonetic. This
causes Uzbek learners to
pronounce silent letters
or misread words. Examples:
knight
→
pronounced /naɪt/, not /k
-
nɪ
-
ɡ
-h-t/,
psychology
→ /saɪˈkɒlədʒi/, not /p
-syk-ho-lo-gy/,
island
→
/ˈaɪ.lənd/, not /ɪs.lænd/. Uzbek intonation is flatter compared to English, which uses a
rise and
fall in pitch
to show emotion, emphasis, or sentence type (question vs statement). Example:
Are
you coming?
should rise at the end. Uzbek learners might say it flatly like a statement.
Uzbek has the sound /v/ but not /w/, and learners often mix these two sounds. Examples:
very
→ sounds like
wery
,
west
→ sounds like
vest
,
wine
vs
vine
→ both may sound the same
Uzbek words usually avoid complex clusters of consonants (like three or more in a row),
but English has many
—
especially at the ends of words. Uzbek learners may
drop one or two
consonants
. Examples:
texts
→ may be pronounced as
text
or
teks
,
asked
→ may become
ask
,
friends
→ may become
frens
or
fren
Uzbek has a small number of vowel sounds (about 6), while English has many (over 15),
including long vowels and diphthongs. Uzbek learners often
don’t distinguish
between sounds
like: /ɪ/ (as in
bit
) and /iː/ (as in
beat
), /ʌ/ (as in
cut
) and /ɑː/ (as in
cart
).
Examples:
•
ship
vs
sheep
→ both may sound like
ship
•
full
vs
fool
→ both may sound like
fool
•
bad
vs
bed
→ both may sound like
bed
Pronunciation challenges faced by Uzbek learners in English stem largely from the
linguistic differences between the two languages and limited exposure to native speech. To
overcome these difficulties, learners should focus on targeted phonetic practice, including
distinguishing difficult vowel and consonant sounds, mastering English stress and intonation,
and practicing consonant clusters. Teachers can assist by using phonetic drills, audio-visual
materials, and encouraging active listening and speaking in real-life contexts.With patience and
focused effort, Uzbek learners can improve their English pronunciation significantly, enhancing
both their confidence and communication skills in the global English-speaking world.
Conclusion:
Pronunciation is not just about sounding good
—it’s about being understood.
For Uzbek learners of English, pronunciation difficulties stem from deep-rooted linguistic
differences between Uzbek and English. These challenges include unfamiliar vowel and
consonant sounds, incorrect stress and intonation patterns, problems with consonant clusters, and
confusion caused by irregular English spelling.
While these issues can make speaking English clearly a struggle, they are not impossible
to overcome. With focused practice, active listening, and guided support, Uzbek learners can
gradually build stronger pronunciation skills. Tools like minimal pair exercises, shadowing
techniques, and pronunciation apps can make a significant difference. Teachers also play a vital
role by introducing learners to the International Phonetic Alphabet (IPA), providing models of
natural speech, and correcting errors in a supportive way. Ultimately, pronunciation
improvement is a gradual process that requires patience and regular exposure to authentic
English. By understanding the specific challenges they face and applying practical strategies,
Uzbek learners can gain both clarity and confidence in their spoken English, allowing them to
communicate more effectively in academic, professional, and everyday settings.
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