Barriers in Learning Pronunciation of English as a Second Language Page 10-17

Abstract

Pronunciation is a crucial aspect of second language acquisition, especially in English as a Second Language (ESL) contexts, as it affects intelligibility and communicative effectiveness. ESL learners face multiple barriers to acquiring accurate pronunciation, including native language (L1) interference, insufficient explicit instruction, limited exposure to authentic input, psychological factors such as anxiety, and inadequate teacher preparation. L1 interference often causes learners to substitute unfamiliar English sounds with native phonemes, resulting in persistent errors. Many ESL curricula prioritize grammar and vocabulary over pronunciation, leaving learners without targeted instruction or feedback. Limited exposure to authentic English speech—including stress, intonation, and rhythm—further hinders learners from developing natural pronunciation. Psychological barriers, such as fear of mistakes and self-consciousness, discourage practice and reinforce difficulties. This paper discusses strategies for overcoming these challenges, including contrastive phonetic instruction, constructive feedback, increased exposure to native speech and media, technology-assisted practice, and creating a low-anxiety classroom environment. By addressing both pedagogical and psychological factors, ESL educators can improve learners’ pronunciation, confidence, and overall communicative competence. The study offers practical insights to enhance pronunciation teaching and facilitate more effective communication in real-world contexts.