Pronunciation Difficulties Among Azerbaijani Learners of English: A Phonetic Analysis

Abstract

English pronunciation represents one of the most challenging aspects of learning English as a foreign language, particularly for learners whose native language differs significantly from English in its phonological and articulatory structure. Azerbaijani learners frequently encounter persistent pronunciation difficulties related to unfamiliar consonant sounds, complex vowel distinctions, and suprasegmental features such as stress, rhythm, and connected speech. These challenges are largely influenced by native language interference, as learners tend to transfer established phonetic patterns and articulatory habits from their first language into English speech production. The present study aims to identify and analyze the primary pronunciation difficulties experienced by Azerbaijani learners of English and to examine the phonetic and linguistic factors contributing to these challenges. Special attention is given to problematic consonant contrasts, vowel production accuracy, and the development of appropriate stress and rhythm patterns in spoken English. The analysis demonstrates that structural differences between the Azerbaijani and English phonological systems play a significant role in shaping learners’ pronunciation and may lead to reduced intelligibility and communicative effectiveness. The findings emphasize the importance of systematic phonetic training, increased phonological awareness, and targeted instructional support in improving pronunciation skills. Strengthening learners’ phonetic competence can contribute to clearer, more intelligible speech and enhance their ability to communicate effectively in academic and professional contexts.