International Journal of Scientific & Technology Research

Home About Us Scope Editorial Board Blog/Latest News Contact Us
10th percentile
Powered by  Scopus
Scopus coverage:
Nov 2018 to May 2020


IJSTR >> Volume 9 - Issue 2, February 2020 Edition

International Journal of Scientific & Technology Research  
International Journal of Scientific & Technology Research

Website: http://www.ijstr.org

ISSN 2277-8616

Exploring English Pronunciation Teaching In Uzbekistan

[Full Text]



Bakiyeva Gulandom Hisomovna, Rustamova Adash Eshankulovna



pronunciation, a communication instrument, Cinderella of linguistic learning, a specific stretch of sound, intelligibility versus native like, a long-term objective, modest status, grammar-translation techniques



This paper examines the issue of the pronunciation of English by Uzbek learners and why it appears to be such an intractable problem despite excellent effort. The research is influenced by Saracen’s argument that takes a critical approach to World English and the key issue of reconciling language as a scheme with language as a social exercise. Because the examination system in Uzbekistan's public education industry favors written over spoken job, English-speaking abilities have become marginalized in the college curriculum, including English pronunciation. Paradoxically, motivated by globalization, the need for Uzbek to be able to interact with a multitude of English speakers from around the globe has increased. This paper is a case study investigating English pronunciation teaching and learning in one Uzbek school. Instead of adding to the current significant literature on comparative phonology between English and Uzbek, the research focuses on social, psychological and cultural elements that affect Uzbek English learners.



[1] Ahmad, J. (2011). Pronunciation Problems among Saudi Learners: A Case Study at the Preparatory Year Program, Najran University Saudi Arabia. Language in India, 11(7).
[2] Beinhoff, B. (2014). Perceiving Intelligibility and Accentedness in Non-Native Speech: A Look at Proficiency Levels. Concordia Working Papers in Applied Linguistics
[3] Brown, A. (1992). A survey of attitudes and teaching practices related to pronunciation teaching. Professional Development Unit, Adult Migrant Education Service-WA.
[4] Burgess, J., & Spencer, S. (2000). Phonology and pronunciation in integrated language teaching and teacher education. System, 28(2), 191-215.
[5] Canagarajah, S. (2005). Editor’s note. TESOL Quarterly, 39, 365–366.
[6] Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (1996). Teaching pronunciation: A reference for teachers of English to speakers of other languages. Cambridge University Press.
[7] Chomsky, N. (1957). Syntactic Structures. The Hague: Mouton.
[8] Dalton-Puffer, C., Kaltenböck, G., & Smit, U. (1997). Learner attitudes and L2 pronunciation in Austria. World English, 16(1), 115-128.
[9] Demircioglu, M. D. (2013). The Pronunciation Problems for Turkish Learners in Articulating of the Diphthongs in English Learning. Procedia-Social and Behavioral Sciences, 106, 2983-2992.
[10] Dörnyei, Z. (2003). Questionnaires in second language research: Construction, administration, and processing. Lawrence Erlbaum Associates.
[11] Elliott, A. R. (1995). Foreign language phonology: Field independence, attitude, and the success of formal instruction in Spanish pronunciation. The Modern Language Journal, 79(4), 530-542.
[12] Gilakjani, A. P., & Ahmadi, M. R. (2011). Why is Pronunciation so difficult to Learn? English Language Teaching, 4(3), 74.
[13] Gilbert, J. (1994). Intonation: A navigation guide for the listener. Pronunciation pedagogy and theory: New views, new directions, 38-48.
[14] Hismanoglu, M., & Hismanoglu, S. (2013). A Qualitative Report on the Perceived Awareness of Pronunciation Instruction: Increasing Needs and Expectations of Prospective EFL Teachers. The Asia-Pacific Education Researcher, 22(4), 507-520.
[15] Howatt, A. (2006). Language Teaching: History. In Encyclopedia of Language and Linguistics, 14-Volume Set (pp. 634-646).
[16] Isaacs, T. (2008). Towards defining a valid assessment criterion of pronunciation proficiency in non-native English-speaking graduate students. Canadian Modern Language Review, 64(4), 555-580.
[17] Jenkins, J. (2005). Implementing an international approach to English pronunciation: The role of teacher attitudes and identity. Tesol Quarterly, 535-543.
[18] Kelly, L. G. (1969). 25 centuries of language teaching: an inquiry into the science, art, and development of language teaching methodology, 500 BC-1969. Newbury House Pub.
[19] Ketabi, S., & Saeb, F. (2015). Pronunciation Teaching: Past and Present. International Journal of Applied Linguistics and English Literature, 4(5), 182-189.
[20] Levis, J. M. (2005). Changing contexts and shifting paradigms in pronunciation teaching.Tesol Quarterly, 39(3), 369-377.
[21] Mahboob, A. (2003). Status of nonnative English speakers as ESL teachers in the United States. Unpublished doctoral dissertation, Indiana University, Bloomington.
[22] Murphy, J. M & Baker, A. A. (2015). History of ESL Pronunciation teaching. In Reed, J., & Levis, J., Eds. (2015). The Handbook of English Pronunciation. Wiley Blackwell (pp.36-65).
[23] Rindal, U., & Piercy, C. (2013). Being ‘neutral’? English pronunciation among Norwegian learners. World Englishes, 32(2), 211-229.
[24] Saraceni, M. (2015). World Englishes: a critical analysis. Bloomsbury Publishing.
[25] Takagishi, R. (2012). Non-native English Teachers’ Views towards Pedagogic Goals and Models of Pronunciation. Asian Englishes, 15(2), 108-135.
[26] Tashakkori, A., & Teddlie, C. (1998). Mixed methodology: Combining qualitative and quantitative approaches (Vol. 46). Sage.
[27] Tergujeff, E. (2013). Learner perspective on English pronunciation teaching in an EFL context. Research in language, 11(1), 81-95.
[28] Thomson, R. I. (2012), August). ESL teachers' beliefs and practices in pronunciation teaching: Confidently right or confidently wrong. In Proceedings of the 4th Pronunciation in Second Language Learning and Teaching Conference (pp. 224-233).
[29] Tomlinson, B., & Dat, B. (2004). The contributions of Vietnamese learners of English to ELT methodology. Language Teaching Research, 8(2), 199-222.
[30] Ulate, N. V. (2011). Insights towards native and non-native ELT educators. Bellaterra: journal of teaching and learning language and literature, 4(1), 56-79.
[31] Yates, L., & Zielinski, B. (2009). Give it a go: Teaching pronunciation to adults. Adult Migrant English Program (AMEP) Research Centre, Macquarie University.
[32] Walkinshaw, I., & Oanh, D. H. (2014). Native and Non-Native English Language Teachers. TESL EJ, 4(2), 2158244014534451.