AMERICAN AND BRITISH ENGLISH PRONUNCIATION VARIATIONS AND THEIR IMPACT ON PRIMARY ESL LEARNERS IN PAKISTAN

Abstract

Pronunciation remains a critical component of English language learning, particularly for young learners acquiring English as a second language (ESL). The coexistence of American and British English varieties presents unique challenges for learners in Pakistan, where exposure to both forms often leads to confusion and inconsistency in speech production. This study investigates the difficulties faced by primary-level ESL learners in distinguishing and producing pronunciation features specific to American and British English. Key challenges identified include vowel and consonant variations, differences in stress and intonation patterns, and limited instructional guidance tailored to address these distinctions. The paper highlights how such difficulties affect learners’ spoken proficiency and confidence, thereby influencing their overall language acquisition process. To address these issues, the study underscores the need for systematic pronunciation instruction, teacher training, and the integration of phonetic awareness activities in early education. The findings provide valuable insights for educators, curriculum developers, and policymakers working to enhance ESL pedagogy at the primary level in Pakistan.