The role of phonetics and phonology in teaching English pronunciation to non-native speakers

Pronunciation is a critical yet challenging component of English language learning for non-native speakers, impacting communication clarity and confidence. This study investigates the role of phonetics and phonology in addressing these challenges, synthesizing recent research (2021–2024) to identify effective teaching strategies and practical solutions. Through a systematic review of 15 peer-reviewed studies, the paper examines how linguistic theories, such as the Contrastive Analysis Hypothesis and Speech Learning Model, inform pronunciation instruction. Key findings reveal that learners’ native languages (L1) significantly influence pronunciation errors, requiring targeted interventions like minimal pair exercises and the International Phonetic Alphabet (IPA). Age and motivation are also critical, with evidence suggesting that adult learners can achieve marked improvement through structured practice despite age-related constraints. Additionally, technology-enhanced tools, such as speech recognition software and multimedia laboratories, emerge as valuable resources for providing real-time feedback and authentic practice. The study concludes that phonetics- and phonology-based approaches, combined with adaptive teaching methods, empower learners to overcome pronunciation barriers and achieve intelligible speech. Practical recommendations include integrating contrastive analysis into curricula, leveraging technology for immersive practice, and fostering motivational learning environments. This paper contributes to the field by bridging theoretical linguistics with classroom practice, offering educators actionable insights to enhance pronunciation instruction in diverse linguistic contexts.