CAUSES OF PRONUNCIATION ERRORS AMONG ESP STUDENTS AND STRATEGIES FOR THEIR CORRECTION

Pronunciation errors represent a persistent challenge in English for Specific Purposes (ESP) education, often affecting intelligibility and professional communication. This study investigates the causes of pronunciation errors among ESP students and identifies effective strategies for their correction. A mixed-methods approach was employed, involving 35 undergraduate ESP students from diverse professional fields. Data were collected through pronunciation tests, classroom observations, and questionnaires. Findings indicate that the primary causes of pronunciation errors include interference from the first language (L1), insufficient phonetic training, limited exposure to authentic English, and cognitive factors such as anxiety. Strategies for correction include focused phonetic training, use of minimal pairs, technology-assisted practice, and learner-centered feedback. The study highlights the importance of systematic pronunciation instruction in ESP courses to enhance professional communication competence