PRONUNCIATION DIFFERENCES IN AMERICAN AND BRITISH ENGLISH: CHALLENGES FOR ESL LEARNERS AT THE PRIMARY LEVEL IN PAKISTAN

Abstract

This study examines the pronunciation difficulties experienced by ESL learners at the primary level in Okara District, Pakistan, with a focus on differentiating between American English (AmE) and British English (BrE). The survey consists of 60 students from 4th grade to assess phonological exposure to different English accents through instruction, textbooks, and media. The results highlight that AmE students faced difficulties in pronouncing vowel sounds, while BrE students struggled with intonation. Both AmE and BrE learners simultaneously faced difficulties in both intonation and stress. Although there were no significant variations in the intellectual load exposed by unreliable pronunciation methods, students experiencing different accents showed a moderate level of struggle with speaking ability or listening comprehension. Preferences for learning tactics may vary, but all emphasized the importance of repetition, audio aids, and teacher-led pronunciation strategies. This study suggests flexible language methods and clear teaching practices to fulfill the requirements of dual-accent situations in Pakistani schools. The limitations and further studies emphasized the need for phonetic and longitudinal analyses.