COMMON PRONUNCIATION PROBLEMS IN INCLUSIVE EDUCATIONAL SETTINGS

Abstract

This study focuses on pronunciation difficulties of certain segmental features related to Oman’s local English language teaching environment that includes language learners of different ethnic and linguistic backgrounds. The paper draws its conclusions from research findings, looks into some commonly mispronounced words, in and outside English language classrooms, explains the reasons behind such challenges and suggests some practical ideas to avoid common pronunciation problems in the context of the inclusive English language classroom.