English Mispronunciation: Causes, Patterns, and Pedagogical Implications among Second Language Learners

Abstract

Pronunciation constitutes a dominant factor of communicative capability in second language learning, still it remains one of the most ignored facets of English language teaching. Amongst second language learners, specifically in multilingual contexts such as India, mispronunciation frequently thwarts intelligibility, lessens confidence, and produces barriers to effective interaction. English mispronunciation rises from numerous factors including first language interference, irregular spelling patterns, insufficient phonetic training, and limited expo[sure to authentic speech. This paper examines the causes and recurring patterns of mispronunciation and analyses their linguistic and pedagogical implications. Drawing upon established theories of second language acquisition and pronunciation studies, the paper argues that systematic instruction in phonology, listening practice, and communicative training are essential to improve learners’ spoken English. The study emphasizes the need to integrate pronunciation into mainstream classroom teaching to ensure clarity, intelligibility, and communicative success.