Pronunciation plays a crucial role in developing communicative competence and intelligibility in English language learning. However, it remains one of the most complex skills to teach and master for non-native speakers. This paper examines the main challenges faced by English teachers in teaching pronunciation to non-native learners. It focuses on linguistic interference, lack of teacher training, limited classroom time, inadequate resources, and learner affective factors. The study also suggests practical strategies to improve pronunciation teaching effectiveness through professional development, technology integration, and supportive classroom environments.

Pronunciation, English language teaching, non-native speakers, intelligibility, linguistic interference, teacher training, EFL challenges, communication skills.

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