The pronunciation constraints of syllable stress-coloration in Pakistani English


  • Shahid Hussain Mir Department of English, University of Kotli, Azad Jammu and Kashmir, Pakistan | Department of English, International Islamic University, Islamabad, Pakistan.
  • Ayaz Afsar Department of English, International Islamic University, Islamabad, Pakistan.



English pronunciation, Pronunciation constraints, Pronunciation issues, Stress constriction, Kashmiri learners, Kashmiri students, ESL learners, ESL students


Pakistani English speakers struggle with pronunciation issues due to unfamiliarity with the morphological and phonological aspects of the English language. The challenging aspect of teaching English pronunciation in an ESL environment in Pakistan is pronunciation. The study looks at Pakistani ESL students' pronunciation problems and aims to pinpoint Pakistani English speakers’ pronunciation issues in an ESL setting. This is a descriptive study, and information from ten ESL students is acquired through recording. The study uses the PRAAT as a framework for data analysis and points to the syllable break and stress marking in PE. Based on L1, the speakers were chosen, and only Kashmiri speakers of Pakistani English were included. The study concludes that studying English helps ESL students speak effectively with people from different linguistic and cultural backgrounds, promoting intercultural understanding and fostering international collaboration. The lack of excitement, self-doubt, willingness, shyness, and language proficiency are the main causes of pronunciation problems. L1 also affects English pronunciation. According to the study, students’ L1 influences lead them to struggle with stress marking, syllabification, and transcription of English words. Additionally, epenthesis, the insertion of a short vowel at the beginning, and improper stress marking were prevalent issues.


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How to Cite

Mir, S. H., & Afsar, A. (2024). The pronunciation constraints of syllable stress-coloration in Pakistani English. Journal of Humanities, Social and Management Sciences (JHSMS), 5(1), 21–35.



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