Published Paper Details:

Teaching Arabic phonetics to non-native speakers has emerged as a critical research field due to increased global demand for the Arabic language for educational, professional and religious purposes. Despite this growing interest, learners struggle to identify, differentiate and articulate Arabic phonemes accurately--particularly emphatic, uvular, pharyngeal and glottal sounds not found in many Indo-Aryan and European languages. These difficulties often lead to phonological interference, communication barriers, and semantic distortion. The current study investigates the linguistic, cognitive, sociocultural and pedagogical constraints faced by learners during phonetic acquisition. The research follows descriptive and analytical methods to examine classroom experiences and phonetic learning outcomes. Findings reveal that lack of systematic phonetic instruction, inadequate exposure to authentic Arabic pronunciation, and dependency on memorization-based learning significantly hinder phonetic mastery. This study proposes a multi-layered classroom framework integrating articulatory phonetics, audio-visual pronunciation tools, minimal-pair drills, peer-interaction exercises and corrective feedback mechanisms. Results demonstrate that structured phonetic instruction substantially enhances pronunciation accuracy, fluency, and learner confidence.