DEVELOPING AN INTEGRATED AUDIO-LINGUAL COMMUNICATIVE MODEL FOR TEACHING ENGLISH PRONUNCIATION IN UZBEK EFL CLASSROOMS

This study explores the development of an integrated model that combines Audio-Lingual and Communicative Language Teaching (CLT) principles to improve English pronunciation among Uzbek EFL learners. While traditional audio-lingual drills provide accuracy and habit formation in producing English sounds, communicative tasks promote fluency and contextualized practice. The research examines how an integrated approach may overcome the limitations of both methods when used independently. A mixed-methods design was employed in three secondary schools in Uzbekistan, involving 60 learners from grades 7–8. Data were collected through pre- and post-tests, classroom observations, and student interviews. Results indicate that learners exposed to the integrated model demonstrated significant improvement in both segmental features (problematic sounds like /θ/, /ð/, /w/) and suprasegmental aspects (stress, rhythm, intonation). The study suggests that combining drills with communicative pronunciation tasks not only enhances phonological accuracy but also boosts learner confidence and willingness to communicate. These findings highlight the potential of a hybrid pedagogy for the Uzbek EFL context.