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.本研究探索了融合听说法（Audio-Lingual）与交际语言教学（Communicative Language Teaching, CLT）原则的整合型教学模型的开发，旨在提升乌兹别克英语作为外语学习者的英语发音水平。传统听说法操练虽可在英语语音产出层面实现准确性养成与习惯固化，但交际型任务则能促进流利性发展并提供情境化练习机会。本研究旨在探究整合式教学法如何克服两种方法单独使用时的局限性。本研究采用混合研究设计，在乌兹别克斯坦的三所中学开展，招募了60名7至8年级的学习者。数据通过前测与后测、课堂观察以及学生访谈三种方式收集。结果显示，接触整合式教学模型的学习者在音段特征（如/θ/、/ð/、/w/等易出错音素）与超音段特征（重音、节奏、语调）两方面均取得了显著提升。本研究表明，将语音操练与交际型发音任务相结合，不仅能够提升语音学层面的准确性，还可增强学习者的自信心与沟通意愿。上述研究结果凸显了混合教学法在乌兹别克英语作为外语教学语境中的应用潜力。