Developing Pronunciation Skills in First-Year Students With Uzbek as the Language of Instruction

This paper examines the specific features of developing pronunciation skills among first-year university students whose language of instruction is Uzbek. Particular attention is paid to the difficulties associated with acquiring Russian phonetic norms arising from differences between the sound systems of Russian and Uzbek. The paper substantiates the need for systematic pronunciation instruction that integrates auditory perception, articulatory training, and communicative practice. A sequence of methodological techniques is proposed to develop phonemic awareness, improve articulatory skills, and increase students' confidence in oral communication.