This article examines ways to improve the effectiveness of teaching Uzbek phonetics in cognate-language classrooms through differentiated instruction. The purpose of the study is to develop and test a didactic model that supports the stable formation of learners’ pronunciation skills, phonemic awareness, and spelling competence in a context of phonological similarity among cognate languages of the Turkic group. The methodology includes a pedagogical experimental design, diagnostic tests, corpus analysis of phonetic errors, and the triangulation of observation and interview data. The scientific novelty of the study lies in integrating differentiation criteria—such as type of interference, sensitivity to phonetic minimal pairs, articulatory complexity, and speech rate—into a staged instructional technology for teaching phonetics. The results show significant positive changes inpronunciation accuracy, phonemic discrimination, and spelling stability.
ALMAMBETOVA ULDAULET BERDIMURATOVNA (Sun,) studied this question.