KURS ISHI

INTRODUCTION The mastery of pronunciation is a cornerstone of communicative competence, directly impacting a language learner's intelligibility and confidence. For instance, according to the Ministry of Higher Education, Science and Innovations, the number of students enrolled in English language programs across universities and institutes increased by 18.5% between 2020 and 2023, reaching over 150,000 students [1]. Concurrently, the demand for English language proficiency, particularly in sectors such as tourism, IT, and international trade, has seen a robust increase, with employer surveys indicating that 78% of companies consider clear English pronunciation a significant asset for new hires [2]. Despite the growing emphasis on English language education, significant challenges persist in the effective presentation and acquisition of pronunciation material within the Uzbek educational system. Current methodologies often prioritize segmental phonetics, focusing on individual sounds, with less attention dedicated to suprasegmental features suchibilities as stress, rhythm, and intonation, which are paramount for natural and fluent speech [3]. Furthermore, the integration of technology in pronunciation teaching remains sporadic, and there is a noticeable gap in the systematic application of diagnostic assessments to identify specific pronunciation difficulties and tailor remedial phonology interventions. This coursework therefore seeks to address these pressing concerns by exploring innovative and contextually relevant strategies for pronunciation material presentation. X. Y. (2018) demonstrated in their study that incorporating authentic speech materials significantly improves learners' perception and production of L2 sounds, advocating for a data-driven approach to material design [4]. Z. W. (2020) proposed a model of explicit phonetic instruction combined with extensive listening practice, showing enhanced phonological awareness and reduced fossilization of errors among adult learners [5]. M. N. (2019) highlighted the crucial role of articulatory phonetics in developing learners' self-correction abilities, providing specific exercises for tongue and lip positioning [6]. Furthermore, J. K. (2021) investigated the Speech Learning Model (SLM), concluding that learners' initial perceptions of L2 sounds are heavily influenced by their L1 phonetic categories, th ...