HOW TO TEACH THE PRONUNCIATION PROBLEMS OF UZBEK LEARNERS OF FOREIGN LANGUAGES

Akramova Shakhnoza, Ismoilova Dilnoza

Abstract

As demonstrated by an increasing global study body, teaching and learning in English as a second language and English as a foreign language contexts are mainly overlooked [1; 5; 12; 14; 16] EP shares the same modest status in Uzbekistan in different countries around the globe. Like most other nations in the globe, Uzbekistan has historically used "teacher-centered, book-centered, and grammar-translation techniques" to teach EFL, where students showed "a good deal of reliance on the teacher" [2; 3]. Activities of learning and teaching place excellent emphasis on grammar, reading and writing, while educators and learners seemed to ignore oral skills. Therefore, EP became a language learning element that was not essential and was dedicated to it for a short time. At that moment, the primary purpose of studying and teaching was to pass exams or obtain certificates. This strategy resulted in "learners being able to obtain the greatest results in the tests but failing to demonstrate their excellence in performance in actual life" [4]. In Uzbekistan's modern EFL, many educators no longer depend solely on grammar translation techniques, but complement them with other learning techniques, recognizing English to play an increasingly important role. EP has now gained more attention in Uzbek communications with the outside world, as Uzbek people understand it is a key factor that can assist contribute to their successful English communication. EP is not simple to learn, however, particularly from Uzbeks. Scholars have shown that while Uzbek learners spend many years in college domestically learning English, foreigners still find it difficult to understand.