Abstract
This article examines a modern model of teaching Arabic pronunciation in the Uzbek audience, which provides for a theoretical substantiation of the methodological postulate and the development of an effective technology for the formation of auditory-pronunciation skills, namely, for the first time, a comparative typological study of the entire consonant composition of the Arabic and Uzbek languages is carried out, as well as proposed a set of exercises that helps to overcome phonetic interference when teaching Arabic in an Uzbek audience and guidelines for teachers and students.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
