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.
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