Listening and Pronunciation in Russian Language Education in Uzbek Schools: A Sociolinguistic and Methodological Perspective

Abstract

This article examines the role of listening and pronunciation skills in teaching Russian as a non-native language in Uzbek schools. It highlights the importance of these skills for developing communicative competence and emphasizes their interdependence in language acquisition. The study also considers the sociolinguistic situation in Uzbekistan, where Russian continues to function alongside Uzbek in education and media. Special attention is given to phonetic challenges faced by Uzbek-speaking learners and to effective methodological approaches, including comparative and step-by-step instruction. The findings suggest that integrating listening and pronunciation into the core of language teaching significantly improves students’ overall language proficiency.