NEUROLINGUISTIC INVESTIGATION INTO TONGUE TWISTERS FOR UZBEK EFL LEARNERS

Abstract

This study builds directly on the neurocognitive mechanisms of tongue twisters outlined in the author’s earlier theoretical paper (Jurayeva, 2026). It moves from brain-mapping to practical classroom application by investigating whether systematic tongue-twister training can improve speech motor control and reduce first-language (L1) interference in Uzbek learners of English as a Foreign Language (EFL). Thirty fourth-year philology students at Fergana State University participated in a six-week “phonetic circuit training” program specially designed to target Uzbek learners’ pronunciation challenges: interdental fricatives (/θ/ and /ð/), complex consonant clusters, and the shift from syllable-timed to stress-timed rhythm. Pre- and post-intervention recordings were analyzed with Praat software to measure Voice Onset Time (VOT), formant transitions, and rhythmic interval variability. Results showed a statistically significant 28% improvement in phonemic accuracy and a clear move toward native-like English prosody. Interpreted through Bjork’s “desirable difficulty” framework and Guenther’s DIVA model of speech motor learning, the findings demonstrate that tongue twisters act as effective, low-tech neuro-motor drills. They strengthen auditory-motor feedback loops, expand phonological working memory, and promote neural plasticity even in adult L2 learners. The study recommends replacing passive imitation methods with active, resistance-based articulatory training in Uzbek EFL contexts, turning temporary pronunciation struggles into permanent gains in fluency and intelligibility.