Implementation Of The Mfp (Meaning–Form–Pronunciation) Technique In The Educational Process Based On The Requirements Of State Educational Standards And Curricula

Abstract

The development of communicative competence has become a central objective of modern foreign language education. In this context, effective methodological approaches are required to ensure the integration of semantic understanding, grammatical accuracy, and correct pronunciation in the learning process. The Meaning Form Pronunciation (MFP) technique represents one of the most widely applied instructional frameworks in communicative language teaching. This article analyzes the methodological foundations and pedagogical significance of implementing the MFP technique in the educational process in accordance with the requirements of State Educational Standards and curricula. The study is based on theoretical analysis, comparative methodology, and pedagogical observation of language teaching practices. The findings indicate that the systematic use of the MFP technique improves learners’ comprehension of language structures, enhances pronunciation accuracy, and facilitates the development of communicative competence. The research also highlights that the integration of meaning, form, and pronunciation within a single instructional sequence supports the effective achievement of curriculum based learning outcomes in foreign language education.