English pronunciation difficulties among speakers of Hanzhonghua can be understood partly through the interaction between first-language phonological patterns and the target English sound system. This research develops a transfer-based instructional model designed to identify, prioritize, and reduce cross-linguistic phonological interference affecting English pronunciation among Hanzhonghua-speaking learners. The study adopts a qualitative, theory-driven research and review design based exclusively on the provided literature. Its theoretical foundation integrates language-transfer theory, pronunciation pedagogy, intelligibility and comprehensibility perspectives, second-language research methodology, learner autonomy, and approaches to intonation and discourse. The proposed model consists of five interconnected stages: phonological contrast identification, interference diagnosis, targeted perceptual training, controlled production, and communicative transfer with learner self-monitoring. Particular attention is given to the distinction between pronunciation accuracy and communicative effectiveness, since pronunciation instruction should ultimately support intelligibility and comprehensibility rather than merely approximate native-speaker norms. The analysis indicates that a Hanzhonghua-focused instructional framework should move beyond generalized pronunciation correction and instead establish explicit links between likely first-language influence, perceptual discrimination, articulatory practice, prosodic organization, and communicative performance. The model provides a structured pedagogical architecture that can be adapted to English-major classrooms in Shaanxi Province while recognizing the limitations of generalizing from dialect-level tendencies to individual learners. The study contributes a systematic framework for integrating transfer analysis with contemporary pronunciation instruction and learner-centered practice.