Effective phonetic instruction for young EFL learners requires not only appropriate exercise types but also their methodical, staged application. This study explores the pedagogical value of implementing phonetic exercises across three structured stages: perception, controlled production, and contextualized application. Through classroom observations and teacher interviews in primary schools in Uzbekistan, the research identifies how gradual sequencing of phonetic tasks influences learners' sound recognition, pronunciation accuracy, and fluency. Findings reveal that when phonetic activities are scaffolded progressively, learners demonstrate higher retention, reduced anxiety, and more confident oral performance. A three-phase instructional model is proposed to guide teachers in applying phonetic exercises systematically.

Phonetic instruction, staged learning, pronunciation practice, EFL

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