Didactic Principles of The MFP (Meaning–Form–Pronunciation) Technique in Developing Linguistic Competence of English Language Teachers

The development of linguistic competence among English language teachers is a crucial factor in ensuring effective language instruction in modern educational environments. One of the most productive methodological approaches used in communicative language teaching is the Meaning–Form–Pronunciation (MFP) technique. This technique focuses on the integrated presentation of vocabulary and grammar through three interconnected components: semantic meaning, structural form, and phonetic realization. The present study explores the didactic principles underlying the use of the MFP technique in improving the linguistic competence of English language teachers. The research analyzes methodological approaches to teaching linguistic units using MFP and examines its pedagogical effectiveness in teacher training. The results demonstrate that the systematic application of MFP principles enhances teachers’ awareness of language structure, improves pronunciation accuracy, and strengthens the ability to present linguistic material effectively in classroom practice. Consequently, the implementation of MFP-based instruction contributes to the development of professional linguistic competence and supports communicative language teaching objectives.

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