effective methodologies to improve pronunciation in second language learners

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effective methadologies to improve pronunciation in second language learners kabulova dilrabo irkinovna –master of termiz university of economics and service. superviser:salomova gavhar abdinazarovna - phd at surkhandarya region teachers training center abstract: the article describes that arouse the students’ interest in pronunciation of english practically and theoretically, help them to read more about this subject; analyze, if it is necessary, the pronunciation phenomena and, finally, help them to apply their knowledge in their future work and, probably in phonetic researches. key words: pronunciation, students, practical, theoretical, speech sounds syllable structure, word-stress and intonation, introduction. the present manual in pronunciation theory of english is worked out for students of foreign language faculties who are being trained to become teachers of english. the training of highly skilled teachers of english comprises the study and mastery the theoretical problems of pronunciation on phonetics and phonology. the aims of the practical course are predominantly …

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age aspects are expressed in sounds. the modification of words and their combination into sentences are first of all phonetic phenomena. we cannot change the grammatical form of a verb or a noun without changing the corresponding sounds. the communicative type of sentences can often be determined only by intonation. hence the importance of the sound (phonetic) aspect of a language is obvious. to speak any language a person must know nearly all the 100% of its phonetics while only 50-90% of the grammar and 1% (1) of the vocabulary may be sufficient[2]. literature review. the terms “phonetics” and “phonetic” come from the greek word ϒωνη (fo:ne:) sound. the term “phonetics” may denote either the phonetic system of a concrete language or the phonetic science. both the phonetic system of a language and the phonetic science are inseparably connected with each other but at the same time the one cannot …

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pitch, rhythm, tempo, etc.) sounds and prosodic phenomena of speech are of a complex nature. they involve a number of simultaneous activities on the part of the speaker and the hearer: the movement of speech organs that is regulated by the central nervous system; the perception of sound waves resulting from the work of speech organs; the formation of the concept in the brain (at a linguistic level). analysis and results. phonetics is connected with linguistic and non-linguistic sciences: acoustics, physiology, psychology, logic, etc. the connection of phonetics with grammar, lexicology and stylistics is exercised first of all via orthography, which in its turn is very closely connected with phonetics. phonetics formulates the rules of pronunciation for separate sounds and sound combinations. the rules of reading are based on the relation of sounds to orthography and present certain difficulties in learning the english language, especially on the initial stage of …

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ed /’krukid/, naked /’neikid/, ragged /’ræɡid/. one of them important phonetic phenomena - sound interchange - is another manifestation of the connection of phonetics with grammar. for instance, this connection can be observed in the category of number. thus, the interchange of /f-v/, /s-z/ , /-ð/ helps to differentiate singular and plural forms of such nouns as: calf-calves /f-v/, leaf-leaves /f-v/, house-houses /s-z/. vowel interchange helps to distinguish the singular and the plural of such words as: basis – bases /`beisis - `beisi:z/, crisis – crises /`kraisis - `kraisi:z/, analysis-analyses /ə`næləsis- ə`næləsi:z/, and also: man-men /mæn-men/, foot-feet /fut-fi:t/, goose-geese /gu:s-gi:z/, mouse –mice /maus-mais/. vowel interchange is connected with the tense forms of irregular verbs, for instance: sing-sang-sung; write-wrote-written, etc. vowel interchange can help to distinguish between a) nouns and verbs, e.g. bath-bathe /a:-ei/, b) adjectives and nouns, e.g. hot-heat /ɔ -i:/, c) verbs and adjectives, e.g. moderate-moderate /ei-i/, d) nouns …

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shall see that their meaning will be different. ˡwhat ˡwriting ˡpoet is doing is ˎinteresting. if we make a pause after the word what, we are interested in what the poet is doing in general. if the pause is made after the word writing we want to know, what book or article the poet is writing. phonetics is also connected with lexicology. it is only to the presence of stress, or accent, in the right place, that we can distinguish certain nouns from verbs (formed by conversion), e.g. ˡabstract реферат - to abˡstract ˡobject предмет - to obˡject ˡtransfer перенос - to transˡfer переносить homographs can be differentiated only due to pronunciation, because they are identical in spelling, e.g. bow /bəu/ - bow /bau/ lead /li:d/ - lead /led/ row /rəu/ - row /rau/ sewer /səuə/ - sewer /sju:ə/ tear /tɛə/ - tear /tiə/ wind /wind/ - wind /waind/ due …

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effective methadologies to improve pronunciation in second language learners kabulova dilrabo irkinovna –master of termiz university of economics and service. superviser:salomova gavhar abdinazarovna - phd at surkhandarya region teachers training center abstract: the article describes that arouse the students’ interest in pronunciation of english practically and theoretically, help them to read more about this subject; analyze, if it is necessary, the pronunciation phenomena and, finally, help them to apply their knowledge in their future work and, probably in phonetic researches. key words: pronunciation, students, practical, theoretical, speech sounds syllable structure, word-stress and intonation, introduction. the present manual in pronunciation theory of english is worked out for stud...

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