mastering the sounds of the language

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1702751087.docx mastering the sounds of the language p lan: 1. the essence of teaching pronunciation. 2. distribution and typology of pronunciation material. 3. ways and principles of developing pro nunciation subskills. /docprops/thumbnail.emf mastering the sounds of the language plan: 1. the essence of teaching pronunciation. 2. distribution and typology of pronunciation material. 3. ways and principles of developing pronunciation subskills. mastering the sounds of the language plan: 1. the essence of teaching pronunciation. 2. distribution and typology of pronunciation material. 3. ways and principles of developing pronunciation subskills. 1. the essence of teaching pronunciation pronunciation plays a special role in the content of language material. pronunciation mechanism envelops three parts as hearing (acoustic), uttering (motor) and meaning (semantic). mastering phonetic side of the language, i.e. mastering pronunciation subskill is one of the core conditions of successful communication. we need to answer a question: what does pronunciation mean in the aspect …

ntals. [1: parker m. pronunciation and grammar. using video and audio activities. // english teaching forum. 2000. v.38. no 1. –p.25. ] second, pronunciation taught in isolation does not carry over to improved pronunciation in actual communication. this is true for both the segmental features and supra-segmental elements. practicing sounds and prosodic elements in structure drill is important and useful, more communicative activities using connected speech are crucial in helping to build automacity and carryover. there a question appears – is it possible to achieve a perfect pronunciation in english? training specialists have the exact answer: it is difficult to achieve perfect pronunciation in teaching language at school, that’s why the requirements are determined on the assumption of approximation. according to this assumption of approximation, it is available to limit the phonetic input and it is tolerated lower quality of some sounds articulation. but both of them occur in the …

provides the expression of speech units through relevant sounds. the issue of when to start teaching pronunciation was the reason of various discussions. it is not logical to define a certain grade or stage in methodology as mastering pronunciation goes together with development of language skills. it is necessary to realize that almost all sounds are introduced in the initial stage of education; the middle stage continues teaching new sound combinations, stress and intonation; in the middle or higher stages pronunciation sub-skills are improved. through listening pronunciation sub-skills are developing. 2. distribution and typology of pronunciation material el phonetic minimum is selected in concordance with the vocabulary and grammar minima. language material usually consists of active and passive minima. the notions of active and passive in phonetic (pronunciation) minimum are treated differently. active and passive pronunciation minima are learned simultaneously. they are included in the complex of the language sub-skills …

the difficulties of assimilation which groups are included in the content of teaching pronunciation (ctp): difficult phenomena referring to articulation, opposition, position and acoustics. the phonetic material is selected in compliance with the following criteria: (1) compliance with the need of communication; (2) appropriate style and standardized pronunciation; (4) prevalence. according to the first criterion, there phonemes and intonation models are selected that have different meaning, as pronunciation minimum includes all phonemes (but not their variants). appropriate style for selection takes as a base full style of pronunciation, i.e., literary, academic style. literary style could seem to be more artificial but it is more suitable for secondary education. as a standard, the received pronunciation (rp) is admitted. pronunciation minimum excludes the dialectal variants of pronunciation and conversation style of speech. prevalence is also like criteria of style and norm. the most used phonetic units are selected and included into phonetic …

s of phonetic minimum into easy and difficult. according to the second type only difficult units of the content of teaching pronunciation are divided into noted above four groups as articulation, opposition, position and acoustics. from the content of typology we see that it covers sounds, sound units and phonetic phenomena. typology of intonation is of another kind. methodical typology of the pronunciation units is allowed for all stages such as presentation, focused practice and communicative practice for developing pronunciation sub-skills. 3. ways and principles of developing pronunciation subskills presentation of the pronunciation material occurs through the utterance of phonetic units by a teacher and hearing of the students. it is very important to solve the problems of presenting a pronunciation unit alone, in a word or in a sentence objectively for development of pronunciation sub-skills. the following approaches are used for teaching pronunciation: 1. articulatory approach – explanation of …

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1702751087.docx mastering the sounds of the language p lan: 1. the essence of teaching pronunciation. 2. distribution and typology of pronunciation material. 3. ways and principles of developing pro nunciation subskills. /docprops/thumbnail.emf mastering the sounds of the language plan: 1. the essence of teaching pronunciation. 2. distribution and typology of pronunciation material. 3. ways and principles of developing pronunciation subskills. mastering the sounds of the language plan: 1. the essence of teaching pronunciation. 2. distribution and typology of pronunciation material. 3. ways and principles of developing pronunciation subskills. 1. the essence of teaching pronunciation pronunciation plays a special role in the content of language material. pronunciation mechanism envelops thr...

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