technologies of teaching pronunciation (grades 1-4)

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teaching pronunciation technologies of teaching pronunciation (grades 1-4) course: methodology of teaching languages and educational technologies prepared by: tadjieva m. lecture outline: 1.the essence of teaching pronunciation 2.distribution and typology of pronunciation material 3.ways and principles of forming and developing pronunciation skills key words: pronunciation, phonetic material, phonemic role, approximation of the pronunciation, active and passive minima, pronunciation minimum, distribution of phonetic material, imitative method. used literature: jalolov j.j. “english language teaching methodology” t. 2015. akhmedova l.t. normuratova v.i. “teaching english practicum” t. 2011. harmer, j. “the practice of english language teaching” essex, england: longman, 2007. teaching pronunciation teaching pronunciation plays special role because sounds are important elements of speech. aim of teaching pronunciation is to develop listening/pronouncing and rhythm/intonation skills. what is pronunciation teaching? pronunciation teaching makes students aware of different sounds and sound features improves their speaking immeasurably allows students to get over serious intelligibility problems concentrates on …

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personal details such as where he/she lives, people he/she knows and things he/she has. can interact in a simple way provided the other person talks slowly and clearly and is prepared to help. phonological control: a 1 level pronunciation of a very limited repertoire of learnt words and phrases can be understood with some effort by native speakers used to dealing with speakers of his/her language group. what does pronunciation mean in the aspect of flt? according to m. parker current opinion in flt methodology regarding teaching pronunciation in the english classroom has at least two generally accepted theoretical cornerstones the supra-segmental features of english - stress, rhythm, intonation, linking , reduction, and deletion - are called prosodies the segmental features of english - the individual vowel and consonant sounds. the features of teaching pronunciation the supra-segmental features of english : stress, rhythm, intonation, linking , reduction, deletion the segmental …

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ent is acquiring relatively fluent english pronunciation. firstly it provides comprehension of communicants, secondly it demands acquiring middle speed of speech skill (it is known the speed of the el speech means to be average pronunciation 130-150 words in a minute). keeping in mind that speech units exist only in sound images and that pronunciation is mixed with vocabulary and grammar skills, they are usually acquired integrally. pronunciation skill is a unique language act that provides the expression of speech units through relevant sounds when to start teaching pronunciation ? it is not logical to select definite grade or stage in methodology as acquiring pronunciation depends on speech skills and habits. hearing during acquisition of language materials as vocabulary and grammar develops pronunciation skill. the following order as a general law is recommended for all schools: almost all sounds are introduced in the initial stage of education; the middle stage …

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ises, because they are not included into the content of teaching pronunciation. thus minimum doesn’t consider language experience, and the content of teaching pronunciation includes only difficult for assimilation phonetic phenomena that require special time and efforts. there is a classification that takes into account the difficulties of assimilation which groups are included in the content of teaching pronunciation (ctp): difficult phenomena referring to articulation, opposition, position and acoustics. what difficulties may sounds cause for teaching and why? all sounds are divided into 3 groups: 1.similar sounds phonemes are like native ones as for articulation and acoustic features: [p] [b] [g] [s] [z] [m] 2. partly similar sounds phonemes which exist in foreign and native languages but they differ as for articulation and acoustic features [e] [i] [i:] [ l ] [t ] [d] 3.sounds don’t exist in native language [0] [r] [w] typology of pronunciation material the most appropriate …

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he new sound requires imitative and analyzed kinds of work. in methodology they are called imitative and analyzed methods of teaching pronunciation. methods of teaching pronunciation imitative method analysis-method. methods of teaching pronunciation. imitative method is natural and simple. but it is based on unconscious acquisition of the language and its pronunciation. imitation requires from the teacher accurate pronunciation and from the pupil sharp hearing ability. analysis-method requires the work through consciousness, which results in the development of logical thinking. understanding and uttering of a pronunciation unit is fulfilled via analysis. methods of teaching pronunciation imitative analysis (analytic) similar sounds difficult sounds teacher pronounces learner repeats teacher explains (places of articulation ) and repeating listening and repeating listening, explanation and repeating think and answer what sounds you will teach through imitative and analysis methods? technologies of teaching pronunciation (grades 1-4) at this stage, as pupils just start learning english, pronunciation …

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teaching pronunciation technologies of teaching pronunciation (grades 1-4) course: methodology of teaching languages and educational technologies prepared by: tadjieva m. lecture outline: 1.the essence of teaching pronunciation 2.distribution and typology of pronunciation material 3.ways and principles of forming and developing pronunciation skills key words: pronunciation, phonetic material, phonemic role, approximation of the pronunciation, active and passive minima, pronunciation minimum, distribution of phonetic material, imitative method. used literature: jalolov j.j. “english language teaching methodology” t. 2015. akhmedova l.t. normuratova v.i. “teaching english practicum” t. 2011. harmer, j. “the practice of english language teaching” essex, england: longman, 2007. teaching pronun...

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