mastering pronunciation in english

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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 of flt? current opinion in flt methodology regarding teaching pronunciation in the english classroom has at least two generally accepted theoretical cornerstones[footnoteref:1]. the suprasegmental features of english – stress, rhythm intonation, linking (connection of speech across words boundaries, where one ends in a vowel sound and the next begins with a consonant sound, or vice versa), reduction, and deletion – …

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ected 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 bounds of non-infringement of process of oral communication. at the same time it is important to achieve the high level of approximation in articulating the long – short vowel sounds in english, voiced and unvoiced consonants in the end of the word, otherwise the meaning will be changed or even lost. for example: bed – bet. approximated pronunciation is firstly characterized by the conditions …

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ombinations, 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 and appear in speaking and listening. active and passive minima are distinguished as follow: active minimum admits approximation, but it is not found in passive one. active minimum works in the range of limited phonetic material and in passive it is possible to meet variants of the english language phonemes. pronunciation minimum is general for a certain stage, for example, for secondary schools in spite of the learners’ language experience. …

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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 minimum. in addition, the most used intonation models in speech and difficult phonetic phenomena are included into minimum. in keeping the criteria, the phonetic peculiarities of the el are taken into consideration. in distribution of vocabulary and grammar material the first issue was to divide into active and passive. distribution of phonetic material in pronunciation is particular. distribution of …

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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 sounds articulation to students. the stages of working: 1) orientation – giving instructions about positions of the organs of speech for sound pronunciation; 2) articulation – students pronounce a sound; 3) pronunciation training in various combinations via exercises. 2. acoustic approach to teaching pronunciation where emphasis is put on the conscious assimilation articulation features, on listening and imitation. exercises are based on repetition and imitation 3. differentiated approach proposes using …

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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 of flt? current opinion in flt methodology regarding teaching pronunciation in the english classroom has at least two generally accepted theoretical cornerstones[fo...

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