teaching english pronunciation in the secondary schools (course paper)

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ministry of higher and secondary specialized education of the republic of uzbekistan andizhan state university named after zakhiriddin mukhammad babur faculty of foreign languages department of english language and literature qo’ziboyev davronbek(group-307) theme: teaching english pronunciation in the secondary schools. 5111400 -foreign language and literature (english language and literature) course paper supervisor:abdullayev i andizhan – 2022 teaching english pronunciation in the secondary schools. introduction 1. introduction the english language surrounds us in our daily lives and in order to encourage students to develop their language skills, english in the classroom should motivate students and make them aware of the importance of pronunciation. it is useful to be able to speak english both in school and outside of school and according to the syllabus in english, concerning the upper-secondary level, students should develop correctness in their use of language in speech to have the ability to use english in various situations …

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l “help [the students] achieve the goal of improved comprehension and intelligibility” (harmer, 2007, p.248). further, teaching pronunciation can be helpful and meaningful to some students by enabling them to overcome major intelligibility issues. i noticed that my swedish classmates whose l1 is swedish had difficulties with particular sounds in english throughout my school experience. my teachers at elementary school up to upper-secondary level did not correct our pronunciation. this was confusing to me at an early age because i did not have difficulties with particular sounds in english that do not exist in the swedish phonology. this is because my l1 is not swedish and most of the sounds that exist in english exist in my l1. further, during my experience as a substitute teacher, i have also noticed that swedish students have a slight difficulty to recognize certain sounds. this study will investigate teachers’ attitudes towards teaching pronunciation …

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ding regarding different views on teaching pronunciation. furthermore, the sections below are presented to evaluate the importance of teaching pronunciation, since the study investigates what attitudes the three teachers in sweden in upper-secondary school have towards teaching pronunciation. 3.1 conscious and subconscious learning one way of learning a language is called conscious learning because it is explained as being conscious and aware of learning a second language (krashen, 1982, p.10). learning is a conscious process “of accumulating knowledge of the features of a language, such as pronunciation” (yule, 2014, p.187) that usually takes place in a learning environment with teachers. conscious learning is therefore a way of learning that requires going to language classes to study the language in a classroom situation where pronunciation can be explained and corrected. subconscious learning is a way of learning a language without going to particular english lessons (harmer, 2007, p.59). error correction is …

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unciation pedagogy challenging, if not the most challenging element of english language teaching. teacher students consider teaching pronunciation important because learning a language consists of making oneself understood and using intelligible language. previous research shows that l2 teachers “generally do not possess adequate training in pronunciation instructions and that they often desire additional professional development opportunities in this area” (burri, 2015, p.69), which indicates a need for more educational opportunities. the swedish teachers that participated in a study (forsberg, mohr & jansen, 2019, p.46) ranked grammar as more important than teaching pronunciation. harmer (2007) states that teachers generally do not make much of an effort to teach pronunciation but tend to give attention to pronunciation in passing. he also says that intelligibility has become accepted and established by language teachers as the primary goal of teaching pronunciation. this is because teachers, according to harmer, are usually satisfied if students can …

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ective in such situations” (p.249). tergujeff (2012) argues that clt (communicative language teaching) should be the center of learning a language and included in teaching pronunciation. pronunciation is a part of communication that needs to be focused on and the purpose is to get the correct message across. pronunciation can be difficult to learn if learners do not pay attention to the language form, and according to the swedish curriculum (lgy11), in the core content of production and interaction, teaching in english should cover “processing of their [students’] own and others’ oral [communication] in order to vary, clarify and specify” (skolverket, 2011, p.4). to actualize this quotation, one could use formative feedback in a teaching environment in order to give students more than one opportunity to reach the aim and to enable improvements in students’ pronunciation and as a consequence in their speaking ability. students should therefore be encouraged to …

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ministry of higher and secondary specialized education of the republic of uzbekistan andizhan state university named after zakhiriddin mukhammad babur faculty of foreign languages department of english language and literature qo’ziboyev davronbek(group-307) theme: teaching english pronunciation in the secondary schools. 5111400 -foreign language and literature (english language and literature) course paper supervisor:abdullayev i andizhan – 2022 teaching english pronunciation in the secondary schools. introduction 1. introduction the english language surrounds us in our daily lives and in order to encourage students to develop their language skills, english in the classroom should motivate students and make them aware of the importance of pronunciation. it is useful to be able to speak eng...

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