Babkina, V. (2018). Phonological interference of mother tongue over the English

2.4.1
Communicative framework by M. Celce-Murcia, D.M. Brinton 
and J.M. Goodwin 
For the purpose of the present investigation and the performance of 
the intervention, all the practical activities and instructions were selected 
and organised in accordance with the Communicative Framework for 
teaching English pronunciation offered by Celce-Murcia; Brinton and 
Goodwin in “Teaching Pronunciation Hardback with Audio CDs (2): A 
Course Book and Reference Guide” (2010)
76
. This framework was used 
to deal with the cases of phonological interference studied in the present 
investigation, however, it is not the purpose of the study to prove or 
disprove that the use of these specific materials or the framework is 
suitable for the particular investigation to improve the pronunciation of 
the targeted sounds.
The 
Communicative 
Framework 
for 
teaching 
English 
pronunciation by Celce-Murcia; Brinton and Goodwin (2010) suggests 
the division of the pronunciation lesson into five phases:
74
Low, E.L. (2014). Ibid. p. 162.
75
Roach, P. (1983): 
English Phonetics and Phonology
. Cambridge: Cambridge 
University Press, p.6.
 
76
Celce-Murcia, M.; Brinton D. M. and Goodwin, J. M. (2010): 
Teaching 
Pronunciation Hardback with Audio CDs (2): A Course Book and Reference Guide. 
Cambridge: Cambridge University Press.
 

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46 
1) Description and analysis- oral and written illustrations of how 
the feature is produced and when it occurs within spoken discourse. 
2) Listening discrimination- focused listening practice with 
feedback on learners’ ability to correctly discriminate the feature.
3) Controlled practice- oral reading of minimal-pair sentences, 
short dialogues, etc. with special attention paid to the highlighted feature 
in order to raise learner consciousness.
4) Guided practice- structured communication exercises, such as 
information-gap activities or cued dialogues that enable the learner to 
monitor for the specified feature.
5) Communicative practice- less structured, fluency-building 
activities (e.g. role play, problem solving) that require the learner to 
attend both form and content of utterances
77
.
This framework was used in the present investigation due to its 
clear and detailed format for teaching the English language 
pronunciation. It proposes to start with the description and analysis of a 
certain feature, then incorporate listening discrimination and provide the 
learners with sufficient amount of communicative practice. 
77
Celce-Murcia, M.; Brinton D. M. and Goodwin, J. M. (2010). Ibid. p. 45.
 

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