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CONTENT
Introduction………………………………………………………………………...3
Chapter 1. Features of teaching English to children of primary school age………..6
1.1. Psychological characteristics of children of primary school age .......................6
1.2. Features of teaching English to preschool children………………………...…11
Chapter 2. Methods of teaching pronunciation in English lessons at the initial stage.........................................................................................................................16
2.1 The content of teaching pronunciation in primary grades……………………...16
2.2 Techniques for teaching the pronunciation side of speech in English lessons…21
Conclusion………………………………………………………………………...27
References……………………………………………………………………...…31
Introduction
Recently, interest in foreign languages has increased in Russia, especially in English. This is explained by the role and place of the English language in the modern world: the development of trade and economic relations with English-speaking countries, the emergence of the world computer network Internet, as well as the opportunity to travel, work and rest abroad. The first acquaintance with the language occurs at the sound, phonetic level, so the formation of pronunciation skills at the initial stage of learning is one of the main tasks. Pronunciation is a kind of "calling card" of the speaker, because the first thing we pay attention to when communicating with a person is the purity and correctness of his speech, this matters not only in English, but also in other languages.
If you do not pay due attention to pronunciation, then the articulatory apparatus of students will get used to the incorrect articulation of sound, will not be able to correctly intotone their speech, then it will be very difficult to relearn later, and the sound of speech will be non-English. In addition, the correctness of English pronunciation affects the meaning of the statement. For example, the longitude and shortness of vowels, the sonority and deafening of consonants have a semantic difference: ship - sheep , send - sent , bed - bet , etc. Pronunciation training is a program requirement, since without it it is impossible to master all types of speech activity in a foreign language, including speaking and reading aloud. The initial stage of the first year of teaching a foreign language is the most responsible for the teacher, as it largely determines the success of further education.
As a rule, younger students begin to study English with great pleasure, because for children this subject is completely new, and therefore arouses their keen interest. The task of the teacher is to maintain this interest.
The problem of teaching pronunciation at the initial stage of learning English is one of the most important problems in the methodology of teaching English. Education Correct English pronunciation is extremely difficult. Without the correct pronunciation , the manifestation of the communicative function of the language is not possible . At the initial stage, it is necessary to teach children to pronounce sounds the way native English speakers do. Teaching phonetics as a productive process requires the student to know the structure of the speech apparatus, which is a difficult methodological task, since at this stage this information is the most difficult for students and requires a lot of time and effort from both the teacher and students. Nevertheless, this investment of time and effort pays off if students master this skill at the initial stage on a strictly worked out minimum material that provides a motivational level and a reliable basis for the formation of other speech activities.
This paper considers teaching English pronunciation at the initial stage of study, since developmental tasks associated with the formation of positive motivation are a priority here. The main task at this stage is the formation of fundamental skills of foreign language communication. From the realization of the possibility to correctly and beautifully express the same thought in another language, including a linguistic guess and the ability to express a personal attitude to the perceived information.
The topic of our study is "The use of modern methods of teaching pronunciation in English lessons in elementary grades."
The object of the research is teaching pronunciation in English lessons in elementary school.
The subject of the study is the impact of the use of modern teaching methods on the development of pronunciation skills.
So, the purpose of this course work is to study the methodology of teaching pronunciation at the initial stage of learning English.
Tasks of this work:
To explore the problems of teaching pronunciation to younger schoolchildren, taking into account psychological characteristics.
To study and analyze the literature on this issue;
To develop modern methods of teaching the formation of speech pronunciation skills using the proposed exercises for mastering the sound structure of the English language.
Research method : analysis of psychological, pedagogical and methodological literature on the problem of teaching pronunciation to younger students in English lessons.
The practical significance of teaching foreign languages involves the mastery of two types of communication by students - oral speech and reading. But in order to learn to understand foreign speech, to speak and read in English, it is necessary to master the sound side of the English language. This condition can be ensured by purposeful work on the formation of pronunciation skills in schoolchildren.
The relevance of this work is the need to know what exactly at the initial stage of education children fast learn new material, they are characterized by imitation, which helps, on a subconscious level, to put off newly acquired knowledge.
Chapter 1. Features of teaching English to children of primary school age Psychological characteristics of children of primary school age
Preschool age is unique for mastering a foreign language. This is possible due to such mental characteristics of the child as the plasticity of the natural mechanism of speech acquisition, the rapid memorization of linguistic information, the intensive formation of cognitive processes, the ability to analyze and synthesize speech flows in different languages without confusing these languages and their means of expression, a special ability to imitate, the absence language barrier. According to such scientists as Sh. A. Amonashvili , N. A. Bonk , L. A. Venger , I. N. Vereshchagin, L. S. Vygotsky, P. Ya. Galperin, N. A. Gorlova, E. P. Komarova, A. A. Leontiev, E. I. Negnevitskaya , G. V. Rogova, E. N. Tregubova, A. M. Shakhnarovich and others, the study of a foreign language also has a beneficial effect on the overall mental development of the child, his speech abilities, to expand the general horizons.1
The main goal of teaching foreign languages is the personal development of the child by means of the subject, i.e. creating a favorable situation for introducing him to the new linguistic world in order to better adapt to the multilingual and multicultural situation in the modern world. The process of teaching preschool children a foreign language should be built taking into account the psychophysical characteristics of children.
As you know, preparation for learning English at preschool age is not so long ago. This problem was studied by such scientists as: L.I. Aidarova , N.D. Galskova , N.A. Gorlova, N.P. Kamenetskaya , E.I. Negnevitskaya , Z.N. .R.Khabibrakhmanova , A.M.Shakhnarovich , G.V.Yatskovskaya. During this time, teachers have accumulated sufficient work experience, which made it possible to coordinate English language training programs at the initial stage (kindergarten - school). The tasks and content of training at each stage were clearly defined. In the first year of study, the main task is to gradually become familiar with the English language, its phonetics, traditions and culture of Great Britain. This is done by learning small songs, rhymes, counting rhymes, games in the classroom. In the second year of study, the main task is to prepare children for learning in primary school. The acquaintance with the phonetics of the English language continues, the passive lexical stock is replenished, regional knowledge is expanding as a result of acquaintance with the children's literature of the country of the language being studied.
However, the goals of teaching a foreign language to preschool children are not always realized in practice. In most cases, this is due to non-compliance with the principle: English is for the ability to apply knowledge in practice, and not for the sake of the language itself.
Given the psychology of preschoolers, we can say that they are especially susceptible to phonetics and intonation of speech, therefore, the main task of the initial stage of education is a number of researchers, such as: T.A. Chistyakova, R.A. Dolnikova , E.I. Matetskaya , N.F. .Koliyeva , consider the formation of correct pronunciation skills in children. Teaching foreign pronunciation can be successful if children learn to independently control their pronunciation and distinguish correct from incorrect as early as possible. Thus, to solve this problem, various exercises and special didactic games for the development of phonemic hearing, as well as speech breathing, are used in the classroom.
Successful mastery of foreign language speech by children becomes possible because children (especially preschoolers) are more flexible and faster than at subsequent stages of learning, memorizing language material, the absence of the so-called language barrier, that is, the fear of inhibition that prevents them from engaging in communication in a foreign language. even with the necessary skills, relatively little experience in verbal communication in their native language. In addition, being the main activity of a preschooler, it makes it possible to make almost any language units communicatively valuable.
All this makes it possible at an early age to optimally combine communicative needs and the ability to express them in a foreign language by children of this age and thereby avoid one significant contradiction that constantly arises at a later start of teaching this subject between the communicative needs of the student (the desire to learn and say a lot) and limited language and speech experience (not knowing how to express a lot with a small amount of vocabulary).
Preschool development of children is considered as an independent element of the modern model of education and implies a long process throughout life. Parents have the right to choose a program in the field of additional education, which, in their opinion, will be the basis for the formation of certain language skills and abilities of the child. The development and implementation of pedagogical technologies in the educational process is left to teachers who do not have uniform standards and teaching models. In this regard, we see the need to develop new programs and methods of additional education, thanks to which the acquisition of a foreign language at preschool age will become effective.
“Teaching a foreign language to children from the age of six or seven has again become the subject of an interested conversation between teachers, philologists and parents. Society is not satisfied with the level of language training of secondary school students and one of the ways to shift this level is to shift the starting point of the process of teaching a foreign language to preschool education or grade 1 of secondary school, which are traditionally considered the most favorable periods for mastering a second language.”
As V. V. Davydov, a specialist in developmental psychology, writes, primary school age is a special period in the life of a child, which stood out relatively recently historically. It was not among those children who did not attend school at all, nor was it among those for whom elementary school was the first and last stage of education.
The emergence of this age is associated with the introduction of a system of universal and compulsory incomplete and complete secondary education.
According to V. V. Davydov, we can only talk about the most characteristic features of this age. When a child comes to school, the entire system of the child's relationship with reality is restructured, as the world-famous Soviet psychologist D. B. Elkonin emphasized .
“The A-behavior and good grades are what constitute the child's relationship with adults and peers. The first thing adults ask a child is "How do you study?" and a normally developing child craves praise and strives to be rewarded and not scolded.” Moreover, at primary school age, children are inquisitive, they are interested in everything new, and the newly received information remains in their heads for many years. When a child is interested, he easily concentrates and performs the tasks given to him, especially if they are of a playful nature. Moreover, younger school age is the most favorable for learning foreign languages, since at this age children still tend to imitate, but already mixed with thinking, that is, conscious.
When teaching children a foreign language, it must be remembered that “the psychological and pedagogical concept on which the teaching of foreign languages in different countries was based was based on the theory of language acquisition by the child that existed until recently. According to this theory , the child acquires the language as a result of imitation of the speech of adults, in an imitative way without purposeful learning. In other words, no one divides the flow of speech into units of assimilation for the child, does not dose out speech patterns, does not build them in a certain sequence, does not explain the rules of grammar - and yet, by the age of five or six, a normally developing child already masters this most complex grammar to such an extent that that builds independent statements, successfully solving communicative tasks, and by seven or eight complex sentences, texts of considerable length appear in the child’s speech.2
Theory , the child masters the second language in the same way as the first - spontaneously, without isolating the rules, thanks to an extraordinary ability to imitate, which is lost over the years. The proof is the child's development in a bilingual environment. But imitation is not the main mechanism of language acquisition in childhood - the possibility of independent construction of an utterance is achieved due to the huge (unconscious) analytical work of the child, which not only imitates, but dismembers and generalizes everything that he sees and hears and derives a system of rules that determine the expression of individual thoughts and intentions of the child. “All children, regardless of the specific features of their native language, go through a stage of so-called supergeneralization . Formations like " children", "turned on the light", "fish have no teeth" in the speech of Russian children, "comed " " goed " , " footies " in the speech of small native English speakers - all this indicates that the child discovered the rule ( “this is how you should do it when there is a lot”) and wants to act along with this generalized rule. It is sometimes said that a child acts by analogy, but any analogy, as the eminent psychologist A.R. Luria in his work "Speech and Intelligence in the Development of the Child", suggests a generalization.
The psychological background of mastering the native language:
From all the sounds that he hears around, the child singles out as significant only phonemic, semantic-distinguishing oppositions of the native language system. Small children memorize hundreds of words in a short time because a similar psychological situation occurs when the English language performs the same social functions in the child’s life as the first one, for example, the need to play with a foreign-speaking partner, communicate with an English-speaking grandmother language, etc.
Under such conditions, a child will indeed learn to speak English faster and more successfully than an adult, and there is an opinion that what is learned in childhood is learned forever. But if the sphere of foreign language communication is narrowed, the skills and abilities of foreign language communication that the child successfully operated with disappear, and with the disappearance of this sphere for a long time, these skills are reduced to almost zero.
The implementation of these requirements presupposes an adequate psychological and pedagogical organization of the activity (more precisely, interaction) of the teacher and children in the learning process.
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