Describe the methods and ways of teaching pronunciation

TO’M VA TT YAKUNIY SAVOLLAR

1. 
   Strategies for teaching listening.
   

2. 
   Describe the methods and ways of teaching pronunciation.
   

Imitative and analyzed methods of teaching pronunciation
Presentation of the new sound requires imitative and analyzed kinds of work. In methodology they are called imitative and analyzed 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.
Analyzed method, on the contrary, requires the work through consciousness, which results in the development logical thinking. Understanding, thinking out and uttering of pronunciation unit is fulfilled through analysis.
Imitative method can be used alone when the existing pronunciation skill has a positive influence, but the analyzed method is always accompanied by imitation.
Phonetic exercises support to form pronunciation skill of the EL. Mastering pronunciation in the process of teaching foreign language very much differs from learning lexical and grammar material, hence from learning native language pronunciation

3. 
   Using word-learning strategies.
   

4. 
   Effective vocabulary learning techniques
   

Vocabulary in speech is divided into 3 parts: easy, comparatively difficult and most difficult words.
Potential vocabulary belongs to the first one and can be divided into the following subtypes: 1. Form and meaning are common in the English language and in mother tongue (club-klub, tennis-tennis); 2. Form and meaning are similar to second foreign language and in mother tongue (literature-литература, history-история); 3.Conversions in a foreign language (work-ishlamoq, ish; far-uzoq, uzoqda); 4. Parts of the word taught before (bookshop, schoolboy, homework); 5.Stem and affixes are familiar compound words (work+er, difficult+y); 6.Full form familiar abbreviations (UK- United Kingdom, RUz-Republic of Uzbekistan).

5. 
   How do you differentiate the terms “language material, language minimum and content of teaching”?
   
6. 
   For specific levels of learners – elementary, intermediate, advanced – which approach to teaching listening do you consider the most suitable? Why?
   
7.