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#16 (150)
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April 2017
407
Philology
Training of the pronunciation in adults
Jarilkasinova Gulnaz, teacher
The Tashkent State Technical University, Tashkent city, Uzbekistan
P
ronunciation is the way in which a word is pronounced,
spelling does not determine pronunciation. The word
pronunciation was originated from Latin pronuncia-
tion(n-), from the verb pronunciation. The word pronunci-
ation is often pronounced, by analogy with pronounce, as if
the second syllable rhymed with bounce. This is not correct
in standard English: the standard pronunciation has the
second syllable rhyming with dunce. The correct spelling is
pronunciation, never pronunciation. It is closely connected
with the following words: accent, speech, diction, delivery,
elocution, intonation, articulation, enunciation, voicing,
vocalization, sounding. In methodology pronunciation has
been one of the issues that was difficult to teaching proper
way, particularly to adult learners whose native language
pronunciation usually dominates in second language ac-
quisition. A number of scholars has worked on the issue
of teaching effective strategies for teaching pronunciation.
While some linguists’ opinions contradicts in meaning an-
other group of scientists’ views support and complete each
other.
He has indicated that there are four basic drill types:
1. Simple repetition;
2. Substitution;
3. Transformation;
4. Translating (5).
Earl W. Stevick in book entitled «Teaching and Learning
Languages» (1982) has stated his ideas about positive and
negative sides of using drills to teach pronunciation. In his
book he pointed out that one of the basic or fundamental
things in teaching language is pronunciation. One of the
primitive and simple techniques in teaching pronunciation
is pronunciation drills; to put in differently, teacher pro-
nounces the word and learners repeat whether chorally or
individually. The author has stated that drilling is rather dull
and not so productive way of improving pronunciation. For
this purpose it is considered as an old method, and rarely
used in classes (9,). Likewise, Judy B. Gilbert considered
repetition method as an ancient technique; at the same
time, he says that repetition helps students to develop and
grow in mastery. Another way of practicing pronunciation is
Mimicry-Memorization. According to this activity learners
learn by heart a dialog, it is a good practiced activity for au-
ditory learners. That’s why, the author called this method as
the cornerstone of the Audio-lingual Method. There are two
reasons for not using this activity in current lesson plan-
ning:
1. For some students this activity is rather quick while for
other learners rather slow;
2. As an activity is mechanical, it is considered as dull
one and making dull learners’ mind (3).
Steve Norman with his article entitled «My 100 Mis-
pronounced Words in English» (2000) contributed a lot of
methods and activities in teaching particular sounds and
words. Steve Norman coming up from pronunciation prob-
lems has stated that mispronunciation leads to confusion and
misunderstanding. Accordingly, he decided to make a list of
100 mispronounced words in English that Spanish and Cat-
alan speakers tent to pronounce not in a proper way. He sug-
gested some activities in order to overcome mispronuncia-
tion:
1. To break words in syllables;
2. To teach stress pattern of a word;
3. To draw attention to silent letters. For instance, «l» in
words «could», «would», and «should».
Dr. Helen Fraser in book entitled «Teaching Pronun-
ciation: A Handbook for teachers and Trainers. Three
Frameworks for an Integrated Approach» (2001) sug-
gested her own method in teaching beginners and more
advanced students. Stating the importance of teaching
pronunciation in Beginner level the author has noticed
that student can be beginner in pronunciation, even if
he or she has much more high level on vocabulary and
grammar. The importance lies in obeying future com-
munication problems between native speakers and ESL
learners. The author gave specific strategies for im-
proving pronunciation in Beginner level. They are given
in chronological order:
1. Starting with word and phrases;
2. Teaching stress;
3. Teaching word stress;
4. Sentence stress;
5. Helping beginners with individual sounds;
6. Using IPA symbols;
7. Using critical listening;
8. Organizing a communicative framework for learners.
The author pointed out even intermediate to advanced
level students having good proficiency in grammar, vocab-
ulary, and literacy can have problems connected with pro-
nunciation. The author suggested to start with assessing
learners’ pronunciation needs by involving them in general
conversation, which is helpful in identifying their pronuncia-
tion flaws. Moreover, it is better to record the conversation in
order to make diagnostic analysis.
While characterizing each level’s features the author no-
ticed following in intermediate level students:
1. They can identify stress, at least intuitively;
2. Their speech is characterized by being too fast or too
slow with use fillers even in inappropriate places;
3. They can skip significant consonant or mix up some
vowel distinctions.
«Молодой учёный»
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