Namangan davlat universiteti ingliz filologiyasi fakulteti amaliy ingliz tili kafedrasi

Aim: to give students an opportunity to explore the relationship between teaching phonology and other skills and competencies


Objective:

• 
  to explore the link between phonology and listening
  
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  to enable participants to develop some principles of teaching phonology
  
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  to make them practice as well as notice different phonological features (e.g. accent, particular intonation, stress)
  

Lead-in
Time: 5 min
Materials: handouts, flipchart
►Procedure:
- ☺(1 min) Remind participants about the first session on Phonology and Meaning. If necessary, recap the main points of the session.
- ☺(4 min) Ask participants the following questions and elicit a few random answers after each question:
∼ What language skills are most naturally related to phonology?
∼ Is it important to incorporate phonology into classes focused on these skills? Why / Why not?
Suggested answers:
Speaking and listening. Other skills (reading and writing) and competencies (grammar and vocabulary) are less directly related to phonology. Yes, it is important. Phonological features are important in real life communication. A successful speaker will be intelligible (acceptable pronunciation) and will use a range of phonological features (intonation, stress, pauses, tone of voice) to convey appropriate meaning. A successful listener will be able to understand different accents and correctly interpret different phonological features (e.g. accent as a reference to speaker’s background; intonation and stress as the ways to convey emotional meaning). Phonology can also be linked with reading and writing (e.g. texts representing certain language varieties), vocabulary and grammar (e.g. the role of punctuation in conveying certain phonological features).
- Establish that you would like to explore some of the ways phonology can be incorporated in teaching these skills and competencies.