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

 
The given advice and 
suggestions about testing English pronunciation were found 
to be quite useful and applicable for the study.
 
 

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71 

The book provides pronunciation practice activities with 
versions and extensions to each activity. Moreover, each 
exercise is supplemented with comprehensive instructions 
for teachers. 
 

There is a variety of exercises focused on dealing with the 
English consonant sounds. Some exercises designed for 
correcting particular consonants (/f/ vs /θ/, /s/ vs /z/, /s/ vs 
/θ/, /s/ vs /ð/) were borrowed by the researcher to be applied 
in the intervention. 
 

Developing awareness of English pronunciation is paid 
sufficient attention to in the first chapter of the resource 
book. Various activities with some adaptation to the 
classroom context were used by the researcher.
 

Visual aids demonstrate articulation of the consonant 
sounds.
 
 
3) “English Pronunciation in Use Elementary” by J. Marks (2007). 

This coursebook contains a variety of practical activities 
focused on the L2 consonant sounds pronunciation, such as 
minimal pairs, sounds/ words/ sentence drills, mini 
dialogues, short texts. Each unit is divided into sections 
where 
the 
exercises 
range 
from 
separate 
sound 
pronunciation using phonetic symbols to short dialogues or 
texts that contain the studied in this work consonant sound. 
It allows for continuous sound practice with the focus on 
communicative context. 

The book aims to demonstrate the pronunciation of a 
problem sound in a variety of phonetic environment by 
providing appropriate instructions and activities.

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72 

There is a variety of exercises focused on dealing with the 
English consonant sounds. Some exercises designed for 
correcting particular consonants (/f/ vs /θ/, /s/ vs /z/, /s/ vs 
/θ/, /s/ vs /ð/, /d/, /b/, /g/, /m/) were borrowed by the 
researcher to be applied in the intervention. 

The links between some pronunciation aspects and 
grammar are highlighted.

The coursebook is simple in use. The sounds are paired in 
each unit on the basis of similarity of spelling and 
articulation.
4) “Teaching English Pronunciation” by J. Kenworthy (1987).

The handbook explains the major concepts of teaching and 
learning pronunciation, and moreover, it suggests useful 
classroom activities that are designed to deal with certain 
pronunciation problems that EFL learners usually face. 
Some activities and instructions were successfully applied 
by the researcher in Part 2 of the investigation with the 
purpose of improving the English language consonant 
sounds pronunciation.

All the pronunciation practice activities provided in the 
handbook 
are 
complemented 
with 
very 
detailed 
instructions. They help a teacher to be more consistent and 
use these exercises in proper pedagogical context.

The handbook makes building awareness and concern for 
pronunciation an important point; and the present work in 
its turn does that too. Therefore, a lot of activities and 
instructions for building awareness and concern for 
pronunciation of L2 consonant sounds were borrowed and 
successfully applied.

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73 

There is a great variety of pronunciation training games. 
Using games in the foreign language classroom is always 
beneficial due to the fact that it makes the process of 
learning more memorable, dynamic and productive.

Moreover, the author of the handbook presents the list of 
problem pronunciation aspects that the representatives of 
different nationalities face when they learn English 
pronunciation. A variety of exercises and instructions on 
helping Spanish speaking learners to cope with the L2 
consonant sounds pronunciation are provided in this 
handbook.
5) “Teaching Pronunciation. A Reference for Teachers of English 
to Speakers of Other Languages” by M. Celce-Murcia; D. M. Brinton 
and J. M. Goodwin (1996).

The reference book provides a great variety of valuable 
pronunciation teaching suggestions and instructions (notes 
to teachers) that aim to accompany the practice of sound 
articulation, 
consciousness 
raising 
activities, 
communicative practice and so on. Many instructions were 
borrowed from the handbook to be used in the work.
 

Special attention is paid to the L2 consonant sounds 
articulation. Very detailed instructions are given about the 
work of the organs of speech and breath. The researcher 
found the notes to be appropriate to apply them in Part 2.

This book suggests minimal pair contrasts, mini-dialogues, 
control and guided practice, information gap activities to 
work on the English consonant sounds pronunciation. These 
activities were considered to be suitable for the intervention 
because they embrace a variety of sounds/ words 
combination. The activities are presented in an attractive 
way and accompanied with very detailed instructions and 
suggestions for teachers.

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74 

The book gives the detailed notes with samples for teachers 
about explaining manner of articulation of the English 
language consonant sounds to EFL learners. The researcher 
used some of the instructions with the participants from the 
sample group.
6) “Teaching Pronunciation Hardback with Audio CDs (2): A 
Course Book and Reference Guide” by M. Celce-Murcia; D. M. Brinton 
and J. M. Goodwin (2010). 

The authors offer a five-phase communicative framework 
for teaching English pronunciation that was used in the 
intervention as a base to follow when preparing the 
materials and resources for the lessons with the sample 
group. Along with the framework there are various 
instructions and activities suggestions to each phase that 
were also taken into consideration by the researcher.