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

particular problem cases of phonological interference.
4) Even though it was not the aim of the investigation to prove or 
disprove the validity of the practical pronunciation exercises and 
instruction, the results of the intervention demonstrated that the applied 
exercises and instruction catered for the skill improvement. Therefore, 
they can be used in the language classroom by a L2 teacher in order to 
help Peruvian learners deal with the studied in the investigation problem 
cases of phonological interference of the mother tongue.
Nowadays, any foreign language teacher has an easy access to 
different technology resources, Internet materials, audiovisual tools, 
books and so on. These materials and resources can be carefully selected 
and adjusted to the learners´ demands and necessities, their psychological 
peculiarities and preferences.
The principal conclusion here is that L2 pronunciation should not 
be left aside in the language classroom. EFL learners should always be 
motivated, assisted and provided with appropriate teaching techniques to 
successfully cope with different pronunciation issues.

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5) Helping the learners be aware of the issue of their mother tongue 
interference over the L2 consonant sounds pronunciation and not only 
providing them with appropriate exercises facilitated the process of 
pronunciation proficiency improvement. The learners were observed to 
be more focused and conscious in making an effort to deal with the 
discussed issue.
6) Explaining the learners the importance of intelligible and not 
native-like pronunciation helped to set clear objectives and catered for 
better motivation from the part of the participants of the investigation. 
7) The results of the post-test evaluation demonstrate that nearly 
every participant improved their pronunciation of non-target sounds, both 
consonants and vowels. The reason for the improvement was the fact that 
the target sounds were presented and practiced in the framework of 
communicative context. As a consequence, the researcher during the 
intervention briefly explained the pronunciation of non-target sounds 
(both consonants and vowels) and encouraged the participants to make 
efforts in improving the their overall pronunciation proficiency. Thus, 
provided with pronunciation practice and instruction the participants 
became aware of the significance of intelligible pronunciation not only in 
the context of the sounds studied in the present investigation but in the 
framework of overall pronunciation. 
The researcher is confident that continuous practice, motivation 
and teacher’s assistance will always cater for productive and proficient 
foreign language learning process.

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