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Question: think and tell what difficulties sounds may cause for teaching and why?
According to Avery and Ehrlich (1992) sound patterns of the mother tongue are
transferred into the foreign language. When the sound is absent in the native sound inventory,
the learners might not be able to pronounce the sounds. Combining sounds rules in native language might be different to the target language. Stress, rhythm and intonation patterns of the native language might be transferred to the target language. All these factors might cause problems for learners because the rules are language specific and can vary from one language to another.
All sounds are divided into 3 groups:
1.Similar
Phonemes are alike native ones as for articulation and acoustic features:
[P] [B] [G]
[S] [Z] [M]
2. Partly similar
Phonemes which exist in foreign and native languages but they differ as for articulation and acoustic features
[e] [i] [i:]
[ l ] [t ] [d]
3. Sounds don’t exist in native language
[0] [O] [r] [h] [w]
Teaching English to young learners
In Uzbekistan, it is compulsory to teach English from the first grade of primary school (7
years of age).English language teaching should mainly support the pupils’ personalities at primary education. Knowledge of foreign languages should develop abilities of pupils to understand that there are differences between languages and cultures. Teaching English to young learners should evoke interest, joy, desire to explore and discover, and the teachers should support children’s capabilities and abilities (ISCED 1, 2011).
English language teaching at the primary school level should stimulate interest in the
language, provide basis for further English language education, develop communicative
competences in their mother tongue and English, support universal development of pupils (social, emotional, cognitive and personal), develop intercultural competences, and all linguistic activities should focus on listening comprehension, speaking with the accent on pronunciation
In Uzbekistan the multistage model of FLT has been worked out on the basis of continuous, succession, taking into consideration the international standards, and localization of EL teaching and learning methodology and materials(adapting to the national context). It is related to the well-known multilevel model of FLT in the foreign countries.
School education falls apart into two stages: 1) the primary education (1-4 forms) and 2) the secondary education (5-9 forms). Education at academic lyceums is considered as upper secondary education. At vocational colleges ELT concerns 1) General English and 2) English for Specific Purposes (ESP) or English for Occupational Purposes (EOP).
The Common European Framework for Languages (CEFR, 2001) recommends teaching
pronunciation right from the beginning of foreign language teaching. During early stages of learning, pupils should practice correct pronunciation. The emphasis within teaching pronunciation is to meet the communicative objective of the language (ISCED 1, 2011).
The National curriculum sets the level of proficiency in English of primary school
pupils to A1 according to the CEFR (2001). Concerning pronunciation, in the CEFR descriptor for A1 level learners, “pronunciation of a very limited repertoire of learnt words and phrases can be understood with some effort by native speakers used to dealing with speakers of his/her language group.” Pupils should be exposed to authentic spoken utterances, encouraged to imitate the teacher, audio-recorded native speakers, video-recorded native speakers, read aloud phonetically weighted texts, practice ear-training, phonetic drilling, imitation, tongue twisters, explicit teaching, etc.
Clapping, clicking, tapping, gestures and mirrors can be also used in teaching pronunciation.
Young learners are still considered to be in the ideal “Critical Period Hypothesis” age and can
achieve flawless like pronunciation if their teaching pronunciation is addressed correctly. Suitable techniques for teaching pronunciation to young learners are described later.
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