Uzbekistan Republic Termez state university Foreign philology faculty Course work Subject

Uzbekistan Republic
Termez state university
Foreign philology faculty


Course work
Subject : Formation of phonetic skills in primary schoolstudents

Student : Kholikova Munisa

Group : 313

CONTENTS


INTRODUCTION………………………………………………………………...3
CHAPTER ONE. THE PROCESS ABOUT FORMATION OF PHONETIC SKILLS

1. 
   Learning strategies of phonetic skills…………………………………………..8
   

1.2 Innovative ways of forming the phonetic competence………………………..16
1.3 Important aspects that primary school students should pay attention to……...24
CONCLUSION…………………………………………………………………..28
REFERENCES…………………………………………………………………..30

INTRODUCTION
In the conditions of linguistic gymnasiums, linguistic universities and faculties in the study of foreign languages, there is a situation of artificial multilingualism, by which we mean the knowledge of two or more foreign languages ​​as a result of purposeful learning. This type of multilingualism is characterized by “asymmetric communicative competence in relation to the contacting languages ​​and the controlled nature of its formation” .

Within the framework of the competence-based approach, the goal of teaching a foreign language (first, second, etc.) is communicative competence, which is the basis for the development of multilingual competence. Multilingual competence should be understood as a network of complex relationships of knowledge and linguistic experience that a person acquires gradually and in stages. An integral component responsible for the correct formulation of a statement is linguistic competence, which consists of phonetic, lexical, and grammatical subcompetences.

Phonetic competence includes phonetic skills, knowledge and ability to perceive and reproduce the following elements: phonemes and their implementation in a specific context (allophones); phonetic features that distinguish one phoneme from another (voicedness, nasality, labialization, etc.); prosody; phenomena of assimilation at the moment of articulation, reduction of unstressed vowels, phrasal stress and rhythm; intonation, etc.

The importance of the pronunciation side of speech is due to its inclusion in all types of speech activity. For example, as a component of speaking, pronunciation can make it easier or harder for the listener to recognize words. The communicative significance of the pronunciation side of speaking lies in giving clarity to the oral text. When listening, the pronunciation side of speech is directly involved in the process of perception. If the student perceives the oral text incorrectly, he has difficulty identifying, understanding and interpreting the text, i.e. insufficient level of phonetic competence makes it difficult to understand speech by ear.

In the field of phonetics, the influence of the native language on the foreign language being studied is more pronounced than at other levels of the language. Difficulties in mastering the sounds of a foreign language are explained by the interference of the native language.

O.A. Yamshchikova understands phonetic interference as “violation (distortion) of secondary and subsequent language system and its norms as a result of the interaction in the mind of the speaker of phonetic systems and pronunciation systems of two or more languages. There is an interference of auditory and pronunciation skills formed on the basis of interacting systems. Pronunciation is the most automated area of ​​language. Skill plays a crucial role in mastering pronunciation. Phonetic skills provide the ability to correctly perceive the audible sounds of foreign speech and reproduce them adequately to the existing norm.

The depth and volume of interference can be different. The result of phonetic interference is a foreign accent, characterized as "replacing unknown sounds and unusual combinations of sounds with their usual ones and rethinking words with their morphological composition and their meanings according to the skills of their language" .

Classical phonological models are based on the concept of “phonological sieve” by N.S. Trubetskoy. N.S. Trubetskoy compared the phonological system of a language with a sieve through which everything that is heard is sieved. When an individual hears speech in another language, he involuntarily applies the phonological filter of his native language to analyze what he hears. Since the perceptual filter is not adapted to the new language, many errors and misunderstandings occur. The presence of the so-called foreign accent N.S. Trubetskoy connected not with the fact that the individual cannot pronounce a certain sound, but rather with the fact that he does not distinguish, incorrectly interprets and does not correct this sound. There is an assimilation of the sounds of a foreign language with the phonological categories of the native language. The named erroneous interpretation is due to the difference in the phonological structures of the native and foreign languages. Hence the need to develop auditory differential sensitivity and train phonemic awareness.

U. Weinreich distinguishes the following types of phonetic interference: 1) insufficient differentiation - a mixture of two phonemes of the secondary system, as a result of which similar units of the primary do not differ as special phonemes; 2) excessive differentiation - the imposition of phonemic differences of the primary system on the sounds of the secondary, which are a variant of one phoneme; 3) misinterpretation - the distinction between phonemes of the secondary system according to features that are relevant to the primary system, and for the secondary they are secondary or redundant; 4) substitution - substitution of units of the secondary system by units of the primary.

An important methodological conclusion follows from the foregoing: at the stage of presenting a new sound, it is necessary to make a clear differentiation, to achieve the correct interpretation, not limited to sound imitation.

To master the phonetic base of the language being studied, it is necessary, first of all, to master the articulatory structure characteristic of native speakers of this language. By articulation is meant the habitual position of the organs of speech at the moment when the speaker does not make articulatory movements. Consider the articulation modes of the contacting languages. In our case, i.e. in the conditions of study at the Faculty of Linguistics in the specialty " Teacher Education”, the native language of students (RL) is Russian, the first foreign language (FL1) is English, the second foreign language (FL2) is German and the third (FL3) is Spanish (it is studied optionally, in a situation where FL2 is studied for at least a year). In the Russian articulation mode, the lips are slightly rounded and not closely pressed to the teeth, the front and middle parts of the tongue rise to the hard palate. The characteristic features of the articulation structure of the English language are: 1) a flat style of the lips (i.e., tight adjoining of the lips to the teeth), some stretching of the lips; 2) retraction of the tip of the tongue from the teeth, while the tip of the tongue is against the alveoli, without touching them; 3) flat and low position of the middle and (especially) the back of the tongue. The German way is characterized by stability, in the neutral position the lips are not tense and not pressed to the teeth, the tongue is in the middle position, the tip of the tongue has contact with the front lower teeth. For Spanish a “lower” articulation pattern is characteristic, which is directly related to the apical nature of the articulation of the anterior lingual Spanish consonants: the low position of the tongue is much “more convenient” for apical articulation than the high anterior Russian, which, in turn, is optimally combined with the characteristic dorsal articulation pattern of the Russian language .