Научная статья на тему 'A SURVEY ON PRONUNCIATION SKILLS DEVELOPMENT IN ENGLISH: EXPERIENCE AND STRATEGIES'

A SURVEY ON PRONUNCIATION SKILLS DEVELOPMENT IN ENGLISH: EXPERIENCE AND STRATEGIES Текст научной статьи по специальности «Языкознание и литературоведение»

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Ключевые слова
mistakes and errors / pronunciation learning strategies / pronunciation skills / self-correction / self-study.

Аннотация научной статьи по языкознанию и литературоведению, автор научной работы — Kuzmytska M.

The issue of pronunciation skills development continues to occupy one of the important places in the process of practical language training of specialists in the field of education. The lack of clear requirements for the period and the ultimate goal of training confirm the relevance of this problem as an object of study. There is a widespread opinion among scholars that mastering phonetic knowledge and improving pronunci-ation skills can be effectively carried out in the process of independent work. The fact that pronunciation skills development at the appropriate level requires long-term practice proves that it cannot be provided in the classroom only. In order to master pronunciation skills effectively, to develop phonetic hearing, accurate articulation, into-nation, develop learning skills, and overcome the interfering influence of the native language and psychological barriers, foreign language learning process should be supplemented by intensive self-study work. A survey was conducted to collect data on the difficulties of mastering English pronunciation by the students and pronunciation learning strategies they use. The results and their discussion are presented in the article.

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Предварительный просмотрDOI: 10.24412/3453-9875-2021-59-2-29-32
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Текст научной работы на тему «A SURVEY ON PRONUNCIATION SKILLS DEVELOPMENT IN ENGLISH: EXPERIENCE AND STRATEGIES»

PEDAGOGICAL SCIENCES

A SURVEY ON PRONUNCIATION SKILLS DEVELOPMENT IN ENGLISH: EXPERIENCE AND

STRATEGIES

Kuzmytska M.

Lecturer at the Department of Foreign Languages Kyiv National Linguistic University

Abstract

The issue of pronunciation skills development continues to occupy one of the important places in the process of practical language training of specialists in the field of education. The lack of clear requirements for the period and the ultimate goal of training confirm the relevance of this problem as an object of study.

There is a widespread opinion among scholars that mastering phonetic knowledge and improving pronunciation skills can be effectively carried out in the process of independent work. The fact that pronunciation skills development at the appropriate level requires long-term practice proves that it cannot be provided in the classroom only. In order to master pronunciation skills effectively, to develop phonetic hearing, accurate articulation, intonation, develop learning skills, and overcome the interfering influence of the native language and psychological barriers, foreign language learning process should be supplemented by intensive self-study work.

A survey was conducted to collect data on the difficulties of mastering English pronunciation by the students and pronunciation learning strategies they use. The results and their discussion are presented in the article.

Keywords: mistakes and errors, pronunciation learning strategies, pronunciation skills, self-correction, self-study.

Introduction

Pronunciation skills of foreign language learners and users remain in the focus of attention for language teachers and researchers in the field of linguistics and methodology. Although the necessity to concentrate on pronunciation skills at least equally with the development of grammatical and lexical skills of English learners was pointed out decades ago, mistakes and errors in oral speech still continue to be treated as 'stepchildren' or 'second-level language phenomena', as it was claimed by Dinger [4]. It is recognised that errors in pronunciation may lead to communication breakdown, as well as create negative image of the speaker in the eyes of their interlocutors. Among other reasons to have correct pronunciation V. V. Perlova states that poorly developed pronunciation skills are impossible to disguise even in well-prepared speech, as it can be done with grammatical and lexical aspects of a language [7, p. 2]. As I. Yu. Pavlovska rightly noticed oral communication starts to prevail over the written one in the modern era of quickly developing information technologies [6, p. 42] : the accuracy of information exchange by means of video calls and chat voice messages depend on correct and comprehensible articulation and intonation of a speaker. Otherwise the message signal will be distorted and communication disrupted.

Learners' ability of self-evaluation and self-correction, i.e. to analyse and correct mistakes and errors in their own speech, is a part of their language competence according to Common European Framework of Reference for Languages [3, p.35]. This is especially important in terms of language teacher training, because unlike native speakers who are able to correct the mistakes in oral text, teachers need to be able to understand and explain the nature of a mistake, correct it, and provide recommendations how to avoid the mistake in future. This requires theoretical and practical training

at a university; moreover, researchers insist on phonological training on the early stages of language acquisition process, because 'errors in pronunciation can result in serious disruption in communication' even if the speaker mastered successfully other language aspects and it is important to 'start with pronunciation training as early as possible and in the most careful way' [5, p. 107].

Assessment and self-assessment, as well as correction and self-correction of mistakes and errors in oral speech are only possible if causes of mistakes and errors in pronunciation are identified.

Materials and Methods

The issue of mistakes and errors in foreign language teaching has been studied since 1950s. The overview of the research history of the issue was described by J. Ondrakova. Contrastive analysis of a foreign language and the mother tongue (or other language a learner knows) has given clues and enabled the anticipation of errors in pronunciation. The researcher also points out important functions of errors as 'indicators of language teaching process' [5, p.102]: (1) correcting function; (2) motivating function (identified errors can serve as 'a starting point of new progress in further learning'); (3) informative function (both for teachers and learners).

The distinction between the notions mistake and error were discussed by V. V. Perlova. The researcher came to the conclusion that the main distinctive feature between mistakes and errors in their essence lies in the 'availability or absence of the student's self-correction' [7, p. 4]. The majority of scholars define mistakes as a random act although the learner knows the correct linguistic form [1, p. 257; 8, p. 132; 9, p. 88], while errors are systematic and demonstrate the learner's foreign language competence, i.e. a learner does not know how

to use the linguistic unit correctly [1, p. 258; 2, p. 155; 5].

The causes of mistakes and errors in pronunciation defined by the scholars can be put as follows: (1) general causes as a result of insufficient teaching or / and learning, low quality materials, language interference, low motivation, and more [7, p. 4]; (2) specific causes that include physiological and psychological conditions that inhibit development of foreign language pronunciation skills [7, p. 4]; (3) historic reasons [6, p. 36]; (4) speech breathing models [6, p. 41]; (5) speaker's need to express emotions [5]; (6) influence of foreign language and native language writing systems on pronunciation [7, p. 4].

Understanding the nature of mistakes and the ability to anticipate them in learner's speech is the key element for the successful development of self-study skills. They are crucial in modern world where the ability to learn through lifetime is one of the required professional competences. Self-analysis and self-correction allow learners to apply and design individual pronunciation learning strategies that take into account learner's personal features and conditions.

In order to study the level of self-study skills of students who are acquiring B. A. and M. A. degrees as future English teachers at Kyiv National Linguistic University a method of data collection in a form of a survey was used supported by observation of English learning process and students' performance during English lessons. The data collection process and the discussion of results obtained are discussed further.

Results and Discussion

To study the learners' opinion on their English pronunciation skills and pronunciation learning strategies, a questionnaire was used. Questions 1 -3 were used to determine learners' evaluation of their general English mastery level and self-assessment of their English pronunciation skills level in particular. Questions 4 and 5 aimed at gaining general information about learners' previous experience of studying English pronunciation and most common pronunciation difficulties they experienced. Questions 6 and 7 were used to rank the organisational forms of improving English pronunciation in their order of preference and to establish the status of theoretical knowledge of phonological language structure

Question 8 asked the respondents to indicate whether they wish to have extra practice in English pronunciation. Finally, Question 9 collected data on pronunciation learning strategies respondents used while mastering native language pronunciation at school with further possibility to apply them onto foreign language learning (English).

The survey was conducted among the students of Kyiv National Linguistic University studying English as a foreign language at the Department of Slavic Philology in 2019-2020. By the end of the survey period, data had been collected from 186 individuals. Students of the first year of studies constituted 24% of all the respondents, senior year students constituted 18%, students studying for M. A. degree constituted 14.5%. On average, the respondents showed interest in the topics suggested by the survey and their committed participation in the study additionally proves the acuteness of the issue under consideration.

The analysis of data collected from the questionnaire facilitated the initial stages of the experimental studies, as well as accumulation of language material to serve as a database for the English pronunciation course. However, it is important to bear in mind the possible bias in some of the responses.

Turning now to the results of the survey, in response to Question 1, most of those surveyed (52%) assessed their English skills positively (either as excellent or good). However, only 28% of respondents answered that they were satisfied with their English pronunciation. A possible explanation for this result may be the lack of attention and effort towards the pronunciation training despite its significance for the effectiveness of communication process. Consequently, learners' awareness of the pronunciation mastery is not fully developed and this results in the inconsistency of the communication skills self-assessment criteria. The overall response to Question 3 ('How do assess your English pronunciation from 1 (poor pronunciation) to 10 (excellent pronunciation)?') serves as a good illustration to the stated point: 79% of respondents evaluated their English pronunciation below the average point.

The chart below illustrates the statistics for the respondents' overall English skills self-assessment and pronunciation skills self-assessment in comparison (see

within the English pronunciation training process. Table 1).

60,00% 50,00% 40,00%%

30,00% --- ■ Overall English skills

20 00% __- ' English pronunciation skills

10,00% 0,00%

Excellent Good Satisfactory Poor

Table 1.

Self-assessment of the respondents' overall English skills and English pronunciation skills in comparison.

As for the prior language learning experience, 44% of those who participated in the survey indicated that they had trained English pronunciation at school, while 32% pointed out occasional training. However, 21% of the participants responded that they had never studied theoretical phonetics. This fact proves severe necessity to pay more attention to professional pronunciation training of the future English teachers. Despite these facts the majority of those who responded to this item (60% of the respondents) acknowledged the importance of theoretical knowledge of phonetics in improving the English pronunciation. Moreover, 85% of those who were interviewed expressed their willingness to have extra practice in pronunciation, which is rather promising and may encourage those who are pending about the elaboration of pronunciation courses and activities.

Responses to Question 5 and observation of students' performance at English lessons allowed ranking of the most common pronunciation difficulties in their order of occurrence in English learners' speech. Based on the data received from the questionnaire, the following pronunciation problems were established:

1. Intonation - 121 response;

2. Pronunciation of diphthongs - 87 responses;

3. Pronunciation of consonants - 62 responses;

4. Pronunciation of vowels - 52 responses.

Of the 186 students who completed the questionnaire, 119 indicated that the most preferable organizational form of improving English pronunciation is the group work at the lesson. It needs to be mentioned that this is a rather disappointing result as despite some of its advantages (the amount of time needed, whole group involvement possibility, etc.), this organizational form has more disadvantages, the most important one of which being the impossibility to trace each student's response and personal academic progress in terms of pronunciation mastering. Consequently, it becomes obvious that the best way to develop correct pronunciation is the self-study and individual work. The list below presents all the responses about the most preferable organizational forms of improving English pronunciation:

1. Group work at the lesson - 119 responses;

2. Individual work at the lesson - 66 responses;

3. Pair work at the lesson - 64 responses;

4. Self-study at home - 31 responses;

5. Other forms (TV series and films in English, English speaking clubs, communication with native speakers) - 7 responses.

Pronunciation learning strategies gained by students in the process of mastering native language pronunciation at school may be further applied onto any foreign language learning. Students' awareness of these strategies and their conscious usage is one the important factors of successful language mastery in general, and pronunciation in particular. Of the 186 students who completed the questionnaire, only a half managed to state specific pronunciation learning strategies they applied while learning a native language. All the responses were collected, analysed and generalised into the following established pronunciation learning strategies:

• sound / intonation imitation (of teacher's speech or recording);

• reading aloud;

• poems recitation, singing, tongue twisters;

• communication with friends/ relatives/ classmates/ other;

• theoretical preparation;

• pronunciation practice.

Taking into consideration the existing amount of language learning strategies accumulated and classified by scholars and a limited number of them pointed by the respondents, the necessity of language learning strategies training becomes obvious combined with English pronunciation training.

Conclusion

Foreign language pronunciation is an important skill for foreign language learners, as it ensures accurate information transmission in oral communication that becomes more in demand in the era of information technologies. Despite the fact that pronunciation reflects the formal side of language skills, its overall part in communication process is difficult to overestimate. Comprehensible and intelligible pronunciation is one of the competences required for a modern professional, especially a language teacher. Students of philological departments need to start pronunciation training as early as possible, including training the ability to identify, analyse, anticipate, and correct mistakes and errors in pronunciation. Foreign language pronunciation training is quite challenging due to physiological, psychological, organisational, and other factors. The research attempts of different aspects of pronunciation training are numerous; nevertheless, modern foreign language teaching scientific field lacks the sufficient and all-encompassing methodology of developing and improving learners' pronunciation skills. It is possible that rapid growth of information and computer technologies will give a necessary impetus to the process and the future of foreign language pronunciation training lies within the field of computer assisted learning.

REFERENCES:

1. Brown H. D. Principles of Language Learning and Teaching. - New York, the USA: Pearson, Longman, 2007. - 346 p.

2. Council of Europe. Common European Framework of Reference for Languages: Learning, Teaching, Assessment. - Cambridge, England: Cambridge University Press, 2001. - 272 p.

3. Council of Europe. Common European Framework of Reference for Languages: Learning, teaching, assessment - Companion volume. - Council of Europe Publishing, Strasbourg, 2020. - 278 p.

4. Dinger O. Zum Fehlerbegriff im Unterricht DaF // In Foeldes, C. Germanistik und Deutschlehrerausbildung. - Szeged, 1993. - P. 249 - 261.

5. Ondrakova J. The Issue of Errors in Teaching Foreign Languages // Procedia-Social and Behavioral Sciences, 217. - 2016. - P. 101-108.

6. Pavlovskaya I. Yu., Lan Hao. The influence of breathing function in speech on mastering English pronunciation by Chinese students // Proceedings of the

Third International Conference on Social Science, Public Health and Education (SSPHE 2019). - Atlantis Press, 2020. - p. 35-42. doi: 10.2991/as-sehr.k.200205.008.

7. Perlova V. V. Problems of Defining Causes of Phonetic Mistakes and Errors in English as a Foreign Language / V. V. Perlova // Problems of Defining

Causes of Phonetic Mistakes and Errors in English as a Foreign Language // Journal of Applied Languages and Linguistics. - Moschato, 2017. - P. 1-7.

8. Underhill A. Sound foundations. - Oxford, England: Macmillan, 1998. - 210 p.

9. Watkins P. Learning to Teach English. -McHenry, the USA: Delta Publishing, 2005. - 142 p.

WAYS OF FORMATION OF ACHIEVEMENT MOTIVATION IN LEARNING IN 1ST GRADE STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN INCLUSIVE SPACE

Yurchenko H.

Borys Grinchenko Kyiv University Supervisor: Ovcharenko M.

lecturer of the department of special and inclusive education

ШЛЯХИ ФОРМУВАННЯ МОТИВАЦП УСП1ХУ ДО НАВЧАННЯ В УЧН1В 1 КЛАСУ З ОСОБЛИВИМИ ОСВ1ТН1МИ ПОТРЕБАМИ В 1НКЛЮЗИВНОМУ ПРОСТОР1

Юрченко Г.П.

Кшвський унгверситет шет Бориса Гртченко

Науковий кер1вник: Овчаренко М.С.

викладачка кафедри спец1ально1 та 1нклюзивно1 освти

Abstract

The article reveals the features of motivation and motivational component in children of primary school age with special educational needs, as well as ways to increase the achievement motivation in learning 1st grade students with special educational needs in an inclusive space. The authors have developed guidelines and an auxiliary assessment system "Skhodynky" ("Stairs"), which will serve to increase the level of achievement motivation in learning students with special educational needs. This assessment system can positively affect learning motivation and increase the cognitive and speech activity of children.

Анотащя

У статп розкриваються особливосп мотивацп та мотивацшного компоненту у дггей молодшого шильного BiKy з особливими освишми потребами, а також шляхи тдвищення мотивацп ycnixy до навчання учшв 1 класу з ООП в шклюзивному просторг Авторами було розроблено методичш рекомендацп та до-помiжна системи ощнювання «Сходинки», як слугуватимуть для тдвищення рiвня мотивацп устху до навчання учшв з особливими освггаши потребами. Дана система ощнювання може позитивно впливати на навчальну мотиващю та тдвищувати тзнавальну та мовленневу актившсть дней.

Keywords: motive, motivation, motivational sphere, special educational needs, inclusive space.

Ключовi слова: мотив, мотиващя, мотивацшна сфера, особливi освгтш потреби, шклюзивний прос-

пр.

Постановка проблеми. Сучасна освгга opieH-тована на розвиток устшно! особистосп учшв. Для кращого переходу на нову систему освгга, що спря-мована на розвиток бажання вчитись та досягати вь дпoвiдних цiлей, першочерговим завданням e спря-мування учшв на тдвищення мотивацп устху та штересу до навчання. Для pеалiзацii цього завдання слiд детальнiше ознайомитися, власне, з проблемою мотивацп навчання та на oснoвi цього визна-чити найефективнiшi шляхи ii формування. Розумь ючи мoтивацiю навчання сучасних учшв молодшого шкшьного вшу, фахiвцi можуть oптимiзувати процес навчання, складати навчальнi програми та плани, яю максимально вiдпoвiдатимуть мотивам дггей, i тому гарантуватимуть максимальний ре-

зультат. Стимулювання до досягнення успiху в на-вчальному процеа e важливим у poбoтi з учнями, якi мають oсoбливi освиш потреби. Це сприяе по-доланню тpуднoщiв у навчаннi для дней з тяжкими порушеннями мовлення та затримкою психiчнoгo розвитку у шклюзивному середовищг

Аналiз дослiджень i публжацш. Питання мо-тивацй' навчання у педагопщ та психологй' досль джували такi вченi: Б. Баев, Л. Божович, Н. Воронова, П. Гончарук, В. Кириленко, М. Лук'янова, Т. Матис, А. Маркова, В. Семиченко, Л. Чаговець. У галузi спецiальнoi педагoгiки та психoлoгii питання мотивацп шдшмались у роботах: О. Алмазо-во].', I. Бех, В. Бондар, Т. Вiзель, Ж. Глозман, I. Сре-

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