0Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
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EFFECTIVE STRATEGIES FOR TEACHING ENGLISH PRONUNCIATION IN THE SECOND LANGUAGE ACQUISITION (SLA)
Surayyo Faxriddin kizi Xaytbaeva
Student, Chirchik state pedagogical university
sureyyaaaah@gmail .com Scientific adviser: Elvina Reshatovna Kenjali An EFL teacher, Chirchik state pedagogical university kenjelya18@gmail.com
ABSTRACT
This article is targeted toward ESL professionals. However, the principles described here could be used for teaching any language. Pronunciation is one of the trickier parts of language teaching. What do you do when the instructor is not a native speaker? And when the instructor is a native speaker, what even is correct pronunciation? A simple desire to uncomplicate the issue, conventional wisdom, and the rise of task-based and communicative approaches tell us that only one thing matters: the idea. As long as the communicative objective is achieved, everything else is simply extra frosting on the cake.
Keywords: strategic, pronunciation, speech, comprehension, vowels, mother tongue, using a mirror, tongue twisters, songs, poems, drama, role plays, reading aloud, using gestures.
АННОТАЦИЯ
Эта статья направлена на профессионалов ESL. Однако принципы, описанные здесь, могут быть использованы для обучения любому языку. Выговор является одной из сложнейших частей обучения языку. Что делать, если преподаватель не является носителем языка? И когда преподаватель является носителем языка, что же является правильным произношением? Простое стремление не усложнять проблему, традиционная мудрость и рост подходов, основанных на задачах и коммуникативных методах, говорят нам о том, что важно только одно: идея. До тех пор, пока достигается коммуникативная цель, все остальное - это просто дополнительная мороженая на торте.
Ключевые слова: стратегический, произношение, речь, понимание, вокала, родной язык, использование зеркала, переворачивание языка, песни, стихи, драма, ролевые игры, чтение вслух, использование жестов.
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Chirchik State Pedagogical University Staatliche Pädagogische Universität Chirchik Chirchiq davlat pedagogika universiteti
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Current Issues of Modern Philology and Linguodidactics Aktuelle Fragen der modernen Philologie und Linguodidaktik Zamonaviy filologiya va lingvodidaktikaning dolzarb masalalari
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INTRODUCTION
The Description of how Sounds are made. Sounds may be created by lifting the front of the tongue or tongue tip or by structuring at least one lip. The first speech sample a student hears while studying pronunciation shows that the new language is made up of words and phrases, not sounds. Listening to comprehension chunks may help students remember conversations, phrase sequences, basic questions, film screenplays, and more. The learner learns to manipulate new sound systems inside sentences and phrases.
LITERATURE REVIEW AND METHODOLOGY
English is widely spoken globally. Additionally, there is a significant demand for it as a second language, not just for casual but also for official purposes. Given this factor, it is possible for you to communicate with someone who is located at a significant distance from you, and you may be conversing in a language that is not your native tongue. It is conceivable that if each individual has their own distinct manner of pronouncing certain terms, it might result in significant confusion. Let's use English as an example. Opinions on the difficulty of learning this language vary, with some considering it challenging while others find it straightforward. The variability of this phenomenon may differ across individuals, but it is universally acknowledged that the written form of this extensively used language does not always accurately represent its spoken form. Contrary to several languages, not all words are pronounced phonetically. In addition to the complex and peculiar pronunciation rules, which are already challenging enough, you must also be aware of the exceptions to those norms. In addition, there are other terms that have distinct spellings but have the same pronunciation. These words are referred to as homophones.
RESULTS AND DISCUSSION
Using a Mirror. This approach has pupils glance in the mirror and compare their lips to the teacher's. Teachers ask students to bring pocket mirrors so they may duplicate difficult sounds by glancing in the mirror and comparing their lips to the instructor. Diphthongize vowels at the end of words are removed using this pronunciation approach. The instructor tells students to cease talking and not move their mouth (Dalton, 2003).[8]
Mother Tongue. Mother language may help teach pronunciation. Students can converse better with English professors who speak their first language. Gilbert (1994) suggests that mother language might assist instructors help students grasp accurate messages, tones, explanations, etc. [10] This is crucial when English fails to perform. Mother tongue approach is crucial for English-language beginners. Mother tongue
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strategy helps teachers and students communicate directly by allowing students to describe their pronunciation issues in their native language (Carter, 2001). [5]
Tongue Twisters. Teacher-led tongue twisters help enhance pupils' pronunciation. Encourage them to try tongue twisting to inspire them to succeed. Tongue twisters are great warm-ups for individuals and choirs. This exciting method helps kids practise and distinguish related words while having fun. However, tongue twisting might be difficult for teachers and students. Since even native speakers make errors, instructors should encourage pupils not to be ashamed of mistakes (Broughton, 1980). Short phrases and simple melodies characterise tongue twisters. These patterns are repeated multiple times, rising as voice range increases. Tongue twisters increase diction and pronunciation, whereas melodic exercises promote vocal agility and tunefulness (Brown, 1983). [4] Tongue twisters are rapid, enjoyable, and effective vocal practice that challenges pupils' pronunciation and technique. Children-appropriate tongue twisters include Apes Ate All Eight Apple and Betty Better Butter. Brad's Bread, which meticulously teaches pupils to enunciate D and T, among others.
Songs. Teachers may improve students' pronunciation using songs. The strategy gives students plenty of good repeat practice. Students remember words and patterns better with songs. Students should read song lyrics aloud to improve final consonants. Students usually say student instead of student because they mispronounce or leave the final consonants. Songs aid pronunciation acquisition. It's simpler with familiar tracks for pupils. Students read aloud a song lyric with highlighted end consonants, and the instructor listens to see how the performer pronounces them. (2021, Kenjali & Abduramanova). [11]
Poems. Poems may teach pronunciation by showing pupils how to handle lexical and sentential stress (Celce-Murcia, 1987). Poems help students learn English rhythm by showing stressed and unstressed syllable patterns (Richards, 2002). Poems were meant to demonstrate and reinforce English spelling standards. English spelling presentations are hard, therefore instructors utilise poetry to demonstrate predictable pronunciation and spelling. This helps kids internalise these connections. When pupils internalise poetry, they need linguistic music.
Drama. Drama may help teachers teach pronunciation. Students must practice play scenes or perform short act plays. Teachers may also assign parts and have pupils play out the material without memorising it (Wessel, 1987). [18] Other lecturers may require pupils to memorise main roles (Almond, 2005). [1] In any situation, instructors should offer enough class time for practice. The instructor may circulate and function as a drama coach, overseeing pupils' pronunciation of
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Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
Chirchiq davlat pedagogika universiteti Zamonaviy filologiya va lingvodidaktikaning dolzarb masalalari
unfamiliar words, intonation contours, volumes, and tempo of delivery (Dauer, 1993).
[9]
Using Hand Signals and Gestures. Hand signals and arm movements may help pupils learn intonation patterns in speech. They may also raise their hands as the intonation rises and vice versa. This method helps instructors emphasise stressed and unstressed syllables. This method is crucial for teaching English to pupils who struggle to emphasise syllables. To emphasise a stressed syllable, the instructor may show students a forward wrist movement. 2023 (Norova, Kenjali) [14] A instructor conducting music might show this approach by moving his arms with the beat, stress, and intonation (Gilbert, 1994). [10]
Reading Aloud. Reading helps teach supra-segmental pronunciation. Reading aloud pronunciation helps pupils practise stress placement, connecting, and other phonological processes that naturally occur in speech and contribute to language rhythm (Smith, 2005). This strategy maintains the link between sounds and spelling, allows pupils to proofread aloud, and promotes independent learning (Manzo, 1995). Reading aloud improves communication, empathy, self-esteem, expressiveness, and fluency. Reading aloud pronunciation may improve student instruction if used carefully (Smith, 2005). [17]
Role Plays. When teaching role play pronunciation, the instructor lets pupils act out real-life situations. The gives pupils a vocabulary list for role dramatisation in the prescribed setting (Wessel, 1987). [18] One student may play a doctor and the other a patient. The lexicon includes prescription medicine, feels fatigued, drinks a lot, sore throat, and others (Richards, 2002). [16] CONCLUSION
Why is pronunciation so vital? Teaching pronunciation enables students to build listening and speaking abilities. Writing is the pictorial representation of sound sequences; thus it is important for reading and writing abilities. Reading turns visuals into sounds. These and kinesthetic pictures create inner speech. Learning pronunciation via Phonics helps kids speak easily and improves listening comprehension. While improving reading, pronunciation is crucial. Reading involves mentally saying the words "out loud".
REFERENCES
1. Almond, M. Teaching English with Drama. London: Modern English Publishing. 2005.
2. Broughton, G. Teaching English as a Foreign Language. New York: Routledge. 1980.
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Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
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3. Brown, A. Teaching English Pronunciation. New York: Routledge. 1991.
4. Brown, G., & Yule, G. Teaching the Spoken Language. Ambridge University Press. 1983.
5. Carter, R., & Nunan, D. The Cambridge Guide to Teaching. Cambridge: Cambridge University Press. 2001.
6. Celce- Murcia, M. Teaching Pronunciation as Communication. Washington, D.C: TESOL. 1987.
7. Chun, D. Discourse Intonation. London: John Benjamin. 2002.
8. Dalton, C., & Seidholfer, B. Pronunciation. Oxford: Oxford University Press. 2003.
9. Dauer, R. Accurate English. New Jersey: Prentice Hall. 1993.
10. Gilbert, J. Intonation. Cambridge: Cambridge University Press. 1994.
11. Kenjali, E.R, Abduramanova, D. V. Важность внедрения инновационных технологий в обучении чтению и письму как один из актуальных методов преподавания иностранного языка в современном мир. Innovative Technologies in Teaching Foreign Languages and Learner Assessment in Online Education, 2(CSPI Conference 2), Uzbekistan, pp. 332-339. 2021.
12. Kenjali, E.R., Abduramanova, D.V. The role of reading in improving speaking skills in the context of teaching English as a foreign language. Central Asian Research Journal For Interdisciplinary Studies (CARJIS), 2(1), Uzbekistan, 2022, pp. 144-149. 2022.
13. Kenjali, E.R., Abduramanova, D.V. The development of speaking in the context of teaching English as a foreign language. Academic Research in Educational Sciences, 3(3), Uzbekistan, 2022. pp. 1138-1143. 2022.
14. Norova G.D. & Kenjali E.R. Mastering the mechanics: Strategies for effective English grammar instruction. Chirchik State Pedagogical University. Effectiveness of Introduction of Digital Technologies in the Educational Process. 4(1), pp. 2838-2842. 2023.
15. Norova G.D. & Kenjali E.R. The contribution of CALL (Computer Assisted Language Learning) to teaching a foreign language in higher education. Chirchik State Pedagogical University. Effectiveness of Introduction of Digital Technologies in the Educational Process. 4(1), pp. 2794-2797. 2023.
16. Richards, J., & Renandya, W. Methodology in Language Teaching. Cambridge: Cambridge University Press. 2002.
17. Smith, R. Teaching English as a Foreign Language. California: California University Press. 2003.
18. Wessels, C. Drama. Oxford: Oxford University Press. 1987.
April 23-24, 2024
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