736Innovative Technologies in Teaching Foreign Languages and Learner Assessment in Online Education Chirchik State Pedagogical Institute of Tashkent region
ENHANCING ENGLISH PRONUNCIATION IN LEARNING PROCESS
Yulduz Abdullayevna Djurayeva
Teacher of Interfaculty Department of Foreign Languages, Chirchik State pedagogical Institute yulduzdj urayeva60 @gmail .com
ABSTRACT
It is crucial to note that, English has become a universal and dominant language and about billions of people exploit it as first or second language to communicate verbal or written for. As well as this language is required in every sphere of society such as policy, marketing and management, tourism, medicine and so on. In particular, using English as a native speakers and pronounce words or phrases correctly is in extremely high level, Therefore , one tries to not only learn the language grammar, speaking or listening but also how to pronounce in order.This article has aims to explore methods and techniques of enhancing English pronunciation in educational process.
Keywords: Pronunciation, teacher, learner, features, activity, classroom, English.
INTRODUCTION
Being a teacher is proudly challenging job in the world. However, being a foreign language teacher in twice difficult than other subjects.IN the process of teaching English one of the hardest skill to teach is pronunciation which is not any learners have. Because, learners uses their accent in learning and speaking and it is possibly difficult to change their accent ,intonation and stress.Fortunately , there are thousand kinds of methods to develop every skill and for pronunciation even in the internet web sites .In the following it will be demonstrated interactive, instructional and interesting activities , methods and techniques step by step in order to avoid bad pronouncing .
METHODS AND MATERIALS
English pronunciation is one of the most difficult skills to acquire and learners
should spend lots of time to improve their pronunciation (Aliaga García, 2007;
Martínez-Flor et al. 2006; Pourhosein Gilakjani, 2016).In addition , Fraser (2000)
stated that pronunciation is the most important oral communication skill.According to
these points of view it is clear that , pronunciation is used to describe how well Google Scholar Scientific Library of Uzbekistan
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Innovative Technologies in Teaching Foreign Languages and Learner Assessment in Online Education Chirchik State Pedagogical Institute of Tashkent region
learners learn the language and how well the educator teaches them correctly.If the learner can use every phrase correctly in oral , it presents that his/her speech is clearly understandable and easy to perceive for listeners. Of course it is difficult but learner should try to do the best. The aim of teaching pronunciation to learners is not to ask them to pronounce like native speakers. Instead intelligible pronunciation should be the real purpose of oral communication. According to Pourhosein Gilakjani (2011), in order to change the way learners pronounce English words, they should change the way they think about the sounds of those words. This is true not just for individual sounds but for the bigger parts of speech like syllables, stress patterns, and rhythm. Unfortunately, pronunciation instruction remains largely neglected in English language teaching. Pennington and Richards (1986) indicated that there are two various viewpoints concerning pronunciation. From the view of many language teachers, pronunciation is the production of individual sounds, stress and intonation patterns of the target language which shows the traditional opinion that pronunciation is related to the referential meaning and individual sounds. According to Brazil, Coulthard, and Johns (1980), pronunciation is a part of both referential meaning and communication process. Pennington and Richards (1986) expressed that pronunciation is a complex interaction of perceptual, articulatory, and interactional factors in terms of three kinds of qualities: segmental features, voice-setting features, and prosodic features.
A. Segmental Features. Segmental features are minimal units of sound determined in phonetic terms. The basic elements of pronunciation are phonemes; therefore, learning of the target language phonological system is the understanding of the phonemic differences and of the phonetic forms of phonemes that are in particular environments within syllables and words. It is the particular features of individual sound segments (Pennington & Richards, 1986).
B. Voice-setting Features .Voice-setting features are the general articulatory features of stretches of speech. The tendency of speakers of a specific language to pursue some habitual positions of articulation in connected speech are demonstrated in terms of voice-setting features (Pennington & Richards, 1986).
C. Prosodic Features. The last aspects of pronunciation are stress and
intonation. Prosodic features are the relative levels of stress and pitch within
syllables, words, phrases, and longer stretches of speech (Pennington & Richards,
1986). Yates and Zielinski (2009) expressed that learners should pay attention to all
features of their pronunciation that make better their comprehensibility and assist
them to decrease miscommunication. What a learner finds very difficult about
pronunciation differs from learner to learner and the effect of their first language has Google Scholar Scientific Library of Uzbekistan
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Innovative Technologies in Teaching Foreign Languages and Learner Assessment in Online Education Chirchik State Pedagogical Institute of Tashkent region
a vital role. According to Yates and Zielinski (2009), it is necessary for learners to pay attention to those features of pronunciation which are related to larger units of speech like stress, rhythm, intonation, and voice quality (suprasegmental aspects) and to how the different sounds of English are produced (segmental aspects). The degree to which segmental and suprasegmental features of pronunciation intervene with understandability for a specific speaker may differ and in every class teachers may have learners from many backgrounds with many different accents production, and prediction. Perception of oral language includes hearing, listening, seeing, and feeling.
RESULTS
Good pronunciation means being understood; not necessarily sounding like you were born in New York or London. In fact, many native speakers love hearing English spoken with a Spanish, Italian or French accent! So, how can you work on your pronunciation so that people from all over the world can understand you easily, even if you retain your native accent? Here are six top tips for you to practice and perfect your pronunciation.
1 - Listen! Listening to examples of authentic speech is the most obvious way to improve your own pronunciation. There are lots of ways to do this - watch a film in its original version, listen to podcasts about a topic that interests you in English (you could try the British Council English podcasts app here ), even listening to music can help. Try to notice the intonation that people use. You can add to this by 'shadowing'. Shadowing means listening to a short sentence or phrase, and then repeating it afterwards, trying to imitate the sounds, intonation and word stress and noticing how your mouth and tongue move when you speak.
2. Record yourself. Once you have practiced shadowing, you could record yourself speaking - either repeating a short phrase that you have listened to, or doing a longer speaking task from a coursebook, like describing a picture. Listen back and make a note of any sounds that you have problems with - practice these words / sounds slowly and then record yourself again. Can you notice an improvement?
3. Get to know the phonemic chart. Thelnternational Phonetic Alphabet (IPA) is a visual representation of different sounds. It might look strange and it might feel like you are learning a whole new language, but it can really help you with pronunciation. All dictionaries have a phonetic transcription of words so that you know how to pronounce them. This is really helpful with English because as we have already seen, English spelling doesn't always correspond with its pronunciation.
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Innovative Technologies in Teaching Foreign Languages and Learner Assessment in Online Education Chirchik State Pedagogical Institute of Tashkent region
Think about the letters 'ough' in the words 'though', 'through', 'tough', 'ought'. It would be impossible to guess how to say those words without some help.
Take a look at the British Council's phonemic chart (see link above) or download the Sounds Right app . You can click on the different phonemes and listen to how they sound. This can help you to hear differences between similar sounds.
4.Talk, talk, talk
The best way to practice your pronunciation is by talking. Don't be afraid to participate in forums, events, groups, or meetings to expose yourself to the language. This will help you improve and refine your listening skills.
5. Do some exercise! Different languages have different sounds, and our mouths adapt to those sounds. Some sounds are physically very difficult for us to make, as they don't exist in our native language. Just like when you are learning a new sport or dance move, it's important that you train your mouth to know how to form new sounds - the more you practice the easier it gets. For example, lots of Spanish speakers have problems with the difference between the /b/ and /v/ sound. We make the /b/ sound by joining our lips together and then letting go. The /v/ sound is similar but your top teeth should touch your bottom lip before you let go.
DISCUSSION
Teachers should use different techniques and strategies for teaching pronunciation. With more techniques and strategies, educators will feel much more comfortable in teaching pronunciation. learners can grow their confidence through listening and speaking to native and non-native speakers of English. Therefore, they have to improve their listening and speaking skills in different situations. EFL teachers should have knowledge of English phonetics and phonology and receive training in pronunciation instruction to help their EFL learners learn understandable pronunciation.
REFERENCE
1. Aliaga García, C. (2007). The Role of Phonetic Training in L2 Speech Learning. Proceedings of the Phonetics Teaching and Learning Conference (PTLC2007), University College, London. Available at http://www.phon.ucl.ac.uk/ptlc/ptlc2007 web procindex.html
2. Yates, L., & Zielinski, B. (2009). Give It a Go: Teaching Pronunciation to Adults. Sydney, Australia: AMEPRC. Available: http://www.ameprc.mq.edu.au/resources/classroom resources/give it a go
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Innovative Technologies in Teaching Foreign Languages and Learner Assessment in Online Education Chirchik State Pedagogical Institute of Tashkent region
3. Pourhosein Gilakjani, A. (2011). A Study on the Situation of Pronunciation Instruction in ESL/EFL Classrooms. Journal of Studies in Education, 1(1), 1-15.
4. 6 tips for improving your English pronunciation. Cath McLellan ,06 Nov 2019 -10:28. https://www.britishcouncil.pt/en/blog/6-tips-improve-your-english pronunciation
5. Yusupova, M. A. (2019). Communicative Competence as a Core Competence in Teaching English to Students. Современные исследования в области преподавания иностранных языков в неязыковом вузе, 8, 39-44.
6. Elmurodov, U. Y. (2020). THE IMPORTANCE OF MULTIMEDIA AND MOBILE APPLICATIONS IN TEACHING FOREIGN LANGUAGES. Science and Education, 1(Special Issue 2).
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