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The next point that is set as a helpful tip is breaking the text into chunks and gives the option of only reading some part of the text and retell it to stronger students to check their understanding and those students who listen them discuss it in a deeper form [3].
Adapting materials for mixed ability classes can take different forms and it will help both level students namely stronger and weaker ones to have a fruitful lesson. One way to adapt materials is to rewrite reading texts and grade the language accordingly for different levels. In an ideal world where a teacher has all the time in the world to prepare their classes this may be the perfect solution. However, the reality is that this sort of adaptation is extremely time consuming and not many teachers can actually go to this length to adapt materials for mixed level groups. Another problem that can arise with this sort of adaptation is that it can be awkward to give out different texts to different students. There's a danger that they will instantly realize that they have been labelled as a weak or strong student and, in the case of the weaker students, this will no doubt effect their motivation.
Listening is one of the receptive skills that learners should master in learning process. However, there is a problem when a teacher has to deliver listening activities with mixed level students. In this case to divide students into pairs containing higher ad lower level students help them to accept the listening track as it is and to do activities based on it [2]. Due to the fact that the communicative approach is increasingly used in EFL situation, we, therefore, stress the importance of students' communicative competence. Unfortunately, the teaching of listening skills is still neglected in the English language teaching process. Learners discuss the listened material together and lower levelled students may get help to obtain the target. On the other hand, when a pair work is a regular structure of the listening classes, weaker students don't feel independent since they all the time try to copy the answers of the tasks from his bright fellow. That's why it is advisable to give out the tape script and encourage students to look up tricky words or expressions in a dictionary. It is good when higher level students explain to the group the meaning of the words and their usage as they finish the task earlier. This is called pre-teaching vocabulary before listening the tracks and if it is appropriate, visual prompts are used. Teaching a mixed level class demands teacher to be more creative providing a variety of tasks which are suitable for different levels and develop more positive and collaborative working atmosphere in the class.
References
1. Bowler B. andParminter S., 2005. "Mixed level tasks". Issue 15. April, 2000. Bulgaria.
2. Ur P., 1996. A Course in Language Teaching: Theory and Practice, Camb. University Press.
3. [Electronic resource]. URL: http://www. Etroprofessional.com/articles/mixedability.pdf
-01-11-2008/ (date of acces: 26.04.2018).
FEATURES OF PRONUNCIATION IN THE ENGLISH LANGUAGE
Musayeva Z.M.
Musayeva Zebo Muzaffarovna - Teacher, DEPARTMENT OF THEORETICAL ASPECTS OF THE ENGLISH LANGUAGE, UZBEKISTAN STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: recent discussion of this research based on the teaching and learning of pronunciation. As well as the author will focus on contrasts between the sound systems of a language spoken and a language being learned; the importance of accent, stress, intonation, and rhythm in the comprehensibility of the speech of nonnative speakers. Furthermore, the effect of motivation and exposure in the development of native-like pronunciation is revealed.
Keywords: pronunciation, accent, stress, intonation, and rhythm.
Depending on where you teach, many or all of your students will need to speak and understand English in real life to communicate with both native speakers of English and speakers of other languages. Another problem is that very few learners will ever be able to sound exactly like their preferred pronunciation model, no matter how hard or how long they try. This is especially true for adult learners and for those who don't constantly hear English in their daily lives. Whatever the definition, speaking with nativelike pronunciation is not an easy goal to reach. A more realistic goal, and one that more and more teachers and researchers recommend, is intelligible pronunciation—speaking in a way that most listeners, both native and nonnative speakers, can understand without too much effort or confusion.
These lists for specific elements are now featured in pronunciation texts, such as Sounds Right [1], and pronunciation software programs, such as American Speech Sounds, so these elements can be as follow:
Accent
An accent is "the cumulative auditory effect of those features of pronunciation that identify where a person is from, regionally or socially" [2, p. 3]. Accentedness, a "normal consequence of second language learning" [3, p.383], is a "listener's perception of how different a speaker's accent is from that of the L1. Many adult learners of English have a foreign accent that identifies them as nonnative speakers. An understanding of the features of learner accents, and their impact on intelligibility of their speech, can help teachers of adults learning English identify. The primary aim is that students are understood. Good pronunciation is needed for this but not a "perfect accent".
Stress, Intonation, and Rhythm
Regarding stress, languages have traditionally been classified as either stress timed or syllable timed. In stress-timed languages (e.g., British and American English, German, Dutch, and Thai) stressed syllables fall at regular intervals throughout an utterance, and rhythm is organized according to regularity in the timing of the stressed syllables. That is, the time between stressed syllables is equal, as unstressed syllables are spoken more quickly and vowel reduction occurs. For example, the sentence "Tom runs fast" is made up of three stressed syllables, as indicated by the bolded letters. The sentence "Meredith can run fast" is made up of six syllables, but only three of them are stressed. The unstressed syllables "e," "dith," and "can" are spoken quickly and vowel reduction occurs, so the time between the stressed syllables tends to be equal, and both sentences take approximately the same amount of time to say.
In syllable-timed languages (e.g., some nonnative varieties of English such as Singapore and Malaysian English, and languages such as Tamil, Spanish, and French) syllables are said to be equal in timing. That is, all syllables are nearly equally stressed, vowel reduction does not occur, and all syllables appear to take the same amount of time to utter.
Recent phonetic research has shown that languages cannot be strictly classified as syllable timed or stress timed. A more accurate description is that they are stress based or syllable based; that is, they are not completely in one category or the other, but tend to have more rhythmic features of a stress-timed or a syllable-timed language. Stress-based rhythm is achieved through the presence of reduced vowels for unstressed syllables in a sentence. Function words, such as articles, helping verbs, and prepositions typically have reduced vowels instead of full ones, and the reduced vowel version is known as a "weak form." For example, in the sentence, "Bob can swim," the words Bob and swim have the major stress, and can, which is unstressed, is pronounced [kin]—its weak form.
The distinction between stress- and syllable-based languages is important, especially if an adult English language learner speaks a first language that is different rhythmically from stress-based British or American English. An understanding of whether a learner's first language is stress based or syllable based will help a teacher plan appropriate pronunciation exercises. When word stress is erroneously shifted to an unstressed syllable, without a change in vowel quality, utterances are significantly less intelligible than when vowel quality is manipulated. Both native and nonnative English-speaking listeners responded
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similarly when judging the intelligibility of words with misplaced word stress. Implications of this research for classroom instruction are that teachers need to spend time teaching learners the rules for word stress, intonation, and rhythm in English as well as focusing on individual sounds that may be difficult for the learners in their classes.
References
1. Braithwaite M, 2008. Sounds right. New Zealand: Curriculum Concepts.
2. Crystal D., 2003. A dictionary of linguistics and phonetics. Oxford: Blackwell Publishing.
3. Derwing T.M. & Munro M.J.,1997. Accent, intelligibility and comprehensibility. Studies in Second Language Acquisition. 19. 1-16.
ОСОБЕННОСТИ ДЕЛОВОЙ КОММУНИКАЦИИ Азимова Н.Ф.
Азимова Назира Фаттохевна - преподаватель, кафедра языков,
Бухарский инженерно-технологический институт, г. Бухара, Республика Узбекистан
Аннотация: в данной статье говорится о деловой культуре, о том, что незнание и несоблюдение норм общения и особенности деловой коммуникации приведёт к затруднению ведения деловых отношений. А также говорится о том, что знания о культурных особенностях, помогают быстрее адаптироваться в чужой этнокультуре.
Ключевые слова: национальный этикет, коммуникация, деловая культура, сотрудничества, общение, международные отношение, молчание.
Деловая культура является неотъемлемой частью деловых отношений в межкультурном пространстве. Она знакомит языковую личность с международными нормами поведения, этическими правилами личного общения с партнерами и сотрудниками, ведением документации и деловых переписок, телефонным этикетом. Незнание и несоблюдение перечисленных позиций значительно затрудняют процесс общения вообще, а деловую коммуникацию в частности. Рассмотрим некоторые особенности деловой коммуникации в разных лингвокультурных общностях. Например, немецкая деловая культура характеризуется: монохромным отношением ко времени, то есть стремление завершить одну цепь действий, прежде чем перейти к другой. Твердая убежденность немцев в том, что они на переговорах ведут себя честно и прямо. Британцы же редко выражают свое несогласие, традиционным и умелым способом избегают острых углов во время переговоров [1, 37]. Русские, как представители коллективистской культуры, обычно чувствуют себя дискомфортно оттого, что отношения между коллегами представляются фамильярными, отсутствует уважение (в их понимании); взаимоотношения носят соревновательный характер, а не коллективный. Так, исследователь Таратухина Ю.В. под деловой коммуникацией понимает - процесс взаимодействия, направленный на оптимизацию того или иного вида предметной деятельности: производственной, научной и т.п. [3, 10]. Другой ученый Смирнов Г.Н. в книге «Этика деловых отношений» понимает деловую культуру как характеристику хозяйственной деятельности, ориентированной на получение прибыли в процессе взаимодействия участников экономических, политических отношений [2, 13]. Деловая коммуникация предполагает реализацию следующих положений: обязательность контактов всех участников общения независимо от их симпатий и антипатий; предметно-целевое содержание
