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THE VARIOUS DIFFICULTIES IN PRONOUNCIATION IN THE PROCESS OF THE ENGLISH LANGUAGE TEACHING
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| THE VARIOUS DIFFICULTIES IN PRONOUNCIATION IN THE PROCESS OF THE ENGLISH LANGUAGE TEACHING
Абдумаликова А. – магистрантка группы МШТ(М)-21-1 Научный руководитель: к.п.н., доцент Назарова Г.Ж. ЦАИУ Түйін. Бұл мақалада айтылымдағы қиындықтар мен проблемалар және оларды ағылшын тілінде оқитындар арасында осы қызметті жандандырудағы жою жолдары қарастырылады. Автор оқушылардың айтылуындағы типтік қателіктерді жоюға арналған жаттығулардың бірқатар түрлерін қарастырады. Резюме. Эта статья рассматривает трудности и проблемы произношения и пути их устранения в активизаций данной деятельности среди обучающихся английскому языку. Автор рассматривает ряд видов упражнений на устранение типичных ошибок в произношений обучающихся. The comparative analysis of the phonological base of the target and native languages is of great importance in order to address issues related to learning pronunciation. On the basis of a comparative analysis, the difficulties encountered by the student in studying phonetic phenomena are revealed, which, in turn, determines the nature of the work, since “the pronunciation difficulties of any foreign language cannot be thought abstractly and absolutely, they are always differential - comparative and relate to the relationship of specific languages "[1]. In accordance with this, the work of overproduct minima must be different for students of different nationalities. A variety of difficulties arising in the formation of hearing skills, forced the methodologists to look for ways to classify them. There are four main groups of pronunciation difficulties: articular, and positional, acoustic. Group I includes difficulties arising from the reproduction of a certain sound: II - difficulties “that are observed in reproducing one sound and combinations of sounds in different phonetic conditions” [2]. Group III - difficulties in pronouncing the opposition of sounds, distinguishing their qualities oppositions: to IV - the difficulties associated with the differentiation of sounds, sound combinations, etc. Thus, the work on the formation of hearing skills should be based on the peculiarities of the native language and the nature of the difficulties. Determining the relationship between the phonological base of the native and target languages is also very important to consider when deciding on the place of imitation and explanations in the work on the sound composition of the target language. The question of the role of imitation and explanation (meaning the explanation of the rules of articulation) in the work on pronunciation is part of the general problem of conscious or imitative learning of foreign languages. At present, it is not customary to oppose imitation to explanations, since even those Methodists who deny the expediency of using the rules in the process of mastering grammar, speak in favor of mean, practically directional explanations when pronouncing pronunciation. In teaching pronunciation, the main task is to develop students 'hearing aids, to develop students' hearing aids, which is an indispensable prerequisite for the development of hearing skills. This problem can be solved only with a rational combination of imitation with explanations. The process of imitation falls into two stages: listening to a sample (in the teacher’s speech or in a tape recording) and its reproduction. In the process of reproduction, students seek to liken their pronunciation to a pattern. At first they make mistakes, because “unconditionally we hear only those sounds that we can pronounce” [3]. However, as a result of repeated repetitions, which baffles the constantly operating feedback between the simulation stages (sample - sample), students are freed from errors, speed up this process, reduce the number of erroneous samples in school conditions by using a targeted explanation of the methods of articulation and analysis of the acoustic impression. The fact that imitation and explanation in the process of teaching pronunciation complement each other does not mean that both components should be involved in the work on each sound, phonetic phenomenon and intonational structure. Previous methodologists believe that an explanation should be given only in relation to sounds, the articulation of which is significantly different from the native language. As a result of special experiments to test the feasibility of using the analytic - imitative method in teaching pronunciation, the rank order of sounds was established according to the difficulty of mastering and describing the methods of articulation: the imitative method is more effective only when introducing sounds that are acoustically or articulatingly similar to sounds sounds of the native language, as well as for those sounds, the articulation of which is not amenable to control and arbitrary control by means of muscles The senses, touch, vibrational feelings and vision: sounds that are different from those of the native language or approximately similar to them, the subjects perceive and reproduce better with the analytic - imitative method of conducting them [4]. The unity of imitation and explanation of the method of articulation does not exclude the fact that at different levels of language learning the relation between them changes. Thus, when teaching foreign language to children of primary school age, all methodologists recommend using imitations. This is determined by the psychophysical characteristics of childhood. Articulation of sounds in children has not yet lost flexibility, so they easily imitate the pronunciation of the teacher [5]. In the middle stage of training, imitation should be combined with an explanation of the methods of articulation. The rules communicated to students will greatly facilitate imitation, will contribute to conscious “repulsion” from the native language, because at this stage students have already developed strong articulation habits of the native language, which are a serious obstacle to mastering foreign language pronunciation [6]. The rules, therefore, contribute to self-control and self-correction in the process of immitation, they must be concise, practically directed, to have the character of easily executable instructions. The analytical method associated with the description of the articulation rules is more consistent with the work on an isolated sound: imitation is more appropriate for an undifferentiated work on sound in a phrase. These two approaches should not be opposed. Currently, all work on pronunciation is subject to the development of speech activity and is carried out on units larger than the word: word combinations and type phrases. When working on pronunciation within typical phrases there are two possible ways. If a sample contains a difficult sound, it is released after the phrase is uttered by the teacher and understood by the student. This sound is intensively practiced on the basis of analysis, rules of articulation and imitation, combined with other sounds. Its further working off occurs in the phrase. In this case, gravity is transferred to intonation, in particular, to the development of the phrasal stress, the pauses of the melody. If the new sound is not one of the difficult ones, it does not stand out from the typical phrase: students learn it imitatively in the process of working on the phrase. Naturally, such an approach cannot be applied to all phonetic phenomena. There are phonetic phenomena in the language due to positional attitudes that can be learned only in a word or phrase, for example, lack of assimilation into voicing in German or lack of stunning consonants at the end of a word in English. Mastering pronunciation within a typical phrase is the most effective. The practice of teaching and special studies have proven the need for two groups of exercises for learning hearing skills: exercises that form skills, and exercises aimed at maintaining and improving hearing skills. The last group of exercises should be used throughout the entire language learning process at school. Exercises to develop hearing skills are usually divided into two main categories: exercises in reproduction. Exercises in listening and reproducing form the unity necessary to develop hearing skills. At the same time, the hearing must be ahead of the reproduction, it may accompany it: in this case we are talking about a reinforcing hearing. Listening exercises encourage students to listen to a foreign language. Students acquire the ability to recognize sounds, sound combinations and intonation structures; as a result, they recognize words and grammatical forms, which is an important condition for perception and understanding of the content side of speech: the exercises then play the role of a standard in the process of reproduction. Listening should be active, so listening exercises should be combined with specific tasks that concentrate the students' voluntary attention on this phonetic phenomenon. The teacher says the exercise material, in which case they will help the students in recognizing the sounds. There are few phonetic exercises in the actual listening process, and they occupy a modest place in the learning process. Significantly more space is given to the hearing and subsequent reproduction. In the process of performing these exercises, students make tests, correlating them with the sample, are gradually freed from errors. Training exercises are performed as follows: the teacher himself or with a tape recorder gives students a sample, students with a chorus, and then individually reproduce it. Active listening and purposeful perception of sounds are very important. Therefore, these exercises should be preceded by settings of this type: “Listen to the words, repeat them, pay attention to the vowel length, etc.” Exercises are of particular importance with oppositions that highlight the quality of sounds by opposing them. This group also includes exercises in the rhyming of words to those words that are called the teacher. However, enthusiasm for this kind of opposition inevitably leads to the inclusion of words that go beyond the vocabulary minimum of the initial stage. Exercises aimed at maintaining hearing pronunciation skills should be performed throughout the course of language training to prevent deautomatization of these skills. Such exercises can be performed with and without a standard. This type of exercise includes various forms of phonetic charging, which include the most difficult sounds and intonational phenomena. It is also possible to include warnings performed before various speech exercises. They contribute to the prevention of errors, since they include phonetic phenomena, which students will then have to use in speech activity (in oral speech or in flow). The exercises of this type include memorizing and pronouncing poems, counting, short dialogues, small connected stories. In the process of performing all the phonetic exercises, the choral work of students plays an important role. Choral work is very effective in teaching pronunciation, as it stimulates the reproduction of phonetic phenomena for students of the whole class, developing new articulation habits for everyone at the same time. In addition, choral work is an important means of auditory clarity, since the specifics of sound are well emphasized in the choir. It should be organized. Students should know that in the choir everyone should speak in a low voice, but very clearly. So, in the preparation and conduct of phonetic exercises, it is advisable to follow the following guidelines: based on the nature of pronunciation difficulties, take into account the two-way learning process, interconnect pronunciation training with the formation of lexical and grammatical skills and develop skills in various types of speech activity. How the object of study is determined when the goal is to master a foreign language is not an idle question. And surely, of course, is not that unknown, what to teach. There is no doubt that every person (even if not directly related to the work) more or less correctly answers the question of why people learn foreign languages. He will apparently say that languages are studied in order to talk with foreigners, read books in the original or something similar. The subject of a dispute here is often several criteria, on the basis of which these units are distinguished from the language system, how much the determination of their optimal composition (total volume for a given purpose, dosage, sequence of supply, etc.). In other words, difficulties arise somewhat because the linguistic basis of the problem itself is not clear, but because there is no clear coordination of the linguistic data with the specific purpose of the training. Therefore, eliminating them with the correct formulation of the question should not be difficult. Much more important are the ambiguities associated with the definition of units of speech activity. As a result, in practical tutorials for teaching spoken foreign speech, more or less simplified substitutes often take the place of real units of oral speech activity. The mechanism for the inclusion of speech activity in human behavior can be described as follows: the installation resulting from the “meeting” of the need with the conditions necessary for its satisfaction includes the necessary actions in its behavior. Whenever an individual needs to interact with other members of a group to satisfy a need, speech actions are included in their behavior. It goes without saying that the inclusion of speech actions in behavior is characterized by a certain specificity. It lies in the fact that a member of the social environment with which the individual comes into contact, acts for him in the role of hearer. It is the presence of the hearer that creates a situation that can be qualified as speech. In such a situation, the communicative pair “speaking - listening” is necessarily present. So, the presence of the listener determines the specifics of the inclusion of speech actions in behavior. As it turns out later, the listener also determines in the form of which language these speech actions will be addressed to him if the speaker performs his behavior in a bilingual environment. This specificity should be taken into account in the process of learning foreign speech. However, let us first explain how this formulation of the question contributes to a clearer definition of the object of study. After all, we are now interested in this particular problem. That reality, about the assimilation of which we have been talking all the time, is an oral speech activity in a foreign language. The general mechanism for the inclusion of speech activity in behavior has been clarified by us, and there is no reason to believe that speech activity in a foreign language is included in behavior in any other way. When a person masters oral foreign speech, he actually learns how to incorporate speech actions in a foreign language into his or her behavior in a given situation. Therefore, it should be specially emphasized that the object of study in this case is a certain kind of activity. This means that, learning oral foreign speech, a person does not just master its structural features (for example, the rules for constructing speech actions in a given language). He masters the ability to include in his behavior speech actions in a foreign language whenever it is necessary to satisfy a corresponding need. [7] This feature of the object of study is crucial for the organization of the process of mastering oral foreign speech. It becomes clear that it is possible to bring this process to its logical end only by creating the conditions for the student in which he learns to use speech actions in a foreign language in natural acts of communication. Accordingly, the structure of speech activity in the process of learning oral foreign speech will appear in the form of a sequence of units of the language system at different levels. Work on them and lead to automated possession of speech actions, which, in turn, creates the conditions for their targeted use in real communication assets. We will try to summarize what has been said in this section. 1. Language as a means of communication functions through speech activity, which, in the form of speech actions, is included in acts of behavior, when an individual needs to make contact with other members of a given environment to satisfy his needs. The specificity of the situation in which the individual (speaker) includes speech actions in the acts of his behavior is that the addressee of these actions is in it - the listener. 2. To teach someone of oral foreign speech means to teach him to include, if necessary, speech acts in a foreign language in the acts of his behavior (in cases where the listener is perceived as a carrier of the language). 3. Training should provide automated knowledge of the system of speech actions in a foreign language, since this is the basis for recreating in the educational process the real situation of the acts of communication in a foreign language. Literature Щерба Л.В. Преподавание иностранных языков в средней школе. Л., 1997. С.43. Трубецкой Н.С. "Основы фонологии."- М., 1990. ст. 7. Жанкин Н.Н. "Речь. Психология" / Под. ред. А.А. Смирнова и др.- М., 1992. Соколов А. Н. "Внутренняя речь при изучении иностранного языка- Вопросы психологии." -1960, № 5. Оливериус Р. Эденек. "Звуковая сторона обучения." - Методический сборник. Прага, 2012. Зимняя И. А. "К вопросу о восприятии речи." Канд. дис.- М., 2011. Трубецкой Н. С. "Основы фонологии." - М., 2000. 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