Учебное пособие предназначено для студентов высших учебных заведений, обучающихся по образовательной программе

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1. Phonetic material selected which is necessary for communication. Thus the 
content of pronunciation teaching includes: 
•
The sounds of the English language and the combinations of sounds. 
•
The intonation (rhythm, stress, pitch, sense group). 
2. Stylistic principle. There are two styles of pronunciation: full (listening) and 
colloquial. At school students learn the full style of pronunciation. 
3. The phonetic material is selected in accordance with the needs of teaching 
grammar and vocabulary. 
The sequence of teaching the phonetic material depends on the goals of speaking 
and reading development, so it varies in different teaching materials. But in all cases 
students learn practically all the phonetic material in the first two years of learning 
the language. However, great attention should be paid to pronunciation through out 
the whole course of teaching the language. 
In pronunciation teaching the teacher has to cope with many problems. 
1. The problem of discrimination. 
Students learn to hear the difference in the articulation of the English sounds and 
the sounds of the mother tongue, differences between the sounds of the target 
language, differences in the pitch of the voice etc. 
2. The problem of articulation. The teacher must teach students the peculiarities 
of the articulation of the English phonemes, that is the peculiar positions of the 
speech organs. 
3. The problem of intonation. Students learn to use the right stress, pauses, 
tempo, pitch, melody. 
4. The problem of integration. Students learn to organize sounds in speaking 
5. The problem of pronunciation habits development. 
All learners of English are apt to make errors. But the number of such mistakes 
can be reduced if the teacher knows the causes of students’ mistakes and tries to 
prevent them. Students’ typical mistakes are caused by the interference of the mother 
tongue. Students make the sounds of the target language similar to those of the 
mother tongue. Taking into account interference of the mother tongue we can divide 
the sounds of the target language into three groups: 
1.
The phonemes that are very close to the phonemes of the native language [p], 
[b], [g], [s], [z] etc. Such sounds don’t require any special techniques of teaching, 
students transfer the articulation habits, acquired in the mother tongue. 
2.
The phonemes that seem to be similar to the phonemes of the native language 
as they have some feature, in common, but in fact they are quite different from them
[e], [ǽ], [ί], [і:], [o], [o:], [ә:], [l], [tſ] etc. In learning such phonemes students 
experience great interference of the native language. Such sounds are considered to 
be the most difficult for learning. The teacher uses all possible ways and techniques 
of teaching – description of the position of speech organs, comparison with the 
sounds of the native language, demonstration, imitation, and exercises in 
differentiation.
3.
The phonemes that can’t be found in the native language [θ], [ð], [ӡ], [w], [ә]. 
Students acquire quite new articulation habits, new positions of speech organs. 
Teaching these sounds the teacher should use exercises in differentiation, as students 

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associate these sounds with the sounds of the mother tongue or the target language. 
The sounds of the first group are learned by imitation in a speech pattern (sentence, 
word). The teacher must pronounce the sound distinctly and comment on its 
peculiarities. 
The assimilation of the sounds of the second and third groups goes through four 
stages. 
1.
Demonstration of the sound; 
2.
Explanation of the articulation; 
3.
Exercises in differentiation; 
4.
Reproduction of the new sounds by students. 
Teaching English pronunciation includes: 

Teaching pronunciation of the English sounds and their typical combinations. 

Teaching English intonation (melody, stress, rhythm, pauses). 
In connected speech these components function together, they are singled out 
only for teaching purposes. Mastering pronunciation is a very slow process, it 
requires many efforts both on the part of the teacher and the students through the 
whole course of teaching. But the first year of teaching is the most important one. 
The sequence of the sounds in teaching depends on the functional approach: first 
students master the sounds necessary for pronunciation of the first structures and 
patterns the learn, most frequently used sounds. 
3. Technique of teaching pronunciation 
Teaching English pronunciation starts with students’ auding English speech. It 
can be the teachers’ speech or an audio cassete. Students listen and form the sounds 
images of phonemes and intonational contours. To develop students listening habits 
the teacher uses many exercises in differentiation of sounds, for example, for 
differentiation of short and long vowels, variations in the pitch of the voice, such 
exercises are also useful for differentiating of the sounds of the mother and target 
languages. To facilitate the development of phonetic habits teachers find it useful to 
use mute exercises for the tongue and the lips. Such exercises are done in front of the 
looking-glass. After auding of English patterns by students, the teacher singles out the 
words containing the new sound several times, explains its articulation and asks the 
students to pronounce the sound a number of times in chorus and individually. Then 
the students pronounce the words, containing the new sound and then the patterns. 
Mastering pronunciation of the sounds is based on imitation. Besides imitation, the 
teacher uses explanation and shows the position of the speech organs. The teacher’s 
explanation must be short and plain. 
Teaching pronunciation of the English sounds is done according to the following 
order: 
1. Auding English speech (gr. structures, speech patterns etc.) 
2. Practicing positions of speech organs with the help of mute exercises with a 
looking-glass. 
3. Work with a separate sound, auding the sound differentiation of the sounds of 
the target language and the mother tongue. 
4. Practicing pronunciation of the sound in words in different combinations. 

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5. Development pronunciation habits in speech. 
6. Correction of pronunciation. 
Teaching intonation is even more difficult than teaching sounds. It demands 
much time, patience and system. At school students learn the main intonation 
contours: low rise, high fall. Logical stress is learned together with mastering 
intonation models. Teaching intonation is a part of teaching oral speech and reading 
and starts with the first lessons. Teaching intonation is based on imitation. 
All the exercises for teaching pronunciation are subdivided into recognition 
exercises and reproduction exercises. 

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