Часть VI issn 2072-0297
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moluch 82 ch6
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«Молодой учёный» . № 2 (82) . Январь, 2015 г. Филология Of course the teacher takes those words pupils are fa- miliar with. More often than not the teacher should begin a lesson with pronunciation drill. This does not mean, however, that its place should be strictly fixed. The teacher may turn to pronunciation drill whenever he wants to draw his pupils attention to the phonic aspect of the material they deal with and in this way teach pupils correct English pronunciation. The teacher's principal concern is to make sure that every pupil can articulate English sounds correctly and pronounce words, phrases and sentences as close to the pattern as pos- sible; hence pupils' learning by heart the material included in a phonetic drill (rhymes, proverbs, poems, songs, dialogues) is not th e main aim. The main aim is pupils' correct pronun- ciation with regard to sounds, stress, rhythm, and melody. If tape — recordings used, the material should be recorded so that pupils can first listen to the speaker, then repeat in imi- tation of the speaker during the pauses long enough for pu- pils to reproduce it. When recording the material for class- work, therefore, it is necessary to take into account not only the time for producing sounds or sound sequences, but for organizing the class to pronounce it during the pause. So pauses should not be too shot. No matter how pronunciation is taught pupils will make mistakes in pronunciation of sounds, stress, and tones in the target language. The problem arises as to who should correct the mistakes and how they should be corrected. In the junior stage it is the teacher who corrects pupils' mis- takes in pronunciation because pupils' ability to hear is not developed yet; besides they need good examples to follow which can be given either by the teacher or by the speaker. Moreover, the teacher can explain the mistake to the pupil and show him what should be done to avoid it. The ability to hear the difference in pronunciation of people should be de- veloped from the very first steps. At the intermediate and se- nior stages pronunciation errors must be corrected both by the teacher and by the pupils themselves, though it becomes possible provided that sound producing aids are widely used since listening to tape-recordings and records develops the pupil's ability to hear erroneous pronunciation when com- paring the pattern pronunciation of the speaker with that of his own. While reproducing passages of some text the students must show their command of substitutes and other means of connecting independent sentences into sequences. It is now well established that in any speech event a certain amount of information is not only issued, but also received. Human communication is two-way (two-sided) activity controlled by two different but interdependent and inter correcting mech- anisms. This view upon human speech activity as a dynamic process makes the two-sided approach inevitable. Young teachers are inclined to expect immediate results and soon they stop teaching pupils correct pronunciation as a hopeless task. No doubt they forget their own imperfec- tions and do not that pronunciation can be taught only by a long, patient, and persistent effort throughout the whole course of study. References: 1. G. H. Vallins. Spelling. London, 1954 г. 34–38p. 2. D. Jones. An Outline of English Phonetics. 8th ed., Cambridge, 1957 г. 18–20p. 3. N. Rogova. Methods of teaching English Moscow 1988 г. 47–49p. 4. E. Dragunova and G. Krosnoshokova. Angliyskaya orfoepicheskaya sistema. M., 1944 г. 15–16 p. 5. B. A. Vasilyev. English Phonetics, Leningrad, 1962.19–22 p. жүктеу/скачать 1,83 Mb. Достарыңызбен бөлісу:
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