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Methods and techniques for developing young learners’ pronunciation skills Done by: Zhatykbaeva M. Zh. 124-group

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Plan: Introduction Main part Conclusion References

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Introduction English pronunciation is one area of language acquisition, which until the beginning of the 1990,s had received limited attention by linguistic researchers. There is a need for continued research in this area of phonology and phonetics if we are to fully understand how native-like accents are achieved in Second language Acquisition (SLA) and how teachers, on the practical level can help students develop proficient SL pronunciation.

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Developing pronunciation should be first considered in the wider context of learning a language. Most people learning a foreign-language wish to become proficient in listening, speaking, reading and writing. General knowledge tells us that listening, speaking, reading and writing are considered language skills. Pronunciation, grammar, vocabulary and spelling are language sub-skills. Listening and reading are called receptive skills, speaking and writing are productive skills. Developing pronunciation should be first considered in the wider context of learning a language. Most people learning a foreign-language wish to become proficient in listening, speaking, reading and writing. General knowledge tells us that listening, speaking, reading and writing are considered language skills. Pronunciation, grammar, vocabulary and spelling are language sub-skills. Listening and reading are called receptive skills, speaking and writing are productive skills.

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Traditionally, language teachers have made use of the phonetic alphabet, and activities, sush as transcription practice, diagnostic passages, detailed description of the articulatory systems, recognition or discrimination tasks, developmental approximation drills, focused production tasks, tongue twisters and games. Other trendy methods are listening and imitating, visual aids, practice of vowel shifts and stress shifts related by affixation and recordings of learner’s production. Traditionally, language teachers have made use of the phonetic alphabet, and activities, sush as transcription practice, diagnostic passages, detailed description of the articulatory systems, recognition or discrimination tasks, developmental approximation drills, focused production tasks, tongue twisters and games. Other trendy methods are listening and imitating, visual aids, practice of vowel shifts and stress shifts related by affixation and recordings of learner’s production.

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How to Greatly Improve Your English Pronunciation in 8 Steps Learn to listen. Notice how your mouth and lips move. Pay attention to your tongue. Break words down into sounds. Add stress to sounds and words. Use pronunciation podcasts and videos. Record yourself. Practice with a bubby.

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Conclusion: Language learners can practice pronunciation, whilst the fun element of the task promotes learning in other areas of language acquisition at same time. They learn to recognize a particular sound of the English language whilst recognizing words with the help of images. Children can take an active role in the learning situation, becoming increasingly aware of English phonology and phonetics at the earliest stage of their foreign language acquisition.

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References: Baker, A. 1982, Introducing English Pronunciation. The Press Syndicate Cambridge, Cambridge. Celce-Mauricia, M. 1996. Teaching Pronunciation. A reference for Teachers of English Speakers of other languages. Cambridge University Press. Brown A. 1992. Approaches to Pronunciation Teaching. London Macmillan.