Enhancing English Pronunciation in Learning Process

Academic Research in Educational Sciences VOLUME 2 | CSPI CONFERENCE 2 | 2021
Innovative Technologies in Teaching Foreign Languages and Learner Assessment in Online Education
Chirchik State Pedagogical Institute of Tashkent region
ENHANCING ENGLISH PRONUNCIATION IN LEARNING PROCESS
Yulduz Abdullayevna Djurayeva

Teacher of Interfaculty Department of Foreign Languages,
Chirchik State pedagogical Institute
yulduzdjurayeva60@gmail.com
ABSTRACT
It is crucial to note that, English has become a universal and dominant
language and about billions of people exploit it as first or second language to
communicate verbal or written for. As well as this language is required in every
sphere of society such as policy, marketing and management, tourism, medicine and
so on. In particular, using English as a native speakers and pronounce words or
phrases correctly is in extremely high level, Therefore , one tries to not only learn
the language grammar, speaking or listening but also how to pronounce in order.This
article has aims to explore methods and techniques of enhancing English
pronunciation in educational process.
Keywords: Pronunciation, teacher, learner, features, activity, classroom,
English.
INTRODUCTION
Being a teacher is proudly challenging job in the world. However, being a
foreign language teacher in twice difficult than other subjects.IN the process of
teaching English one of the hardest skill to teach is pronunciation which is not any
learners have. Because, learners uses their accent in learning and speaking and it is
possibly difficult to change their accent ,intonation and stress.Fortunately , there are
thousand kinds of methods to develop every skill and for pronunciation even in the
internet web sites .In the following it will be demonstrated interactive, instructional
and interesting activities , methods and techniques step by step in order to avoid bad
pronouncing .
METHODS AND MATERIALS

English pronunciation is one of the most difficult skills to acquire and learners
should spend lots of time to improve their pronunciation (Aliaga García, 2007;
Martínez-Flor et al. 2006; Pourhosein Gilakjani, 2016).In addition , Fraser (2000)
stated that pronunciation is the most important oral communication skill.According to
these points of view it is clear that , pronunciation is used to describe how well
Google Scholar Scientific Library of Uzbekistan
Academic Research, Uzbekistan 302 www.ares.uz
learners learn the language and how well the educator teaches them correctly.If the
learner can use every phrase correctly in oral , it presents that his/her speech is clearly
understandable and easy to perceive for listeners. Of course it is difficult but learner
should try to do the best. The aim of teaching pronunciation to learners is not to ask
them to pronounce like native speakers. Instead intelligible pronunciation should be
the real purpose of oral communication. According to Pourhosein Gilakjani (2011), in
order to change the way learners pronounce English words, they should change the
way they think about the sounds of those words. This is true not just for individual
sounds but for the bigger parts of speech like syllables, stress patterns, and rhythm.
Unfortunately, pronunciation instruction remains largely neglected in English
language teaching. Pennington and Richards (1986) indicated that there are two
various viewpoints concerning pronunciation. From the view of many language
teachers, pronunciation is the production of individual sounds, stress and intonation
patterns of the target language which shows the traditional opinion that pronunciation
is related to the referential meaning and individual sounds. According to Brazil,
Coulthard, and Johns (1980), pronunciation is a part of both referential meaning and
communication process. Pennington and Richards (1986) expressed that
pronunciation is a complex interaction of perceptual, articulatory, and interactional
factors in terms of three kinds of qualities: segmental features, voice-setting features,
and prosodic features.
A. Segmental Features. Segmental features are minimal units of sound
determined in phonetic terms. The basic elements of pronunciation are phonemes;
therefore, learning of the target language phonological system is the understanding of
the phonemic differences and of the phonetic forms of phonemes that are in particular
environments within syllables and words. It is the particular features of individual
sound segments (Pennington & Richards, 1986).
B. Voice-setting Features .Voice-setting features are the general articulatory
features of stretches of speech. The tendency of speakers of a specific language to
pursue some habitual positions of articulation in connected speech are demonstrated
in terms of voice-setting features (Pennington & Richards, 1986).
C. Prosodic Features. The last aspects of pronunciation are stress and
intonation. Prosodic features are the relative levels of stress and pitch within
syllables, words, phrases, and longer stretches of speech (Pennington & Richards,
1986). Yates and Zielinski (2009) expressed that learners should pay attention to all
features of their pronunciation that make better their comprehensibility and assist
them to decrease miscommunication. What a learner finds very difficult about
pronunciation differs from learner to learner and the effect of their first language has
a vital role. According to Yates and Zielinski (2009), it is necessary for learners to
pay attention to those features of pronunciation which are related to larger units of
speech like stress, rhythm, intonation, and voice quality (suprasegmental aspects) and
to how the different sounds of English are produced (segmental aspects). The degree
to which segmental and suprasegmental features of pronunciation intervene with
understandability for a specific speaker may differ and in every class teachers may
have learners from many backgrounds with many different accents production, and
prediction. Perception of oral language includes hearing, listening, seeing, and
feeling.
RESULTS
Good pronunciation means being understood; not necessarily sounding like
you were born in New York or London. In fact, many native speakers love hearing
English spoken with a Spanish, Italian or French accent! So, how can you work on
your pronunciation so that people from all over the world can understand you easily,
even if you retain your native accent? Here are six top tips for you to practice and
perfect your pronunciation.
1 - Listen! Listening to examples of authentic speech is the most obvious way
to improve your own pronunciation. There are lots of ways to do this - watch a film
in its original version, listen to podcasts about a topic that interests you in English
(you could try the British Council English podcasts app here ), even listening to
music can help. Try to notice the intonation that people use. You can add to this by
'shadowing'. Shadowing means listening to a short sentence or phrase, and then
repeating it afterwards, trying to imitate the sounds, intonation and word stress and
noticing how your mouth and tongue move when you speak.
2. Record yourself. Once you have practiced shadowing, you could record
yourself speaking - either repeating a short phrase that you have listened to, or doing
a longer speaking task from a coursebook, like describing a picture. Listen back and
make a note of any sounds that you have problems with - practice these words /
sounds slowly and then record yourself again. Can you notice an improvement?
3. Get to know the phonemic chart. TheInternational Phonetic Alphabet
(IPA) is a visual representation of different sounds. It might look strange and it
might feel like you are learning a whole new language, but it can really help you with
pronunciation. All dictionaries have a phonetic transcription of words so that you
know how to pronounce them. This is really helpful with English because as we have
already seen, English spelling doesn't always correspond with its pronunciation.

Think about the letters 'ough' in the words 'though', 'through', 'tough', 'ought'. It would
be impossible to guess how to say those words without some help.
Take a look at the British Council's phonemic chart (see link above) or
download the Sounds Right app . You can click on the different phonemes and listen
to how they sound. This can help you to hear differences between similar sounds.
4.Talk, talk, talk
The best way to practice your pronunciation is by talking. Don’t be afraid to
participate in forums, events, groups, or meetings to expose yourself to the language.
This will help you improve and refine your listening skills.
5. Do some exercise! Different languages have different sounds, and our
mouths adapt to those sounds. Some sounds are physically very difficult for us to
make, as they don't exist in our native language. Just like when you are learning a
new sport or dance move, it's important that you train your mouth to know how to
form new sounds - the more you practice the easier it gets. For example, lots of
Spanish speakers have problems with the difference between the /b/ and /v/
sound. We make the /b/ sound by joining our lips together and then letting go. The
/v/ sound is similar but your top teeth should touch your bottom lip before you let go.
DISCUSSION
Teachers should use different techniques and strategies for teaching
pronunciation. With more techniques and strategies, educators will feel much more
comfortable in teaching pronunciation. learners can grow their confidence through
listening and speaking to native and non-native speakers of English. Therefore, they
have to improve their listening and speaking skills in different situations. EFL
teachers should have knowledge of English phonetics and phonology and receive
training in pronunciation instruction to help their EFL learners learn understandable
pronunciation.
REFERENCE
1. Aliaga García, C. (2007). The Role of Phonetic Training in L2 Speech Learning.
Proceedings of the Phonetics Teaching and Learning Conference (PTLC2007),
University College, London. Available at
http://www.phon.ucl.ac.uk/ptlc/ptlc2007_web_procindex.html
2. Yates, L., & Zielinski, B. (2009). Give It a Go: Teaching Pronunciation to Adults.
Sydney, Australia: AMEPRC. Available:
http://www.ameprc.mq.edu.au/resources/classroom_resources/give_it_a_go

3. Pourhosein Gilakjani, A. (2011). A Study on the Situation of Pronunciation

Instruction in ESL/EFL Classrooms. Journal of Studies in Education, 1(1), 1-15.
4. 6 tips for improving your English pronunciation. Cath McLellan ,06 Nov 2019 -
10:28. https://www.britishcouncil.pt/en/blog/6-tips-improve-your-english
pronunciation
5. Yusupova, M. A. (2019). Communicative Competence as a Core Competence in
Teaching English to Students. Современные исследования в области
преподавания иностранных языков в неязыковом вузе, 8, 39-44.
6. Elmurodov, U. Y. (2020). THE IMPORTANCE OF MULTIMEDIA AND
MOBILE APPLICATIONS IN TEACHING FOREIGN LANGUAGES. Science and
Education, 1(Special Issue 2).


Enhancing English Pronunciation in Learning Process

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Enhancing English Pronunciation in Learning Process

Uploaded by

Copyright:

Available Formats

Academic Research in Educational Sciences VOLUME 2 | CSPI CONFERENCE 2 | 2021

ENHANCING ENGLISH PRONUNCIATION IN LEARNING PROCESS

Yulduz Abdullayevna Djurayeva

METHODS AND MATERIALS

Google Scholar Scientific Library of Uzbekistan

Google Scholar Scientific Library of Uzbekistan

3. Pourhosein Gilakjani, A. (2011). A Study on the Situation of Pronunciation

Google Scholar Scientific Library of Uzbekistan

You might also like