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THE ROLE AND GOALS IN TEACHING ENGLISH PRONUNCIATION
Abstract
The aim of the work is an appreciation of the role of English language, the importance of proper pronunciation in English language acquisition, finding out up & running effective approaches, implement the ways how to avoid, predict and maintain misunderstanding by communicating effectively in English in order to adopt international educational trends and knowledge sharing to achieve self-realization, modernization and development in developing learning word. Pronunciation is of the most difficult aspects of English to acquire and the target of comfortable intelligibility. It is the most important and significant problem that non-native English speakers must face when studying English that can lead to positive or negative impression, misunderstanding and any kind of ineffective communication. Pronunciation refers to the production of sounds that we use to make meaning. It includes attention to the particular sounds of a language (segments), aspects of speech beyond the level of the individual sound, such as intonation, phrasing, stress, timing, rhythm (suprasegmental aspects), how the voice is projected (voice quality) and, in its broadest definition, attention to gestures and expressions closely related to the way we speak a language. Modern pronunciation teaching approaches determine the dominant influence of the learner’s mother tongue/native language (L1) in the process of learning/teaching pronunciation foreign/second language (L2) and by using contrastive approach tries to enhance positive transfer from the L1 and the reduction of possible negative transfer from L1 to L2 using appropriate teaching techniques and effective tools. The influence of mother tongue suggests that in the foreign language communication, native speakers as pronunciation errors are the most frequently detected phenomena of undifferentiating of phonemes, thus incorrect implementation of L2 sounds not found in the L1 system. Foreign language pronunciation is a specific phenomenon as a manifestation of non-native phonic system and learner’s ability and potential to for foreign language acquisition. An individual aspect plays much more important role here than the language levels. Each learner has some potential for foreign language acquisition that is determined not only by physiological and mental functions but also by the influence of lingual and extra lingual environment. However, the acquisition of reasonable pronunciation by some learners without any effort from the side of the teacher depends on several factors. To sum up the role of pronunciation in teaching English it is not just only a cognitive 'knowing-that' but it is also a physical 'knowing-how' confirming the success of practical phonetic training combined with adequate theoretical information.
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References12
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