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CONTRASTIVE APPROACH IN TEACHING ENGLISH

Olga Kissova

Abstract

The objective of the work is the application of contrastive approach in teaching English pronunciation for Slovak learners. As the global character of English language is strengthened every day, the only knowledge of English grammar and vocabulary is not sufficient as the importance of being able to lead an intelligible and practical communication plays a vital role as well. Therefore, at finding out some of the useful ways we can make an improvement in terms of teaching and learning pronunciation in English lessons using proper linguistics approach and reliable methodology. Knowing that contrastive approach and explicit explanation of Slovak-English phonetic differences might be very beneficial for learners, because the cognitive type of learning starts to prevail over the imitative type of learning o some level of foreign language acquisition. Research in contrastive linguistics suggests that in the teaching of English pronunciation to native speakers of Slovak, it is important for teachers to consider the aspects of each language expressed through different segmental and suprasegmental, or prosodic features expressed in English at the phonological level. In addition to awareness of sounds occurring in one language that are lacking in the other, phonemically distinct sounds in one language that are only phonetic variants in the other, and differences in patterns of phonological occurrence, teachers and learners have to add a heightened awareness of the consequences of the prosodic features of phonology trained from individual sounds comparing, letters, minimal pairs, stress, voicing and others. This article discusses the influence of the mother tongue in the process of learning/teaching a foreign language while using contrastive-oriented instruction. This implies the use of positive transfer from the mother tongue and the reduction of possible negative transfer using appropriate teaching techniques. According the Contrastive Analysis Hypothesis formulated in Lado [1]. claimed that "those elements which are similar to the learner's native language will be simpler for him, and those elements that are different will be more difficult". Describing the similarities, knowing the differences and focusing on training segmental and suprasegmental sounds Slovak and English language comparatively is one of the most significant part of English pronunciation by its practical coverage which helps students to find the sounds in their mouths pupils feel more confident more assure and not afraid of speaking. It is known that with age our pupils’ memory concept is more intense, and in elderly pupils, intentional memory becomes more efficient. The process of learning foreign-language pronunciation should therefore be based on a theoretical knowledge of the activity concerned. For learners, the analytical (cognitive) type of pronunciation practice is considered to be more effective than the imitative type of training according Chebenová [2]. The findings of this study suggest that specific phonetics training that combines the contrastive approach of cognitive introduction to English phonology and guidelines for pronunciation teaching comparing the Slovak and English sound systems will have a positive impact on our Slovak learners and is considerably more effective than only intuitive imitative way of drilling exercises. This approach provides a comprehensive theoretical treatment and to suggest a systematic set of technical procedures for the contrastive study of languages. That involved describing the languages, comparing them and predicting learning difficulties. Smaller differences have more pronounced persistence, although in terms of communication value they are less relevant according Krá?ová [3]. Recognizing the differences, similarities and potential possibilities using contrastive approach in finding pronunciation errors (or deviations) resulting from differences in the mother tongue and language audio system can thus make a contribution to improving the individual's linguistic performance. After theoretical analyses of constative approach concerning segmental and suprasegmental phonetics systems Slovak and English languages also content English textbooks mostly used at Slovak Practical usage will be analysed from this point of view, targeted common mistakes would be analysed formed from practical the real needs of Slovak teachers and learners (questionnaires and interviews) and with cooperation with team of specialists a new audio/visual programmes, teaching materials (cards, maps, exercises) will be created. Dealing with exploration in second- language acquisition based on strategy how to organize teaching in order to maximise its effectiveness in using proper effective approach to meet the needs of the learners in our case better pronunciation training using the knowledge of contrastive approach

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DOI resolver: doi.org/10.5593/sgemsocial2018/3.6/S14.021

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