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Teaching pronunciation

Teaching pronunciation is of great importance in the developing of pupils’ listening and speaking habits and skills. It is of no less importance in the development of reading and writing habits and skills since writing is the graphic representation of sound sequences. In reading the visual images become acoustic images. These are combined with kinesthetic images, resulting in inner speech.

· The content of teaching pronunciation

Proceeding from the aims and objectives the FL syllabus sets out, pupils must assimilate.

1. The sounds of the English language, its vowels and consonants. They should be able to articulate these sounds both separately and in different phonetic contexts.

2.Some peculiarities of the English language in comparison with those of the Russian language (length of vowels, palatalization (dark L, light L).

3.Stress in a word and in a sentence, and melody (fall and rise). Pupils must be able to divide a sentence into groups and intone it properly.

Thus, when we teach the vowels of the English language we can pay learners’ attention to vowel length:

· Vowel Length
You can demonstrate varying vowel lengths within a word by stretching rubber bands on the longer vowels and letting them contract on shorter ones. Then let the students try it. For example, the word 'fifteen' would have the rubber band stretched for the 'ee' vowel, but the word 'fifty' would not have the band stretched because both of its vowels are spoken quickly.

Teaching syllables t eachers can have students count syllables in a word and hold up the correct number of fingers, or place objects on table to represent each syllable.

To illustrate syllable stress teachers can clap softly and loudly corresponding to the syllables of a word. For example, the word 'beautiful' would be loud-soft-soft. Practice with short lists of words with the same syllabic stress pattern ('beautiful,' 'telephone,' 'Florida') and then see if your learners can list other words with that pattern.

The teacher faces the following problems in teaching pupils pronunciation.

1. The problem of discrimination: identifying the differences between phonemes which are not distinguished or used in the Russian language and between falling, rising and level tones.
2. The problem of articulation, i.e. learning to make the motor movements adequate to proper production of English sounds.
3. The problem of intonation, i.e. learning to make right stresses, pauses and use appropriate patterns.
4. The problem of integration, i.e. learning to assemble the phonemes and a connected discourse with the proper allophonic variations (members of a phoneme) i n t he, mont hs, har d ti mes.
5. The problem of automaticy, i.e. making correct production so habitual that it does not need to be attended to in the process of speaking.