Ancient and modern pronunciations — страница 2

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class-discussion. These are: grammatical, vocabulary, and pronunciation mistakes. This leads us to a very important question: should we interrupt our students during discussion or avoid interrupting them as much as we can? To answer this question we need to ask ourselves whether the focus is on accuracy or fluency. In fact, to save our students the embarrassment and in order not to distract them, we can employ less provocative approaches. One way is to make notes of the most common mistakes made by a student to be discussed later. Write them on the board without revealing the name of the student in order not embarrass him/her. Ask the rest of the class to identify these mistakes and correct them. Another way is to raise an eyebrow, or say, “Excuse me?” Or the teacher can ask

for repetition without indicating the mistake. Also we can employ another approach called, ‘selective correction’. In this case, the teacher decides to correct only certain errors. These errors can be decided by the objectives of the lesson, or the exercise that is being done. In other words, if students are focusing on past simple tense, then only errors related to this grammatical area need to be corrected. Other mistakes are ignored. In conclusion, the teacher can decide which is the most beneficial and effective approach to error correction based on the situation itself. It will help students overcome their shyness and play an active role in class discussions without being afraid of making mistakes. In this case, they would acknowledge and accept their mistakes as part of

the learning process instead of being offended when they are corrected by their teacher. The aim of the research work is to consider what benefits correction of any kind might have for learners, as well as to present some ideas for conducting later correction (correction slots). The object is theoretical phonetics of the English language. The subject of the research work: correcting students’ pronunciation. The tasks of research: 1. To analyze theoretical material on the problem of the research. 2. To reveal peculiarities of English pronunciation. 3. To investigate new ways and methods of correcting students’ pronunciation. Following methods of the research were used during the writing of the work: 1. study and analyze of methodical literature; 2. determined observation on

usage of studying materials. The source consists of scientific, phonetic materials, teaching aids, articles on phonetics. 1. The importance of teaching English pronunciation Contributing this particular gift can occasionally be a bit tricky, for several reasons. First, your students have already studied English for years and their pronunciation habits are not easy to change. A second problem for those of you who are native speakers of English is that you produce sounds so naturally that you may not be aware of how you do it, so even when you know that your students' pronunciation is wrong, you may not know what the problem is or how to correct it. Finally, the overwhelming majority of Amity teachers are not native speakers of the British "RP" accent ("Received

Pronunciation", also known as "BBC English" or "the Queen's English") which is the accepted English standard in Kazakhstan in most textbooks, including Junior and Senior English for Kazakh. (Even in the UK, this accent is spoken by only a fairly small minority.) The upshot of all this is that teaching pronunciation may a more complicated issue than it seems. The good news, however, is that through dint of hard effort it is possible for students to make some improvement in their pronunciation, particularly when they are attending to their pronunciation. (In other words, even future teachers with fairly heavy accents can learn to pronounce words accurately enough when paying attention that they provide an acceptable model for their own students.) If you pay

attention to your own pronunciation, and spend a little time browsing through typical Kazakh English textbooks, you should also be able to learn enough about the mechanics of pronunciation to be able to help students. Finally, as long as you are aware of the differences between your own accent and RP, you can provide a useful pronunciation model for your students. In class, speak naturally using your own accent, although if there are marked regional features to your speech you might lean as far in the direction of a more broadly accepted standard as is comfortable for you. Learn the differences between your accent and RP. If you are not familiar with the International Phonetic Alphabet and the accepted RP pronunciation of words. When teaching pronunciation, in places where your