Volume 03 Issue 09-2023
238
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
09
Pages:
238-245
SJIF
I
MPACT
FACTOR
(2021:
5.478
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(2022:
5.636
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(2023:
6.741
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OCLC
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1368736135
A
BSTRACT
The article discusses methods of teaching students literary pronunciation in primary school, types of
exercises and tasks, instructions for their use. The territorial problems of the correct pronunciation of
sounds were also studied and a reaction was given to the studies conducted to eliminate them.
K
EYWORDS
Correct pronunciation, sound, letter, syllable, stress, hard-to-pronounce vowels and consonants, dialect,
literary language and their differences, differences, tone, stop, training tasks, exercise, task.
I
NTRODUCTION
In elementary grades, students are taught the
basics of all subjects. Even from the mother
tongue, the pronunciation of sounds is taught in
primary school. Because correct pronunciation is
not taught enough from 1st grade, students
cannot learn literary pronunciation until 11th
grade. "Native language" textbooks provide many
exercises and various explanations on the
formation of correct pronunciation and spelling
standards as a skill. However, teaching the
student the literary pronunciation and spelling of
certain speech sounds during speech activity
causes a number of difficulties.
We observe that the issue of literary
pronunciation and its norms in the primary class
is thoroughly studied in the languages of the
developed countries of the world [English,
Journal
Website:
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Copyright:
Original
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Research Article
THE ROLE AND IMPORTANCE OF THE DEVELOPMENT OF
CORRECT PRONUNCIATION SKILLS IN YOUNGER
SCHOOLCHILDREN
Submission Date:
September 20, 2023,
Accepted Date:
September 25, 2023,
Published Date:
September 30, 2023
Crossref doi:
https://doi.org/10.37547/ijasr-03-09-39
Hamdamova Zilola Sh Ahabidinovna
Lecturer At The Profi University Of Navoi, Uzbekistan
Volume 03 Issue 09-2023
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2750-1396)
VOLUME
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Pages:
238-245
SJIF
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French, etc.]. In this regard, phonetic exercises are
effectively used in the world experience,
including in English. That's why the main
textbooks and study guides provide detailed
information about the process of formation of
each speech sound. There are no special drawings
(pictures) showing the pronunciation of sounds
in textbooks and study guides published for
general secondary schools. Today's pupils,
students, and even some older intellectuals,
especially teachers, realize that the correct
pronunciation of some sounds characteristic of
the Uzbek language cannot be taught adequately
with simple, traditional exercises. speech also
proves it.
The main problem goes back to the issue of
teaching the mother tongue in the primary classes
of secondary general education schools. Literary
pronunciation is a sign of culture. Speech sounds,
which are considered the main unit of
pronunciation in the secondary general education
system, are partially taught in the section of
orthography from the 2nd grade. In the 5th grade,
according to the educational requirements of the
"phonetics" section, students are required to
learn the correct pronunciation and spelling rules
along with speech sounds.
G. Hamroyev stated that the Uzbek literary
language grew out of different dialects, so there
are serious problems related to regions in terms
of its pronunciation. When creating school
mother tongue textbooks, especially when
providing teaching materials on phonetics, the
authors should take into account the influence of
the regional pronunciation of the population on
the language. In this sense, it is necessary to take
into account the problems of the pronunciation of
each region from the orthoepic point of view
when creating programs and textbooks. For
example, in the Khorezm oasis, it has become a
habit to use the speech sound [k] instead of the
consonant [q] in the pronunciation of some
words. Therefore, the two exercises given in the
textbook will not be enough to teach the Khorezm
student the norms of literary pronunciation. Not
all teachers are able to create educational tasks
that are similar to the subject, but do not exactly
repeat the educational tasks in the textbook,
create a system of exercises and use them
effectively.
In fact, in the Tashkent region, in particular, in the
urban area, instead of the throat consonant [h],
the back consonant [x] of the deep tongue is often
used (Halim, khashar, vakhima, etc.), as well as in
Bukhara, Samardand, , it can be said that there are
problems with the pronunciation of the vowel [o']
in some districts of Bukhara (urban area),
Surkhandarya and Kashkadarya regions.
It seems that there are not enough theoretical
information and exercises to strengthen the
above-mentioned speech sounds in the 1st-4th
grade "mother tongue" textbook. In order to bring
these speech sounds to a literary standard in the
speech of the students of the listed regions, there
is a need to develop a special system of phonetic
exercises, which is almost not paid attention to in
today's textbooks and manuals.
Also, words involving the guttural consonant [h]
are misused by many both in written and spoken
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(ISSN
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VOLUME
03
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Pages:
238-245
SJIF
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(2023:
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OCLC
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1368736135
speech, and the fact that efforts to eliminate it are
hardly noticeable is necessary in this regard
requires the development of recommendations
and their immediate implementation.
In the 5th grade "Mother Tongue" textbook,
created by H. Nematov, the educational material
for distinguishing the consonants [h] and [x] in
spelling and pronunciation is more useful for the
student than others.
In the elementary school, students are not
informed about the different pronunciation of the
vowel [o'] in different places of the word, the
issue of distinguishing it to students remains a
problem. The lack of attention to the nuances
related to the pronunciation of the vowel [o'] in
most "Mother Tongue" textbooks casts a shadow
on our students' full mastery of the standards of
literary speech. In the practical textbooks of
primary education related to the field, there is
theoretical information that is partially focused
on this issue, as it is in the textbooks of higher
education, it is included in this form, but it is not
worked out practically. It should be noted that the
5th grade "mother tongue" textbook, which is
widely used today, contains examples of the
difference in pronunciation of the vowel [o']. This
is, of course, a positive phenomenon, but this
distinction should be taught to the student in the
1st and 2nd grades through pronunciation
exercises. In fact, the comment that "in one case it
is narrower and in another it is said more
broadly" hardly helps the reader in practical
terms . The given examples cannot be pronounced
correctly without the teacher's help.
It is known that from a psychological point of
view, human memory, including student memory,
is divided into certain types. Data read once is
temporarily stored in normal memory and
forgotten in the short term. If it is repeated
continuously, it will go to permanent memory. In
order to transfer the necessary information to the
student's long-term memory, which can serve for
the correct implementation of communication-
intervention in social life, it is necessary to repeat
and restore the same information many times in
the memory. At this point, it can be said that if
meaningful and informative texts, which make up
the educational material of exercises and
assignments, are used appropriately, the student
will "write" them in his long-term memory with
one or two repetitions. As much as continuous
practice is necessary for a physical action to reach
the level of automation, so much practice and
effort is needed for the formation of a specific
speech skill.
Even in the "Mother language and reading
literacy" textbook, which is used in practice today,
there are not enough exercises to teach
elementary
school
students
to
correct
pronunciation. Some of the exercises given are
also not systematic. If the student does not learn
the correct literary pronunciation in elementary
school, then this process will be difficult.
The role and importance of the systematic
development of pronunciation skills in primary
school, the impact on the development of
language and speech is as follows:
Volume 03 Issue 09-2023
241
International Journal of Advance Scientific Research
(ISSN
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2750-1396)
VOLUME
03
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Pages:
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SJIF
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1368736135
T/r
To the speech
To the language
1.
He can clearly convey his thoughts to
others
It helps to keep the lexical meaning of
the word for a long time.
2.
Will have a pleasant and impressive
speech
Prevents
distortion
of
the
morphological structure of the word.
3.
It helps to preserve the etymology of
words by correct pronunciation.
The sound system of the language is
kept pure.
4.
Will have proper writing skills.
Provides moderation of the graph
5.
It will be possible to learn other
languages easily.
Etymology of toponyms is not affected
Effective
use
of
advanced
pedagogical
technologies is also important in improving the
education of speech sounds in grades 1-4. It is
known that many innovative technologies are
used in accordance with the requirements of the
time by teachers who are active in the education
of the "mother tongue" subject at school today.
Naturally, this is very useful in speech sound
education, including in the process of teaching the
student the correct pronunciation of speech
sounds . However, the current work is not
sufficient, because the problems related to the
pronunciation of sounds in the speech of
elementary school students have not been
completely
solved,
or
reasonable
recommendations and methodical instructions
have not been developed and implemented in
wide practice as a solution to this problem. .
There is another aspect of this issue, that in any
case, primary school teachers explain this section
based on their capabilities and capacities. Usually,
students do not have difficulty in pronouncing
and spelling all the sounds of their mother tongue.
G'. According to Hamroev, there may be
confusions and mistakes in the pronunciation and
writing of some vowels and consonants due to the
influence of the local dialect. Practical
observations show that in the speech of students
in different regions of our republic, mainly vowels
[i] - [e], [o'] - [u] and consonants [h], [x], [q], ba'
zan [j] sounds are pronounced, and sometimes
due to this, they also make mistakes in spelling. In
such situations, it is difficult to achieve the
expected result, no matter how much one works
with exercises in the nature of tasks that are used
in practice.
The student's oral speech comes to school formed
under the influence of her husband, family, and
relatives. Sometimes it is quite difficult to transfer
Volume 03 Issue 09-2023
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VOLUME
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Pages:
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SJIF
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(2023:
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OCLC
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1368736135
them from the situation they are used to to the
framework of literary pronunciation norms. In
such conditions, the teacher must start the initial
activities in the process of teaching phonetics by
focusing on working on difficult-to-pronounce
speech sounds based on regional problems.
Otherwise, some elementary school students may
not be able to pronounce certain speech sounds
well into adulthood. Such "speech slurs" can
hinder a student for life in cultural circles. It is
clear that if the elementary school teacher
regularly works on special pronunciation
exercises, paying special attention to students
who have problems with oral speech, there will be
no room for problems. However, in this regard,
phonetic exercises are not given a special place in
the actual didactic educational tools of the school
(textbook, manuals). A special place should be
reserved for this , especially in the elementary
school textbooks .
When analyzing the content of educational
materials on phonetics in elementary school
programs and textbooks, the following was
revealed:
In the 1st grade, the topic " T and letters" was
given, and a total of 28 hours were allocated to it.
For example:
Sounds and letters. Vowels and letters;
Pronunciation and spelling of a and o, i and u, o
and vowels. Consonants and letters representing
them. Pronunciation and spelling of certain
consonants (pronunciation and spelling of
consonants Dt, bp, zs), consonants D, t, which are
dropped at the end of the word. Letter
combinations: sh, ch, ng. Alphabet: the name of
the letters. Uppercase and lowercase letters.
Write words in alphabetical order. The
importance of the alphabet.
The parenthesis (') is the correct form of s in its
structure. The function of the consonant in the
word is to make the preceding vowel longer, to
separate the previous syllable from the next, and
to differentiate the meanings of words. The
parentheses ( ' ), form it correctly in the word
structure. The function of the consonant in the
word is to make the preceding vowel longer, to
separate the previous syllable from the next, and
to differentiate the meanings of words.
Joint. Dividing words into syllables. Syllable
transfer, syllabic transfer of one-vowel syllable
words, stop words, consecutive words with the
same consonant from one line to the next. Letter
combination ( sh , ch, ng) such as the transfer of
the involved words from one path to another .
In the 2nd grade, 50 hours of phonetics are
allocated after repeating (6 hours) what was
passed in the first grade, and the following topics
are covered in it:
Vowels and consonants, their difference. Labeling
sounds with letters. Vowels and letters.
Designation of six vowel sounds in the Uzbek
language with six vowel letters. Pronunciation of
vowels [a] and [o] , [u] and [i] , [e] , [o'] and
consonants explosive Pronunciation and spelling
of the sound ng represented by f and p, h and x
and the letter combination. The apostrophe (')
and its uses, such as the function of the
apostrophe in a word .
Volume 03 Issue 09-2023
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International Journal of Advance Scientific Research
(ISSN
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VOLUME
03
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Pages:
238-245
SJIF
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(2023:
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1368736135
There are also problems with teaching the following phonetic phenomena in elementary grades:
T/r Accent
Joint
1.
Correctly stress the words in your
class
Divide words correctly into syllables
2.
Correctly stress the words in your
class
Correct syllable transfer
3.
Correct use of tone
To divide the poem into syllables
4.
Observance of sentence stress
Reading in syllables
The following information is provided on the
topic "Joint". Move the part of the word that does
not fit in the previous line to the next line. A word
has as many syllables as there are vowels.
Syllables are composed of a vowel, a single vowel
and a consonant, a single vowel and several
consonants .
Special attention is paid to "joint transfer".
Syllable transfer of a word from one path to the
next. A single vowel that forms a syllable cannot
be left in the previous path or moved to the next
path. One-syllable words, ( two-syllable words
such as mother, ahil, orik, elak, etc. are not divided
for transposition. Words written with a hyphen
are divided for syllable transposition, the hyphen
is left in the preceding syllable ( va'-da, mash'- al,
ta'-lim ). Letter syllabic transfer of compound
words ( such as si-ngil, kon-ngil, tong-gi ) is a side-
by-side syllabification of words with different
consonants ( such as ik-ki, kat-ta, is-sik ) voiced
and unvoiced consonants, their spelling, checking
the spelling of such words by adding a vowel to
the end of the word: (my school is school, my book
is book, my goal is goal, my hope - like hope)
Consonants that are dropped in pronunciation.
(such as child, tree, friend) educational materials
on their spelling are included.
the 3rd grade, fewer hours are devoted to
teaching materials on phonetics. For example:
Sounds and letters. Vowels and consonants and
letters. Syllables, the rules for dividing words into
syllables and moving them into syllables.
Analyzing words into syllables, sounds, and
sound-letters; The punctuation mark and its use.
ш, ч, нг letter combinations, consecutive words
with the same consonant and their spelling. It
consists of the spelling of consonants that come at
the end of a word, with voiced and unvoiced pairs
.
In the 4th grade, 10 hours of teaching materials
on phonetics are allocated, which are as follows:
Vowels and consonants, their letter expression;
Pronunciation and spelling of words with vowel
sounds that differ in pronunciation and spelling;
Pronunciation and spelling of voiced and
unvoiced consonants ; b words with the same
double consonants and their spelling; Consonant
words ending in s and their spelling, x-h sound
Volume 03 Issue 09-2023
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International Journal of Advance Scientific Research
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VOLUME
03
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Pages:
238-245
SJIF
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words and their spelling , such as the
pronunciation and spelling of words with a
hyphen.
T/r Difficult sounds to pronounce
Words that are difficult to pronounce
1.
yes
Laugh, laugh, laugh, laugh
2.
II
Snake, two, drink, movie
3.
Yeh
Door, screen, enamel, free
4.
Huh
Humo, hil, smell, holva
5.
Xx
Happy, date, permission
6.
Melon, Samarkand, Kashkir
7.
Ng
To me, equal, wide, powder
, few hours are allocated to the topic " Joint ".
Dividing words into syllables ; syllable formation
of vowels ; moving words from one line to another
by syllables ; Analyzing s nouns in terms of
syllables, sounds and letters , as well as
rearranging s nouns in alphabetical order ,
Information on the importance of a bra is covered.
When analyzing primary school programs and
textbooks, it was found that they also lack special
pronunciation exercises. However, during the
period when the student's speech apparatus is
being formed, it is necessary to regularly conduct
phonetic exercises based on repetition of
difficult-to-pronounce speech sounds. At this
stage, students should develop literary
pronunciation skills. Preparation of modern
pronunciation exercises, audio and video
materials for young students is the demand of the
time.
R
EFERENCES
1.
Ne ' matov H. and others. Mother tongue.
Textbook for 5th grade. - T.: Teacher, 2000. -
p. 102.
2.
Tursunov U., Mukhtorov A., Rahmatullaev Sh.
Modern Uzbek literary language. - T.:
Uzbekistan, 1992. - p. 19.
3.
Mahmudov N. and others. Mother tongue.
Textbook for 5th grades of secondary schools
. - T., 2013. - 224 p.
4.
Goziev E. General pedagogy. - T., 2010. - pp.
221-222.
5.
Hamroev G'. Methodology of creating
educational assignments from the mother
tongue. Monograph - Tashkent. A wise man.
2022. 156 p.
6.
Hamroev G'. Improvement of methodical
supply of educational materials on phonetics
in general secondary education system. Ph.D.
Volume 03 Issue 09-2023
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International Journal of Advance Scientific Research
(ISSN
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2750-1396)
VOLUME
03
ISSUE
09
Pages:
238-245
SJIF
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MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
in Pedagogical Sciences. Autoref. - Samarkand.
2019. 27 p.
