Volume 03 Issue 09-2023
223
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
09
Pages:
223-228
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
A
BSTRACT
The article describes the problems associated with teaching younger schoolchildren the pronunciation of
vowel sounds, as well as suggestions and considerations for their solution. Hypotheses have also been put
forward that the issue of teaching correct pronunciation based on words in the text is also being
investigated in classes on native language and reading literacy.
K
EYWORDS
Sound, pronunciation, exercise, primary education, pronunciation form, sample, correct pronunciation,
native language, reading literacy.
I
NTRODUCTION
Teaching literary pronunciation in primary
education is more effective than in later grades
and stages. A student must have the necessary
vocabulary for fluent and effective speech. As G.
Hamroyev noted, "It is necessary to increase the
vocabulary by continuously memorizing various
instructive texts." [1]
In order for students to develop speaking skills,
they must have the necessary vocabulary, and the
training process must be properly organized. O'.
Usmonova cites dialects as the reason for
difficulties in solving this problem [2] . The
researcher emphasizes that the problem of
pronunciation is not studied in Uzbek language,
and in this regard, he relies on the valuable
Journal
Website:
http://sciencebring.co
m/index.php/ijasr
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Research Article
METHODS OF TEACHING VOWEL PRONUNCIATION IN
PRIMARY SCHOOL
Submission Date:
September 20, 2023,
Accepted Date:
September 25, 2023,
Published Date:
September 30, 2023
Crossref doi:
https://doi.org/10.37547/ijasr-03-09-37
Atamuradova Gulnara Shermurodovna
Independent Researcher At Tashkent State University Of Uzbek Language And Literature Named After
Alisher Navoi, Uzbekistan
Volume 03 Issue 09-2023
224
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
09
Pages:
223-228
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
opinions of the scientist FK Kamolov and
professor SIIbrohimov, who were the first to set
literary pronunciation norms in his work.
In this regard, the following thoughts of H.
Ne'matov are still relevant for mother tongue
education: "It is impossible and necessary to
teach a high school student all the linguistic
knowledge accumulated by mankind over the
centuries. Therefore, choosing the most
necessary knowledge from the mother tongue is
one of the main issues.
The main criterion for choosing knowledge from
the mother tongue is its level of usefulness and
practical application. We believe that useful
knowledge from the mother tongue serves to
form the skills of children's literate writing,
creative thinking, and the correct and fluent
expression of the product of thought in oral and
written forms in accordance with the speech
conditions, and ensures their education and
development in the spirit of high human qualities.
we understand knowledge". [3]
In the education of the mother tongue, in
particular, in the teaching of correct
pronunciation, the question of the influence of the
correct pronunciation of the dialect on the correct
pronunciation of the literary language is the main
problem that needs to be solved. There are 9
different pronunciations of the vowel in the local
language. Most native language teachers do not
make the distinction. In fact, the teacher should
strictly teach in the literary language. This aspect
should be taken into account in textbooks.
In "Mother Tongue" textbooks [ i ] Although
important information about the pronunciation
and spelling of the vowel is given, some debates
arise in the process of teaching the correct
pronunciation. in Uzbek [ i ] is not pronounced as
in Russian. At this point, it is necessary to
distinguish between the pronunciation and
naming of letters representing sounds. In
particular, there are problems in teaching the
vowels [o'] and [u].
Table 1.2
Vowel pronunciation exercise in elementary grades
a
o
she is
oh
e
i
leaf
apple
night
mesh
sieve
snake
ditch
fiber
Dream
grid (grid of the
house)
need
movie
generous
aunt
salt
braid (hair)
tole
came
net
trouble
hair
harvest (wheat)
poplar sir
Volume 03 Issue 09-2023
225
International Journal of Advance Scientific Research
(ISSN
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2750-1396)
VOLUME
03
ISSUE
09
Pages:
223-228
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
Table 1.3
[o'] pronunciation exercise
It is called long
It is said briefly
It is not said
needle
followed
do it
two
first
kill
music
trust
knee
When analyzing the content of educational
materials on correct pronunciation in primary
school programs and textbooks, the following
was revealed:
In the 1st grade, the topic "Sounds 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 vowels a and o, i
and u, o and o'. 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.
Punctuation mark (ʼ), form it corr
ectly in the word
structure. The function of the hyphen in the word
is to lengthen the preceding vowel, to separate
the previous syllable from the next, and to
differentiate the meanings of words.
Joint. Dividing words into syllables. Syllable
transfer, syllable-by-syllable words consisting of
one vowel, stop words, consecutive words with
the same consonant following the same path
moving to the road. The letter combination (sh,
ch, ng) is given as the transfer of words from one
path to another.
In the 2nd grade, after repeating (6 hours) what
was learned in the first grade, 50 hours are
devoted to correct pronunciation, which covers
the following topics:
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
and spelling of the vowels [a] and [o] , [u] and [i] ,
[e] , [o'] and the consonants explosive f and p, h
and x and the sound ng represented by the letter
combination . The stop
sign (ʼ) and its use, such as
the function of the stop sign in a word.
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 made up of vowels, one vowel and
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:
223-228
SJIF
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(2021:
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(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
one consonant, and one 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, apricot, sieve) are not
divided for copying. Splitting 'in for transposition,
leaving the stop sign in the front syllable (va'-da,
mash'- al, ta'-lim). Transposing words with letter
combinations (si-ngil , like kon'-ngil, tong-gi)
syllabic copying of words with the same
consonants that come next to each other (like ik-
ki, kat-ta, is-sik) Voiced and unvoiced consonants,
their spelling, checking the spelling of such words
by adding a vowel sound to the end of the word:
(my school is school, my book is book, my goal is
my goal, my hope is hope) Consonants that are
dropped in pronunciation (child, tree, friend as)
educational materials on their spelling are
included.
It can be seen that in the 3rd grade, fewer hours
are devoted to teaching materials on correct
pronunciation. 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 correct pronunciation have been allocated,
which are as follows:
Vowels and consonants, their literal expression;
pronunciation and spelling of words with vowel
sounds that differ in pronunciation and spelling;
pronunciation and spelling of voiced and
unvoiced consonants; words with the same
double consonant and their spelling; such as
words with consonants at the end of the word and
their spelling, words with xh sound and their
spelling, pronunciation and spelling of words
with consonants.
A recommendation for the use of the parentheses can be presented as follows:
t/r To pronounce
To pronounce distinctly To differentiate
1.
Poem
Art
Isaac
Meaning
Courage
Claim
Speed
Enlightenment
Talat
Volume 03 Issue 09-2023
227
International Journal of Advance Scientific Research
(ISSN
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2750-1396)
VOLUME
03
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09
Pages:
223-228
SJIF
I
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(2021:
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(2022:
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)
(2023:
6.741
)
OCLC
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1368736135
In this class, 2 hours are allocated to the topic
"Joint". Dividing words into syllables; syllable
formation of vowels; moving words from one line
to another syllable by syllable ; syllabic, phonetic,
and letter analysis of words, as well as
alphabetizing words, information on the
importance of the alphabet is covered.
Analyzing elementary 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.
The small stream worked tirelessly day and night,
eroded one side of the rock, and started again.
Along the way, he made friends with the trees.
The trees did not allow the river water to seep
underground. And the leaves blocked the sunlight
and kept the water from evaporating. The small
stream also watered its green friends .
Assignment. By answering the questions, you can
find out the student's level of understanding of
the text:
1.
Why did the big river flow so fast?
2.
What purpose did the trees lead to the road of
the big river?
3.
Why did the big brook run away from the
trees?
4.
How did the big tributary crash?
5.
How did the trees help the small tributary?
6.
Can such phenomena really occur in nature? If
possible, how does it happen?
The following task will teach the student to
develop his thinking, to choose the best option
correctly:
Complete the tasks based on the text. Fruit trees
stood in his way. Identify the answers that are
similar to the content of this sentence.
A. Fruit trees protested to him.
B. Fruit trees welcomed him.
D. He didn't like the fruit trees.
E. Fruit trees welcomed him .
Exercises and tasks that form the basis of
educational materials on correct pronunciation
were analyzed in a didactic and methodical way,
it was shown that there is a need to improve them,
recommendations were given in the necessary
places. The provision of educational materials
that have been used and are being used in mother
tongue classes, their gradual development has
been examined in historical aspect.
I. Azimova, K. Mavlonova and Sh. He also prepared
a methodical guide for teachers for the textbook
"Native language and reading literacy" for the 3rd
grade compiled by Tursunov. It shows how to
work with the learning tasks in the textbook:
Where is the most beautiful place for you? 4-5
about that place write a sentence. Where is that
place in what you wrote? about when you went to
a place, what was there give information
Volume 03 Issue 09-2023
228
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
09
Pages:
223-228
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
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1368736135
In the textbook "Native language and reading
literacy" for the 3rd grade, the following tasks are
given for working with the text:
Answer the questions.
1.
What is the king interested in?
2.
How is his garden?
3.
What did the princess eat?
4.
Why did the executioner want to kill the bird?
5.
What surprised the executioner?
6.
What did the bird say to the king?
7.
What do you think the bird might want?
The "Mother tongue and reading literacy"
textbook for the new 1-2 grades does not contain
exercises that teach pronunciation of Uzbek
sounds. The textbook is mainly intended for
working on the text and answering questions.
As a conclusion, it can be said that when classes
are conducted on the basis of "Mother language
and reading literacy" textbooks for grades 1-4 , it
is necessary to systematically work on exercises
and tasks related to the pronunciation of sounds.
After all, if the student cannot pronounce the
sounds of his native language correctly, his
speech will not be effective, moreover, this
incorrect pronunciation can have a negative effect
on the morphemic composition of the language.
As the student works on the text, it is necessary to
give him tasks to work with difficult-to-
pronounce words and sounds.
R
EFERENCES
1.
Mother tongue and reading literacy textbook
for 3rd grade. Republican educational center.
Organizers: Iroda Azimova, Klarakhan
Mavlonova, Sadulla Kuronov, Shokir Tursun,
Zebokhon Rozmetova - Tashkent. 2022. p. 43.
2.
Azimova I., Mavlonova K., Sh. Tursunov
Mother tongue and reading literacy 3rd grade
textbook Methodical guide for teachers. -T.:
2022.
3.
Mother tongue and reading literacy textbook
for 3rd grade. Republican educational center.
Compilers:
Iroda
Azimova,
Klarakhan
Mavlonova, Sadulla Kuronov, Shakir Tursun,
Zebokhon Rozmetova - Tashkent. 2022. 144 p.
4.
Mother tongue and reading literacy 1
Methodical manual [Text]: methodical manual
for teachers / IA Azimova [et al.]. - Tashkent:
Republican Education Center, 2021. - 128 b.na
language and reading literacy [Text]:
workbook for 1st grade / I. Azimova [et al.]. -
Tashkent: Republican Education Center, 2021.
- 72 p.
5.
G. Hamroev effective methods of mother
tongue teaching. Methodical guide. - Tashkent.
Bayoz. 2018. 197 p.
6.
Usmanova O'. Pronunciation culture. - T.:
Science, 1976. - p. 3.
7.
Ghulomov A., Nematov H. Content of mother
tongue education. Methodical guide for
teachers.
–
T.: Teacher. 1996. p. 9.
