“PEDAGOGS”
international research journal ISSN:
2181-3027
_SJIF:
5.449
https://scientific-jl.com/ped
Volume-86, Issue-1, July -2025
58
TEACHING ENGLISH PRONUNCATION USING INTERACTIVE
METHODS AT 5
TH
FORM PUPILS
Doctor of Philology (DSc), Prof.
Solnyshkina Marina Ivanovna
Kazan Federal University
G‘aybullayeva Zilola Muzaffar qizi
Jizzakh branch of National University of Uzbekistan
named after Mirzo Ulugbek
An Intern teacher at Department of Foreign Languages
Phone number: +99899 832 28 22
Mail: gaybullayevazilola762@gmail.com
Annotatsiya.
Ushbu tadqiqot maktabdagi 5-sinf o‘quvchilariga ingliz tilidagi
talaffuzni interaktiv usullar yordamida o‘qitishni tavsiflashga qaratilgan. Tadqiqot
ingliz tilini, xususan, talaffuz darsini o‘qitishda guruhli ish orqali interaktiv metod
sifatida Loyihaga asoslangan ta’lim (Project Based Learning – PBL) qo‘llanishi taklif
etildi. Tadqiqot olti asosiy bosqichda olib borildi: dastlabki tayyorgarlik, rejalashtirish,
harakat qilish, kuzatish, aks ettirish (refleksiya) va o‘qitish-o‘rganish jarayonining
natijalarini baholash. Talaffuz – bu ingliz tilini chet tili sifatida (EFL) o‘rganishda
o‘quvchilar egallashi lozim bo‘lgan asosiy til ko‘nikmalaridan biridir. Talaffuzni
o‘rganish orqali o‘quvchilar o‘z fikr va g‘oyalarini ifodalash qobiliyatini oshirishlari
mumkin. Talaffuz og‘zaki nutqdagi ijodiy ko‘nikma hisoblanadi. Bundan tashqari,
talaffuzni o‘rganish o‘quvchilar uchun foydalidir, chunki talaffuz – bu og‘zaki muloqot
shakli bo‘lib, boshqalar bilan aloqa o‘rnatishning eng keng tarqalgan usulidir va
talaffuz ko‘nikmalarini egallash chet tilini o‘rganishda eng muhim jihatlardan biridir.
Kalit so‘zlar:
Talaffuz, noto‘g‘ri tallafuz qilish, mos tovush, tebranish, urg‘u,
ritm, undosh, tovushlarni talaffuz qilmoq, ohang
Annotation.
This research was to describe teaching the English pronuncation by
using interactive methods for 5
th
form pupils at school. In this research, the application
of the Project Based Learning (PBL) was suggested as an interactive method through
group work in teaching English especially for a pronunciation class. The research was
done in six major steps: preliminary preparations, planning, acting, observing,
reflecting, and evaluating of the results of the teaching-learning pronunciation process.
Pronunciation is one of main EFL language skills to be learned by learners at
educational establishments. By learning pronunciation learners can improve their
ability to give their opinions or ideas. Pronunciation is the productive skill in the oral
mode. Besides, learning pronunciation will be useful for learners because
pronunciation as a verbal communication is a common way to communicate with
“PEDAGOGS”
international research journal ISSN:
2181-3027
_SJIF:
5.449
https://scientific-jl.com/ped
Volume-86, Issue-1, July -2025
59
others and mastering pronunciation skills is the most important aspect of learning a
foreign language.
Key words:
Pronuncation, mispronuncation, appropriate sound, vibration, stress,
rhythm, consonant, articulate sounds, intonation
Statement of purpose:
The current research is thought to be descriptive. The
purpose of this research is to demonstrate the new approaches in development of
pronunciation skills by using Project based learning (PBL) to the second year learners
of academic lyceum under Uzbekistan State University of World Languages and to
find solutions or deals the teachers may come across during the teaching process.
Method:
In this period, the researcher utilized audio-lingual method and
interactive white board.
The researcher made use of audio-lingual method to show the
effectiveness of the Integration of skills in one lesson.
The object of the study
is the implementation of innovative technologies and
modern pedagogical methods in development of pronunciation skills by using Project
based learning (PBL) for 5
th
form learners.
The data of this research is the result from the observation of the implementation
of new pedagogical technological devices and innovative methods in development of
pronunciation skills by using Project based learning (PBL). The sources of the data in
this research are event, informant, and document.
In this research, the writer uses two kinds of method of collecting data. They are
as follows observation and interview. In the analyzing data, the researcher uses
qualitative research. To analyze the data, the researcher takes these following
procedures analyzing the result of the implementation of modern pedagogical
technologies and methods in teaching all four skills of English analyzing the teacher’s
problem faced by the teacher when the teacher teaches the basic skills in an
integrated way and illustrating conclusion and proposing suggestion based on the data
analysis.
Rebecca (1993) argues that pronunciation is the act of producing speech sounds
including vowels, articulation, formation, intonation, and inflection of accents, often
with reference to the truth or acceptance of speech sounds. While, Ur (1996) states that
pronunciation is pronouncing the correct sound, using words to express the meaning
that is in accordance with the context, or adjusting the sentence to an acceptable sound.
In the U.S. Oxford Dictionary (2008), pronunciation is defined the way in which a
language or a particular word or sound is pronounced. If a person is said to have the
correct pronunciation, then in certain dialects it refers to both. Different individuals or
groups can pronounce a word in different ways depending on many factors, such as the
area where a person lives, the area in which a person grew up if they have a voice
disorder, their education, social class, or ethnic group.
“PEDAGOGS”
international research journal ISSN:
2181-3027
_SJIF:
5.449
https://scientific-jl.com/ped
Volume-86, Issue-1, July -2025
60
Intelligible Pronunciation Rajadurai (2007), The field of pronunciation teaching
and learning has never been short of controversies. Largely ignored in the grammar-
translation approach, pronunciation made a comeback in the heyday of the direct
method and Audiolingualism, and then it was sidelined again with the advent of the
communicative approach. Not only has pronunciation as an ESL component waxed
and waned in popularity according to the Language Teaching Method of the day, but
it has also often been plagued by questions about whether it can and should be taught,
and if so, what the goal of pronunciation teaching should be. Moreover, debates have
continued over models to be used, the aspects of pronunciation that should be focused
on, the techniques that should be employed, and the manner in which pronunciation
should be assessed. Surrounded by these dilemmas, ESL teachers have often been
tempted to take the path of least resistance, dismissing pronunciation as being
unimportant or unteachable, paying it mere lip service as attention is diverted to more
‘essential’ or ‘tidy’ areas, dealing with it in a rather ad-hoc and unprincipled manner
or, in the event that it is given sufficient emphasis in the curriculum and classroom,
pronunciation is often taught with a rigid adherence to prescribed norms, which usually
means native norms. ii. World Englishes The word “World Englishes” refers to the
variations in the English language that occurs when it is used in different ways around
the globe.
Scarcella and Oxford (1994) pointed out “Vowels are characterized by a free
passage of air.” Firth (1992) suggested the following questions: Are the learners
substituting one vowel sound for another? Are the learners articulating vowel sounds
properly? Does the vowel have the appropriate length? Are stressed vowels longer than
unstressed ones? Are vowels 9 reduced in unstressed syllables? Are vowels being
properly linked to other vowels across word boundaries? So in a pronunciation class,
what we need to cover are intonation, stress (word level stress, sentence level stress,
linking), rhythm, consonants (substitution, omission, articulation, clusters and linking)
and vowels (substitution, articulation, length, reduction and linking). These are the
basic contents of a pronunciation class. You may cover more of course.
Improving learners’ pronunciation skill through project based learning
Pronunciation is an interactive process of constructing meaning that involves
producing, receiving and processing information (Brown, 1994; Burns & Joyce, 1997
as stated in Florez (1999)). Pronunciation enables learners to receive information from
people through their conversation, after which they should understand the information
and respond to it or communicate their understanding of the information. Standard of
competence for second year learners stipulates that in pronunciation skill learners
should be able to express the meaning of simple conversation for interpersonal and
transactional purposes, in the formal and informal situation to communicate with the
“PEDAGOGS”
international research journal ISSN:
2181-3027
_SJIF:
5.449
https://scientific-jl.com/ped
Volume-86, Issue-1, July -2025
61
nearest environment and /or in academic context. It means that the learners must be
able to speak to express what they want to show to others.
To investigate language proficiency in spoken English, the researcher conducted
a preliminary study of second year learners of academic lyceum under UzSWLU.
The researcher found that the learners have several problems in pronunciation, such
as reluctance, shyness, fear of committing oral mistakes, besides the learners show
poor pronunciation ability and they lack peers or social circles with whom they can
explore their pronunciation potentials.The researcher considers the use of Project-
Based Learning as an appropriate strategy to help the learners’ to improve their
pronunciation skill. PBL is an individual or group activity that goes on over a period
of time, resulting in a product, presentation, or performance as quoted. PBL is defined
as “instructional approach that contextualizes learning by presenting learners with
problems to solve or products to develop” (Moss & Van Duzer, 1998, p.1).
Origin, advantages and possible restrictions of PBL
PBL technique can be implemented in any kind of curriculum, field of study and
in any class situation. According to Barrows (2011), there are seven features that can
be identified as key components of PBL.
First, learner-centered environment. This component is designed to maximize
student decision-making and initiative throughout the course of the project from topic
selection to design, production, and presentation decisions. Projects should include
adequate structure and feedback to help learners make thoughtful decisions and
revisions. By documenting learners' decisions, revisions and initiatives, teachers and
learners will capture valuable material for assessing student work and growth.
Second, collaboration. This component is intended to give learners opportunities
to learn collaborative skills, such as group decision-making, interdependence,
integration of peer and mentor feedback, providing thoughtful feedback to peers, and
working with others as student researchers.
Third, curriculum content. Successful integration of content requires projects to be
based on standards, to have clearly articulated goals, and to support and demonstrate
content learning both in process and product.
Fouth, authentic tasks. This element can take on many forms, depending on the
goal of the project. PBL may connect to the real world because it addresses real world
issues that are relevant to learners' lives or communities. A project may be connected
to real professions through the use of authentic methods, practices, and audiences.
Communicating with the world outside the classroom, via the internet or collaboration
might also make real world connections with community members and mentors.
Conclusion:
Learners with low performance in pronunciation could improve their
skill through PBL that was proven by the increase in learners’ class participation
because PBL gave them a chance to interact in small and big groups. Then, the score
“PEDAGOGS”
international research journal ISSN:
2181-3027
_SJIF:
5.449
https://scientific-jl.com/ped
Volume-86, Issue-1, July -2025
62
of learners’ performance also increased because the learners had prepared in a small
group before they performed in a big group. Lastly, the score of learners’ project also
increased because they cooperated well in a group. The learners could reach the
research criteria of the success of this study; 85% of them could participate in the class
discussion. The learners gave positive response toward the implementation of PBL.
They enjoyed the discussion and the performance based on what they had made. There
was also improvement in learners’ pronunciation skill.
Bibliography
1.
Agustina E. Fostering Learners’ Pronunciation Skill in Storytelling by Using
Picture Series. Unpublished Thesis. Malang: Faculty of Letter. 2011. – 125 p.
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Bell S. Project-Based learning for the 21st century: Skills for the future. Clearing
House: A Journal of Educational Strategies, Issues and Ideas, 83(2), 39-43. 2010.
– 174 p.
3.
Brown H. D. Teaching by principle: An interactive approach to language
pedagogy. New York: Addison Wesley Longman. 1994. – 150 p.
4.
Darini B. M. The use of Project-Based Learning in improving the learners’
pronunciation skill (A classroom action research at one of primary schools in
Bandung). Journal of English and Education, 1(1), (2013. – Pp. 30-42.
5.
Febriawati D. A. Improving learners’ pronunciation skills through Project-Based
Learning at grade eight of SMP N 1 Kalasan. Unpublished Bachelor’s thesis.
Universitas Negeri Yogyakarta, Yogyakarta. 2012. – 125 p.
