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TECHNIQUES FOR TEACHING CHILDREN OF VARIOUS AGES HOW TO
PRONOUNCE CORRECTLY AND CRUCIAL GUIDELINES
Yo`lchiyeva Madina Mexritdin qizi
The student of Chirchik state pedagogical university.
https://doi.org/10.5281/zenodo.11186576
Abstract.
The purpose of this scientific article is to analyze the methods of correct
pronunciation of words in learning a foreign language at different ages and levels. This topic has
been discussed many times by many linguists, and on the basis of all important approaches, word
learners of different ages are now being taught to pronounce correctly. This article reveals many
important aspects of pronunciation competence as examples and helps to improve pronunciation
competence. As the object of the article, the means and methods of forming the ability to pronounce
correctly in different age groups were taken. The analysis of instructions for the use of the same
tools and methods is the subject of the work. Monographs and scientific articles completed in our
linguistics were used as a theoretical source for scientific work.
Key words:
pronunciation, assimilation, segmental aspect, suprasegmental aspect,
phonetic categories, speech sounds, stress pattern, learning capacities.
МЕТОДЫ ОБУЧЕНИЯ ДЕТЕЙ РАЗНОГО ВОЗРАСТА ПРАВИЛЬНОМУ
ПРОИЗНОШЕНИЮ И ВАЖНЫЕ УКАЗАНИЯ
Аннотация.
Целью данной научной статьи является анализ методов правильного
произношения слов при изучении иностранного языка в разном возрасте и на разных
уровнях. Эта тема неоднократно обсуждалась многими лингвистами, и на основе всех
важных подходов сейчас учат правильно произносить изучающих слова разного возраста.
Эта статья раскрывает многие важные аспекты произношения на примерах и помогает
улучшить произношение. В качестве объекта статьи были взяты средства и методы
формирования умения правильно произносить слова в разных возрастных группах.
Предметом работы является анализ инструкций по использованию тех же средств и
методов. Монографии и научные статьи, выполненные по нашему языкознанию,
использовались как теоретический источник для научной работы.
Ключевые
слова:
произношение,
ассимиляция,
сегментарный
аспект,
супрасегментарный аспект, фонетические категории, звуки речи, характер ударения,
способности к обучению.
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INTRODUCTION
Foreign learners find English pronunciation challenging as spelling and pronunciation are
unrelated. Furthermore, it is improbable that the speech sounds of English will match exactly with
those of the learners' first language. Variations in word stress placement, syllable quality and
intensity, speech rhythm, and intonation can occur. Many people often adapt English sounds to
match those of their native language and incorporate other aspects of their native language's
pronunciation into English. Nevertheless, it is important to avoid assimilation when teaching
English pronunciation, and learners must be instructed on the correct segmental and
suprasegmental aspects of pronunciation.
Gilakjani suggests that individuals who begin learning English post-school years encounter
more challenges in obtaining clear pronunciation, with the level of difficulty rising as they get
older. Kralova argues that individuals of any age can develop new phonetic categories for
unfamiliar language sounds that differ from those in their native language. The truth is that
individuals of all ages are learning English, indicating that focusing on teaching pronunciation is
important for both children and adults. Teaching pronunciation in schools is not as highly valued
as teaching grammar or vocabulary. This issue is commonly seen in English education across
several nations. Experienced educators are hesitant to instruct pronunciation, arguing that
textbooks lack clear guidance and that stand-alone exercises are ineffective.
LITERATURE ANALYSIS AND METHODOLOGY
Teachers frequently argue that they do not have sufficient time to dedicate to teaching
pronunciation in their classes, as they feel more comfortable teaching grammar and vocabulary.
Teachers also express dissatisfaction with the lack of sufficient training in teaching
pronunciation methodology. Despite the challenging nature of English pronunciation, there is
limited focus on teaching and improving it. According to Haycraft, foreign English teachers do
not focus on teaching pronunciation because they lack confidence in their own abilities.
You may have successfully surrounded your child with books to instill a reading habit in
them. However, when it comes to teaching kids English pronunciation, I believe all parents could
benefit from some assistance. Mispronouncing words can not only lead to your child being
misunderstood, but it can also cause them to feel embarrassed. If the situation persists, they could
potentially develop a strong dislike for the English language. Hence, parents should understand
how to teach pronunciation in order to assist children at home.
Good pronunciation means checking all three when you speak:
Sounds: Sounds consist of consonants, diphthongs, and vowels.
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Stress:
Stress is the emphasis on syllables.
Intonation: Intonation is the rising and falling sounds when speaking.
Other than these, pace, pause, pitch, and volume also play a huge role in getting English
pronunciation right.
Remember, there is no single method of teaching English pronunciation to all kids.
Children in different age groups have different learning capacities. So, we must use the teaching
methods accordingly.
Beginning Level English Learners:
Tongue Twisters -
Tongue twisters are a great way to teach children the sounds of
consonants, and at the same time, are a lot of fun, making sounds easier to remember. You can use
tongue twisters like ‘She sells seashells on the sea shore’ and a few other great ones easily available
online.
Songs -
Songs are highly preferred way of teaching English pronunciation because they are
an effortless learning tool. Children are naturally drawn towards songs. So, pick out children-
friendly songs and listen to them with your child. Once they are familiar with the lyrics, encourage
them to sing on their own.
Rhymes –
Just like songs, children learn pronunciation quickly with rhymes. The musical
element in poems for toddlers and preschoolers help them understand the timing of words, use
proper intonation, and exercise stress where needed.
Vocabulary Training
–
When you teach your child new words, put emphasis on the correct
pronunciation. Also, teach them the use of new words in context. However, make sure the words
you teach are relevant. You can also use game-based learning methods to improve vocabulary in
kids since vocabulary training can be a tiring experience for them.
Repetition –
Repetition is a great method to reinforce learning. So, when you teach your
child the pronunciation of a new word, ask them to repeat it every chance you get. It will help them
commit the correct pronunciation to memory.
Minimal Pairs –
Minimal pairs are addition and substitution exercises that help children
understand how pronunciation works. For example, substituting the ‘e’ in ‘pen’ with an ‘i’ will
make it ‘pin’. This formula applies to other words as well, such as den, ten, etc. Consonant
replacement also changes the pronunciation; for example, tin-thin and bin-pin. Teach your child
these formulas to lay a strong foundation.
Intermediate Level English Learners:
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Record and replay –
encourage children to record and replay their sentenes to review their
own speech and identify the problem. Children between the ages of 9 and 15 are capable of self-
correcting, which is also a great way to boost confidence.
Auditory discrimination –
this activity involves differentiating between sounds, which is
of great help to be able to pronounce words correctly. Give your child pair words and ask them to
identify the sound. Good examples of pair words are mine-main or bay-boy-buy. To help them
understand the words and pronunciations in context, encourage them to make sentences out of the
words in the exercise; for example, ‘the large doors are closed’ and ‘the lodge doors are closed.
Looking in the mirror –
when kids look in the mirror while pronouncing new words, they
can observe the lip and tongue movement, which helps in understanding the nature of sounds.
Advanced Level English Learners:
Chants –
Chants are a great method of teaching English pronunciation with
intonation. It helps in understanding the difference between the sounds of a question, statement,
and exclamation. For example, take a group of sentences, such as:
It is your class. (A falling tone).
Is it your class? (A rising tone).
It’s your class? (A fall-rise tone that shows uncertainty).
Now use the correct intonation with each sentence and ask your child to repeat them
with the right intonation as you demonstrated.
Connected Speech –
Teenagers and pre-teens are smart enough to understand and learn
connected speech words. For example, ‘got to’ is pronounced as ‘gotta.’ So, encourage them to
listen to native speakers speak the English language and also use connected speech words with the
right pronunciation.
DISCUSSION AND RESULTS
Admit it - correct pronunciation in English is something that continues to benefit you. What
I'm trying to say is that even if you are able to communicate effectively and have excelled in all of
your English exams, if your pronunciation is not precise, your fluency may not be perceived as
high by other English speakers. I understand why you did it. There are several challenging English
vocabulary words. Your tongue may occasionally get twisted (and so does mine, even now).
Additionally, attempting to mimic the speaking style of native speakers is a major obstacle
for non-native English speakers. English is a language where the pronunciation does not always
match the spelling, making it difficult for learners. Today, you have the opportunity to end this!
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Below are some proven methods and strategies that can greatly enhance your pronunciation
in English and elevate your fluency to a higher standard.
Concentrating on the pronunciation of English
Don't overanalyze the content of your words, instead, pay attention to your delivery. Think
of this as a practice in shifting your attention. Are you merging sounds together, like saying "com-
for-table" instead of "comf-ta-ble" or combining words improperly, like saying "aintchu" instead
of "ain't you"? Are you accurately producing each sound? An effective method for evaluating your
pronunciation is to stand in front of a mirror and pay attention to the movement of your mouth.
Additionally, you have the option to film yourself to accurately identify where your
pronunciation mistakes are and understand what needs improvement. This method also allows you
to perceive the impression you make on others when communicating, as it lets you observe other
aspects of your "speech" like gestures and div posture.
Imitate others
When recording yourself, you must compare your pronunciation to something in order to
determine how close you are to achieving a truly native-like sound. I suggest selecting a preferred
accent, such as British, and concentrating on correctly pronouncing each word as native speakers
with that accent would do. Alternatively, you can simply choose a celebrity you admire or any
fluent speaker and attempt to mimic their speech. Numerous resources are available to assist you
in this endeavor, such as watching TV shows or YouTube videos, as well as listening to podcasts
and interviews. Once again, pay attention to their speech and pronunciation of specific words that
you may find difficult. No matter which path you take, mimicking those who speak English
fluently can help enhance your pronunciation of the language, especially if you don't reside in an
environment where English is the native language. It's about pushing yourself to actually speak
like a native English speaker with minimal effort.
Read aloud
As we read a book or online article, we unconsciously attempt to keep a consistent reading
speed. Our reading experience is impacted if there are obstacles such as difficult words or lengthy
sentences. Nonetheless, it is more subtle or hardly noticeable when we are not speaking out loud.
For a significant improvement in your English pronunciation quality, practice reading out
loud. This method requires you to keep a consistent reading speed, pause as needed, and emphasize
specific words just like a native speaker naturally does when talking. Above all, it requires you to
pay attention to every sound you articulate, leading me to my next point...
Emphasize specific sounds even more
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I need to confess something minor (don't worry, it's a positive confession, I assure you). I
believe the key to achieving a high level of accuracy similar to that of a native speaker is to avoid
being lazy when speaking. This implies hitting every sound perfectly - what we discussed earlier.
As an English teacher, I am extremely strict about pronouncing specific English sounds,
especially the two-way "th" sound.
The key point about "th" is that it can sound like either a "d" or a "t" based on the word.
Nevertheless, it is not equivalent to just pronouncing the sounds "d" and "t" instead of the correct
"th", as it alters the meaning of your statement entirely. Allow me to provide you with some
instances.
"The correct pronunciation of "think" involves the sound "th", not "t" like in "tink".
The word "thought" is said with a "th" sound, not a "t" sound like in "taught".
The word "though" is pronounced with a sound of "th", not "d" like in "dough".
"Breathe" is said with a "th" sound, not a "d" sound like in "breed".
These individual sounds are what truly matter. A large number of my students initially find
this simple trick to be very frustrating, but it yields benefits in the end! Students have come to me
years after graduating to express gratitude for the challenging exercises I taught them, which they
say greatly improved their communication skills.
Have a conversation with yourself
Hmm... while the tips and strategies mentioned in this article are helpful, you may still be
wondering where to find high-quality practice resources. The response is: no place at all!
Considering everything mentioned before, a great method for enhancing your English
pronunciation is to have conversations with yourself, no matter how strange it may seem.
Therefore, discover a subject that captivates you and allows you to speak at great length,
such as your preferred film or a significant worldwide problem. Additionally, determine the accent
or speaker you wish to replicate. After that, position yourself in front of a mirror, film yourself,
try to pay attention to each noise you make, and evaluate your performance. Following that, repeat
and enhance. In the end, "repetition is the mother of learning"! This method is beneficial not only
for enhancing your pronunciation but also for improving your overall communication abilities in
English.
Engage in exercises with difficult phrases to pronounce
Finally, we have tongue twisters, which are my preferred technique! Tongue twisters may
appear difficult at first, but with practice, they become easier. Moreover, if you consistently work
on them, you will naturally incorporate that level of accuracy into your daily conversations.
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CONCLUSION
Therefore, when educating individuals on the English language vowels, we can focus on
the length of the vowels.
Vowel Duration: Showing different lengths of vowels in a word by stretching rubber bands
on longer vowels and letting them shrink on shorter ones. Next, allow the students to give it a shot.
An instance would be 'fifteen' having the rubber band stretched for the 'ee' vowel, while
'fifty' wouldn't stretch the band as both vowels are said quickly. Instructing students on syllables
involves having them count syllables in a word by using their fingers or placing objects on a table
to represent each syllable. Teachers can demonstrate syllable stress by clapping softly and loudly
in accordance with each syllable of a word. An example of this would be the term 'beautiful'
represented as loud-soft-soft. Start by practicing short lists of words with the same syllabic stress
pattern, and then have your learners try listing other words with that pattern.
REFERENCES
1.
Brown, H. D. (2000). Principles of language learning and teaching. White Plains, NY:
Addison Wesley Longman.
2.
Derwing, T. M., & Munro, M. J. (1997). Accent, intelligibility and comprehensibility:
Evidence from four L1s. Studies in Second Language Acquisition, 19, 1-16.
3.
Fraser, H. (2000). Coordinating improvements in pronunciation teaching for adult learners
English as a second language, Department of Education, Training and Youth Affairs,
Canberra.
4.
Morley, J. (1998). Trippingly on the tongue: Putting serious speech/pronunciation
instruction back in the TESOL equation, ESL Magazine, issue January/ February, 20-23.
5.
Pitt, M. (2009). How are pronunciation variants of spoken words recognized? A test of
generalization to newly learned words. Journal of Memory and Language, 61(1), 19-36.
6.
Gallacher, L. (2002) Teaching English: Pronunciation. British Council, BBC world
service, Bush House, strand, LondonWC28 4PH, UK. Larsen-Freeman, D. (1986).
Techniques and Principles in Language Teaching. Oxford: Oxford University Press.
