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PHONETIC COMPETENCE DEVELOPMENT THROUGH THE METHODOLOGY OF
EXERCISE DESIGN AND SELECTION
Azamat Ergashev
Independent Researcher, Namangan State Institute of Foreign Languages,
Namangan, Uzbekistan; Email: azamat.ergashev.98@gmail.com
https://doi.org/10.5281/zenodo.15746866
Abstract
This study examines the methodological foundations of designing and selecting phonetic
exercises for the development of phonetic competence among young learners of English as a
foreign language. Phonetic competence—comprising accurate pronunciation, stress, and
intonation—is crucial for communicative effectiveness but remains underdeveloped in many
early EFL classrooms. Through a qualitative study involving textbook analysis, teacher interviews,
and classroom observations, this research identifies key types of phonetic exercises and outlines
principles and criteria for their selection. Results show that a structured, developmentally
appropriate, and multisensory approach significantly enhances learners' phonetic performance.
The findings support the need for an integrated exercise framework to guide phonetic instruction
at the primary level.
Keywords:
phonetic competence, pronunciation instruction, exercise design, EFL, young
learners, phonetic training, task selection
1. Introduction
Phonetic competence—the ability to perceive, produce, and interpret the sounds of a
language accurately—is a fundamental aspect of oral communication. Among young learners, this
competence develops during a critical period of cognitive and articulatory plasticity, which makes
early education an ideal stage for focused phonetic instruction (Werker & Hensch, 2015). Despite
its importance, phonetic instruction in many primary EFL (English as a Foreign Language)
contexts remains unsystematic, often limited to mechanical repetition without strategic
progression (Levis, 2020; Munro & Derwing, 2021).
Phonetic exercises, if appropriately designed and sequenced, can provide targeted and
engaging practice that fosters both segmental (individual sounds) and suprasegmental
(intonation, stress) development. However, teachers often lack clear guidelines for choosing and
designing such exercises. This study seeks to address this gap by identifying exercise types,
outlining key design principles, and establishing criteria for selecting phonetic exercises for
primary-level EFL instruction.
2. Materials and Methods
2.1 Research Design
This study employed a qualitative descriptive design combining document analysis,
classroom observation, and teacher interviews. The goal was to analyze real-world phonetic
teaching practices and derive a methodologically sound model for exercise design and selection.
2.2 Participants and Context
Participants included five English teachers working in grades 1–3 across three public schools
in Namangan, Uzbekistan. The study involved classroom observations over a 3-week period,
supplemented by semi-structured interviews and an analysis of national EFL textbooks.
2.3 Data Collection Instruments
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Document analysis
: Review of textbook units and accompanying audio materials for
phonetic focus.
Observation checklists
: Tracking learners’ engagement, production, and response to
different types of phonetic activities.
Interviews
: Teachers were interviewed about their approach to phonetic instruction,
perceived challenges, and their criteria for exercise selection.
2.4 Data Analysis
Collected data were analyzed thematically. Exercise types were categorized into perceptual,
articulatory, and integrative drills. Interview transcripts and observational notes were coded to
extract common principles and criteria applied (or neglected) in practice.
3. Results
The findings of the study revealed distinct categories of phonetic exercises currently in use,
as well as important methodological patterns and criteria for their design and selection. These
results are derived from textbook analysis, classroom observations, and interviews with five
English language teachers working with primary learners.
3.1 Classification of Phonetic Exercises
Analysis of the observed lessons and reviewed teaching materials allowed the exercises to
be grouped into three main categories: perceptual, articulatory, and integrative communicative
exercises. Table 1 below provides a summary of these categories, their defining characteristics,
and illustrative examples.
Table 1. Classification of Phonetic Exercises for Primary EFL Learners
Category
Purpose
Example Activities
Perceptual exercises
Develop learners’ ability to
distinguish sounds aurally
Minimal pair listening,
stress/intonation identification
Articulatory exercises
Improve motor coordination
and articulatory accuracy
Mirror drills, repetition of target
sounds, mouth shaping
Integrative
communicative
exercises
Practice phonetic features in
meaningful contexts
Role-plays, story-based
pronunciation tasks, chants
Perceptual exercises were frequently observed in textbook audio tasks and were generally
implemented at the beginning of units. Articulatory drills were less consistently used and often
depended on the teacher’s initiative. Communicative drills embedding phonetic targets into
speaking tasks were found most effective for maintaining learner engagement, though rarely
included in printed materials.
3.2 Frequency of Use and Observed Effectiveness
The classroom observations indicated that perceptual exercises were the most commonly
used (47% of phonetic activity time), followed by articulatory exercises (33%), and integrative
communicative exercises (20%). However, when teachers were asked to rate the effectiveness of
each category in promoting lasting improvement in learners’ phonetic competence, a different
trend emerged.
Figure 1 below illustrates the perceived effectiveness vs. frequency of use of each exercise
type based on combined teacher feedback and classroom observation.
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This discrepancy suggests that while perceptual exercises are more frequently implemented,
articulatory and communicative tasks are perceived as more impactful in promoting phonetic
competence. Teachers noted that exercises which required learners to use target sounds in
context (e.g., role-plays, chant-based tasks) led to better retention and more confident production
of challenging phonemes and intonation patterns.
3.3 Emerging Principles and Criteria
From interview data and lesson analysis, several guiding principles for phonetic exercise
design emerged. These included ensuring developmental appropriateness, focusing on one
phonetic feature per task, and incorporating multisensory input. Teachers stressed the value of
scaffolded sequencing—starting with recognition, followed by controlled production, and
concluding with contextual application.
In terms of selection criteria, teachers consistently highlighted the following:
Phonological salience: prioritizing sounds that are difficult or easily confused;
Learner enjoyment: using formats that are playful or story-based to increase participation;
Repetitive exposure with variation: revisiting sounds in different contexts to reinforce
learning;
Ease of integration: the ability to incorporate exercises into the broader lesson objectives.
These findings underline the importance of intentional planning and pedagogical alignment
in phonetic instruction, rather than ad hoc or incidental pronunciation practice.
4. Discussion
This study confirms that the development of phonetic competence in young learners is most
effective when exercises are methodologically designed and carefully selected. Each exercise type
contributes to different aspects of competence: perceptual drills enhance listening accuracy,
articulatory tasks support motor production, and integrative drills ensure meaningful usage in
communication. The success of these exercises depends on how well they align with both linguistic
objectives and learners' cognitive readiness.
The lack of structured phonetic training in many classrooms may stem from insufficient
guidance on exercise design. The principles and criteria outlined in this study provide a roadmap
for teachers seeking to implement more systematic and effective phonetic instruction.
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Moreover, the study’s findings align with previous research advocating a multimodal, age-
sensitive approach to phonetics instruction in early EFL contexts (Shin & Crandall, 2014; Nation
& Newton, 2020). By combining clarity of focus with contextual engagement, phonetic exercises
can support both form-focused learning and communicative fluency.
5. Conclusion
Developing phonetic competence among primary EFL learners requires more than
repetition—it requires a principled, structured approach to exercise design. This study provides
practical insights into how various types of phonetic exercises can be integrated based on
pedagogical soundness and learner-centered criteria. A balanced phonetic curriculum should
incorporate perceptual, articulatory, and communicative tasks, all tailored to learners'
developmental stages.
Future research should examine the long-term effectiveness of these methodologies and
explore how they can be adapted to digital and multilingual learning environments. Training
programs for early-grade English teachers should also include modules on phonetic exercise
design and delivery.
References:
Используемая литература:
Foydalanilgan adabiyotlar:
1.
Levis, J. M. (2020). Intelligibility, oral communication, and the teaching of pronunciation.
Cambridge University Press.
2.
Munro, M. J., & Derwing, T. M. (2021). Pronunciation teaching in L2 classrooms: What the
research tells us. TESOL Quarterly, 55(2), 312–329. https://doi.org/10.1002/tesq.300
3.
Nation, I. S. P., & Newton, J. (2020). Teaching ESL/EFL listening and speaking (2nd ed.).
Routledge.
4.
Shin, J. K., & Crandall, J. A. (2014). Teaching young learners English: From theory to practice.
National Geographic Learning.
5.
Werker, J. F., & Hensch, T. K. (2015). Critical periods in speech perception: New directions.
Annual Review of Psychology, 66, 173–196. https://doi.org/10.1146/annurev-psych-010814-
015104
