IX Международная студенческая научная конференция Студенческий научный форум - 2017

Pronunciation problems will vary from student to student. Common problems are likely to occur:

• Difficulty in pronunciation sounds which do not exist in students own language.

• Confusion of similar sounds.

• Use of simple vowels instead of diphthongs.

• Difficulty in pronouncing consonant clusters

• Tendency to give all syllables equal stress, and a “flat” intonation.

The basic steps of training for students are: to say the sound clearly in isolation and in a number of words or tongue twisters, to repeat the sounds, to contrast sounds, so that students can hear the difference clearly; to describe how it is pronounced, to give a quick demonstration to show how the steps might together. Students are also recommended to do such training exercises, as saying short sentences or phrases in which one word is missing. They are to guess the word which contains the sound to be trained. Students say sentences using the words written on the board, ect.

In connected speech many vowels become reduced because complete words are unstressed. Reducing vowels is a feature of normal spoken English – it is not “uneducated” or “substandard” usage. It’s a good idea to encourage students to reduce vowels in unstressed words (conjunctions, prepositions, auxiliary and modal verbs, ets.).

English is a “stressed-time” language. This means that the length of time between stressed syllables is always about the same, and if there are several ustressed syllables they must be said more quickly. “Stress –timing” is a very important feature of spoken English. If students become accustomed to hearing English spoken with a national rhythm in class, they will find it easier to understand real English when they hear it spoken outside the class.

As for intonation, students should understand it as the “music” of a language – the way voice goes up and as we speak. There are tree general points about intonation.

• Intonation is very important in expressing meaning, and especially in showing our feelings (e.g. surprise, disbelief, gratitude)

• Intonation patterns in English are quite complex, and it is better for students to acquire them naturally rather than try to learn them consciously.

Students should be aware of two basic intonation patterns: rising tone – used in asking “Yes/No” questions, and to express surprise, disbelief, etc. The voice rises sharply on the stressed syllable. Falling tone is used for normal statement, commands, and for Wtt-questions. The voice slightly rises earlier in the senteme, and then falls on the key word being stressed.

The easiest way for students to practise stress and intonation is by repetition drilb which are often boring for students to do Back-chaining is effective, i.e practicing saying the sentence in sections, starting with the end and gradually working backwards to the beginning. It is the last stressed syllable that determins the intonation Pattern. Of the sentence to by repeating the end of the sentence, the correct intonations preserved.

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