Best Ways of Teaching Pronunciation, Grammar And

8/8/2019 Best Ways of Teaching Pronunciation, Grammar And

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Best ways of teachingBest ways of teaching

Pronunciation, grammarPronunciation, grammar

and vocabularyand vocabulary

Meruert Yeserkeyeva

Group 312


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TeachingTeaching

pronunciationpronunciation


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Taking into consideration influence of nativeTaking into consideration influence of native

language on pronunciation, foreign language soundlanguage on pronunciation, foreign language soundare divided into:are divided into:

1. Phonemes close to phonemes of native language1. Phonemes close to phonemes of native language

according to articulation and acoustic peculiarity:according to articulation and acoustic peculiarity:

[b], [g], [s], [z], [m];[b], [g], [s], [z], [m];

2. Phonemes which seem to be close to phonemes2. Phonemes which seem to be close to phonemes

o native language; [e], [o native language; [e], [ii:], [l] and etc.;:], [l] and etc.;

3. Phonemes which do not have analogues in3. Phonemes which do not have analogues in

native language: [r], [h], [w], etc.native language: [r], [h], [w], etc.


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Sounds of theSounds of the first groupfirst group areare

entered in speech and acquired byentered in speech and acquired bylearners imitatively in the processlearners imitatively in the process

of work on these samples.of work on these samples.

Explanation of sounds of theExplanation of sounds of the

second and third groupsecond and third group consists ofconsists of

4 components:4 components:


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1.1.

supposes its clear pronunciationsupposes its clear pronunciationby the teacher as in isolated typeby the teacher as in isolated type

so in sound context (in word, inso in sound context (in word, in

speech sample). Two ways arespeech sample). Two ways are

possible: from isolated sound topossible: from isolated sound to

word (speech sample) and fromword (speech sample) and fromword (sample) to isolated sound.word (sample) to isolated sound.


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2.2.

depends ondepends onpeculiarity of the concrete sound.peculiarity of the concrete sound.

Teacher can explain setting ofTeacher can explain setting of

speech organs, correlate with somespeech organs, correlate with somealike positional variant of nativealike positional variant of native

phoneme, use comparison whichphoneme, use comparison which

helps to produce the sound, givehelps to produce the sound, givedescription through the nativedescription through the native

sound.sound.


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3.3.help to show distinguishinghelp to show distinguishing

peculiarities of a new sound. Forpeculiarities of a new sound. For

this the teacher pronouncesthis the teacher pronouncessounds of learning language andsounds of learning language and

native with which learner cannative with which learner can

confuse learning language.confuse learning language.


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4.4.

by learners closes the level ofby learners closes the level of

explanation and opens the levelexplanation and opens the level

of training.of training.


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TeachingTeaching

grammargrammar


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The modern condition of theory of skills andThe modern condition of theory of skills and

abilities in foreign language enables to distinguish 4abilities in foreign language enables to distinguish 4

main stages of work with grammar material:main stages of work with grammar material:

1. Stage of presenting grammar material and1. Stage of presenting grammar material and

forming orienting basis for further formation offorming orienting basis for further formation of

the skill;the skill;

2. Formation of speech grammatical skills by their2. Formation of speech grammatical skills by their

automatisation in oral speech;automatisation in oral speech;

3. Including the speech skills in different types of3. Including the speech skills in different types of

speech;speech;

4. Development of speech skills.

4. Development of speech skills.


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1.1. The aim of the first stageThe aim of the first stage is formation ofis formation oforienting basis for further formation of the skill inorienting basis for further formation of the skill in

the process of:the process of:

a) its presentation in oral and written speech witha) its presentation in oral and written speech with

an aim to demonstrate its communicativean aim to demonstrate its communicative

function;function;

b) learning its ways of formation, its meaning andb) learning its ways of formation, its meaning and

sphere of its usage;sphere of its usage;

c) primary action fulfillment including a givenc) primary action fulfillment including a given

phenomenon according to sample without rule orphenomenon according to sample without rule or

with rule.with rule.


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The form of presentationThe form of presentation oral ororal or

writtenwritten is chosen taking intois chosen taking into

account the factors:account the factors:

1. stage of learning language1. stage of learning language

2. difficulty of grammar material2. difficulty of grammar material

3. aim of learning.3. aim of learning.

The character of learning may beThe character of learning may bedifferent: practical or theoreticaldifferent: practical or theoretical--

practical.practical.


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2. The second stage may be considered as the most2. The second stage may be considered as the most

important because of automatisation of grammar actionsimportant because of automatisation of grammar actions

without which skill formation is impossible.without which skill formation is impossible.

y The period ofstandardization ofspeech grammaraction with an aim toform solidconnections betweengrammar form andits function in speech.

The main exercisesare conditionallyspeech situational.

y The aim of thesecond period isformation of labilqualities of speechgrammar training .Exercises situationalconditional

grammaticallydirected speechexercises.


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3. The stage of formation of speech3. The stage of formation of speechgrammar skills is the beginning ofgrammar skills is the beginning of

the third periodthe third period including the skillincluding the skill

of training grammar phenomenon inof training grammar phenomenon inspeech skill if monologic andspeech skill if monologic and

dialogic speech.dialogic speech.


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The main factor which determine theThe main factor which determine the

success of teaching speech activity issuccess of teaching speech activity is

exercises because in exercises modelingexercises because in exercises modeling

activity speech skills and abilities are formed,activity speech skills and abilities are formed,

developed and perfected.developed and perfected.

Three types of exercises for teachingThree types of exercises for teaching

learners speech activity are determined:learners speech activity are determined:

1. language;1. language;2. conditional speech;2. conditional speech;

3. speech.3. speech.


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TeachingTeaching

vocabularyvocabulary


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Basic stages of work withBasic stages of work with

vocabulary:vocabulary:

1. Presenting new material;1. Presenting new material;

2. Primary consolidation;2. Primary consolidation;

3. Development of skills and abilities3. Development of skills and abilitiesof using vocabulary in differentof using vocabulary in different

types of speech activity.types of speech activity.


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Semantisation of word meaningSemantisation of word meaning

Non-

translatingTranslating


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NonNon--translating:translating:

1.1. Demonstration of items, gestures, actions,Demonstration of items, gestures, actions,

picturespictures2.2. Disclosing the meaning of word onDisclosing the meaning of word on

foreign language:foreign language:

a) definition;a) definition;b) enumeration;b) enumeration;

c) semantisation by synonyms andc) semantisation by synonyms and

antonyms;antonyms;

d) understanding the word throughd) understanding the word throughcontext;context;

e) defining the meaning on the basis of itse) defining the meaning on the basis of its

inner form.inner form.


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Translating methods:Translating methods:

1.1. translation of the word bytranslation of the word bycorresponding equivalent in nativecorresponding equivalent in native

language;language;

2.2. translationtranslation--interpretationinterpretation(information about coincidence or(information about coincidence or

difference in the volume ofdifference in the volume of

meaning).meaning).


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Peculiarities of exercises:Peculiarities of exercises:

1.1. they must be inevitable part of explanationthey must be inevitable part of explanationserving illustrational, explanation and controllingserving illustrational, explanation and controlling

functions;functions;

2.2. new lexical units must be presented in knownnew lexical units must be presented in known

lexical surrounding and grammatical forms andlexical surrounding and grammatical forms and

structures;structures;

3.3. not only elementary operations but alsonot only elementary operations but also

complex actions most be taken into accountcomplex actions most be taken into account

which develop creative possibilities of learners.which develop creative possibilities of learners.

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Best Ways of Teaching Pronunciation, Grammar And