THE PRACTICE OF TEACHING ENGLISH PHONETICS TO STUDENTS OF NON-LINGUISTIC MAJORS IN MODERN CONDITIONS

Author(s): Kuznetsova Е.V., Matalova S.V., Smirnova M.V.

Rubric: Methods and technologies of training and education

DOI: 10.21777/2500-2112-2024-1-63-71

Release: 2024-1 (46)

Pages: 63-71

Keywords: phonetic skills, English as a lingua franca, peer-to-peer teaching (P2P), feedback, individual educational trajectory

Annotation: The rapidly changing world directly affects the educational sphere. The university teaching staff constantly has to solve new psychological, pedagogical and methodological issues. Undoubtedly, teaching approaches must take into account the needs of modern students and adapt to the specificities of socio-economic and political reality. Presently, from the point of view of teaching methods, the pronunciation of native English speakers is no longer perceived as an absolute norm and a standard to follow. When teaching English as a language of international communication (lingua franca), the goal of developing phonetic skills is to achieve intelligibility of speech in professional communication and the ability to understand a wide range of accents. As practice shows, working on improving pronunciation skills of university students has a number of issues. Students should not feel uncomfort- able during pronunciation training. Today, personalization of the learning process is becoming a current trend in higher education. The article proposes the authors’ model of teaching pronunciation based on P2P method and development of an individual trajectory. The practical significance of the study is observed in the critical analysis of the experimental training conducted, and in the possibility of using the described technique when teaching a foreign language at a university.

Bibliography: Kuznetsova Е.V., Matalova S.V., Smirnova M.V. THE PRACTICE OF TEACHING ENGLISH PHONETICS TO STUDENTS OF NON-LINGUISTIC MAJORS IN MODERN CONDITIONS // Education Resources and Technologies. – 2024. – № 1 (46). – С. 63-71. doi: 10.21777/2500-2112-2024-1-63-71