Peculiarities of teaching pronunciation in lifelong learning framework

Abstract

In this article the author reveals some pressing issues of teaching English pronunciation in the history of national and foreign methodology of teaching foreign languages. Kazakh and Western educational materials were studied, which gives a competent opportunity to analyze available methods, approaches and techniques in teaching English pronunciation in order to develop more effective ones. The article deals with the problem of mechanisms of comprehensive approach in teaching the English pronunciation. It contains much useful information about reason for misrepresent the meaning of English phrases, words, different kinds of stresses and about basic tones of English intonation. Pronunciation training is of great importance, as its performance is largely determined by the success in learning spoken language. It minimizes the risk of stabilization of pronunciation habits that are difficult for native speakers to understand. Teaching any foreign language, including English, begins with a clear statement of a question about the correct pronunciation. Without correct pronunciation cannot be delivered by the manifestation of the communicative language function. Especially important is the initial phase of training, because in this period, learners quickly perceive new material, they are characterized by imitation, that helps to a subconscious level, to postpone the newly acquired knowledge. If the issue is not paid enough attention to the beginning of training, then it would be much harder to correct errors and improve pronunciation. The article deals with an unconventional approach in explaining the articulation of English sounds, based on a comparison of the articulation of the English and Russian sounds.