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This article is intended for English language teachers who would like to
build and strengthen English reading, listening and speaking skills and to develop
the students’ confidence that their English is good.
The actual teaching process seeks to gain a better understanding of the
process by the students what they do and why they do it. The result is the so-called
construction of an “internal” or “bottom up” view of teaching.
It has become clear for the period of more than 20 years that our students are
being taught English so that they could speak English fluently, but a good
pronunciation has become an outsider in the teaching process. The main target is to
teach the students to speak. Pronunciation is something, which is considered to be
self-studied. However, it is not, and for many reasons.
This has prompted the subject of discussion after we have made a keen study
of a long-term experience of teaching journalists. It is rather an attempt to provide
some ideas how to incorporate pronunciation into the language process. While
trying to master English our students have the first problems and these are
pronunciation skills. Our curriculum is directed at speeding language proficiency,
that is the students should gain a good pronunciation by themselves. It must be of
great importance to obtain a good pronunciation on a par with fluent speaking.
The first help must come from the first-year students’ teachers who should
provide good pronunciation skills. It may take a whole term at least. Taking into
consideration that the teachers of the journalism faculty can’t dwell on such a long
time like teaching the students at philology faculties, we have to intensify teaching
pronunciation by correcting the students’ mistakes which they have come with, and
you know that it is a hard job to correct the mistakes, and it takes more time to
correct mistakes than to teach them the correct pronunciation right from the
starting point.
A great deal may be gained when the students are aimed at proper learning:
correct pronunciation and reading, word stress, sentence stress and competent use
of intonation. Our everyday work has brought the students to the fact that they
should know the rules of articulating the English sounds, dividing sentences into
sense groups, covering phrases by correct intonation patterns. They must know
what intonation patterns are used in all communicative types. As a result, they
must present correct reading of a sentence, a phrase, and paragraph. It is a very
hard job and much depends on the knowledge of a teacher, his or her individual
approach to the subject. We should admit that the recently adopted approach to
teach fluent English speaking while disregarding good pronunciation skills has
www.journal.fledu.uz 111
Илмий-методик электрон журнал
build and strengthen English reading, listening and speaking skills and to develop
the students’ confidence that their English is good.
The actual teaching process seeks to gain a better understanding of the
process by the students what they do and why they do it. The result is the so-called
construction of an “internal” or “bottom up” view of teaching.
It has become clear for the period of more than 20 years that our students are
being taught English so that they could speak English fluently, but a good
pronunciation has become an outsider in the teaching process. The main target is to
teach the students to speak. Pronunciation is something, which is considered to be
self-studied. However, it is not, and for many reasons.
This has prompted the subject of discussion after we have made a keen study
of a long-term experience of teaching journalists. It is rather an attempt to provide
some ideas how to incorporate pronunciation into the language process. While
trying to master English our students have the first problems and these are
pronunciation skills. Our curriculum is directed at speeding language proficiency,
that is the students should gain a good pronunciation by themselves. It must be of
great importance to obtain a good pronunciation on a par with fluent speaking.
The first help must come from the first-year students’ teachers who should
provide good pronunciation skills. It may take a whole term at least. Taking into
consideration that the teachers of the journalism faculty can’t dwell on such a long
time like teaching the students at philology faculties, we have to intensify teaching
pronunciation by correcting the students’ mistakes which they have come with, and
you know that it is a hard job to correct the mistakes, and it takes more time to
correct mistakes than to teach them the correct pronunciation right from the
starting point.
A great deal may be gained when the students are aimed at proper learning:
correct pronunciation and reading, word stress, sentence stress and competent use
of intonation. Our everyday work has brought the students to the fact that they
should know the rules of articulating the English sounds, dividing sentences into
sense groups, covering phrases by correct intonation patterns. They must know
what intonation patterns are used in all communicative types. As a result, they
must present correct reading of a sentence, a phrase, and paragraph. It is a very
hard job and much depends on the knowledge of a teacher, his or her individual
approach to the subject. We should admit that the recently adopted approach to
teach fluent English speaking while disregarding good pronunciation skills has
www.journal.fledu.uz 111
Илмий-методик электрон журнал
