The most common difficulties in auding and speaking. Psychological characteristics of speech. Linguistic characteristics of speech. Prepared and unprepared speech. Mistakes and how to correct them. Speaking in teaching practice. Speech, oral exercises.
Comprehension of the text by the ear can be ensured when the teacher uses the material which has already been assimilated by pupils. However this does not completely eliminate the difficulties in auding. Pupils need practice in listening and comprehension in the target language to be able to overcome three kinds of difficulties: phonetic, lexical, and grammatical.[4] Phonetic difficulties appear because the phonic system of English and Russian differ greatly. The hearer often interprets the sounds of a foreign language as if they were of his own language which usually results in misunderstanding. The following opposites present much trouble to beginners in learning English: Θ - s tr - tƒ A - o s - z a: - o Θ - f dr - dg d - z t - tƒ o: - ə: w - v d - v n - rj ae - e Pupils also find it difficult to discriminate such opposites as: o: - o, a - A, i: - i, u: - u. They can hardly differentiate the following words by ear: worked - walked; first - fast - forced; lion - line; tired - tide; bought - boat - board. The difference in intonation often prevents pupils from comprehending a communication. For example, Good ΄morning (when meeting); Good ˛morning (at parting). The way the narrative progresses: whether the passage is taken from the beginning of a story, the nucleus of the story, the progress of the action or, finally, the end of the story. The title of the story may be helpful in comprehending the main idea of the text. The simpler the narrative progresses, the better it is for developing pupils skills in auding. The form of communication: whether the text is a dialogue or a monologue. Monologic speech is easier for the learners, therefore, it is preferable for developing pupils ability to aud. 3. Conditions of presenting the material are of great importance for teaching auding, namely: The speed of the speech the pupil is auding. The hearer cannot change the speed of the speaker. There are different points of view on the problem of the speed of speech in teaching auding a foreign language. The most convincing is the approach suggested by N. V. Elukhina. She believes that in teaching auding the tempo should be slower than the normal speed of authentic speech. However this slowness is not gained at the expense of the time required for producing words (that might result in violating the intonation pattern of an utterance), but of the time required for pauses which are so necessary for a pupil to grasp the information of each portion between the pauses.
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