The methodology of teaching different types of pronunciation to b2 level students - Дипломная работа

THE MINISTRY OF HIGHER AND SECONDARY SPECIAL EDUCATION OF THE REPUBLIC OF UZBEKISTAN UZBEKISTAN STATE UNIVERSITY OF WORLD LANGUAGES ENGLISH LANGUAGE THE FIRST FACULTY THE DEPARTMENT OF ENGLISH PHONETICS AND PHONOLOGY the methodology of teaching different types of pronunciation to b2 level students 5111400- Foreign language and literature (English language) for granting bachelor`s degree QUALIFICATION PAPER Sergienko Ekaterina Andreevna QUALIFICATION PAPER SCIENTIFIC ADVISOR: IS ADMITTED TO DEFENCE _____ G. Radjabova The Head of the Department of English Phonetics and Phonology ____________ H. Paluanova Tashkent- 2017 Table of contents Abstract I. Statement of intent II. Literature review II.1 The notion “B1 level student” II.2 Traditional attitude to the teaching pronunciation. II.3 Jeremy Harmer and his applied book: “How to teach English”. II.4 J. Jalolov and his methodological course book: “The methodology of teaching English”. II.5 Roger Gower, Stewe Walters and Diane Philliphs and the applied book “Teaching practice book”. II.6 Douglas Brown and the book: “Principles of English learning and teaching”. III. Procedures and process. III.1 Statement of purpose. III.2 Method III.3 Methods and techniques, used during the lessons. IV. Data analysis and discussion. IV.1 Comparison of the while-test quiz results with the final quiz results. IV.2 Working with data on individuals and groups. IV.3 Answers to the research questions. V. Final reflection. CHAPTER I. STATEMENT OF INTENT english pronunciation teaching techniques The last investigation in the sphere of the language usage and the popularity of one or another language around the world, has shown that nowadays English remains steadily the position of the second World language, spoken by 560 million people in the World after the Chinese, that`s spoken by 1213 million people: that is not surprising in accordance with their population explosion. Nowadays as an official language it is spoken in 59 countries and 85 countries spoke it not officially before 2013. Exactly this year (2014) the Republic of Uzbekistan joined the mentioned quantity and now there are 86 countries that use English language as the key. New political, sociocultural and economical reality of the World, the impact of the technological innovation of civilization demand the functional expansion of the foreign language as a subject. According to the decree 19.71, signed by the first President of the Republic of Uzbekistan in the 10 of December 2013 and named “Measures for the further language development”, the past academic year for the centres of education, whatever they are: school, lyceums, colleges, universities, commemorated the change in the methodical plans - the affirmation of the English language as the first foreign language that lead to the necessity of teaching and learning it from the 1st grade and till the graduating from a university, where the English language also remains the preference in all the fields of study. The spread of the English language has already conquered the World and, basing on the native language of one or another country that admitted it, worked out dozens of accents that lead to the irony: the language, which role was to unite people and help all the people in the World connect with each other easily, became so various in different country that it could be interpreted as unfamiliar and disconnecting.So, in order to overcome such a widely-spread problem, we should understand that teaching of pronunciation of the chosen language must be of the great importance for not to create a new language and maintain the ability to connect with other nationalities in the learned language, fairly called for the World expansion “Globbish”. To fulfill such an aim we should remember, that the basic aim of the foreign language teaching is the formation of the ability to use the foreign language as a tool for communication in the dialog of culture and civilizations of the modern World. This aim suppose the interconnected communicative and socio-cultural students` development by the English language that can also be fruitful during the self-development in the interested spheres of education, where the English language plays the role of the individual integration into different cultures, that can`t be provided without the teaching of correct pronunciation, as it plays a great role in the ability to understand people and as the result to build the successful communication. That is why the choice of the diploma`s work sphere of dedication has fall on this topic: enough arguable for its importance and not enough developed. Being the sub-skill of the speaking skill, it is omitted in most cases and given to students only in phonology`s capacity and only as a theory, omitting the important practice of pronunciation. Basing on all the mentioned above, I see my first aim in revealing the importance of the sub-skill, so unfairly omitted. In order to fulfill the task, I`m going to use the