Contents introduction chapter I. The significant side of teaching pronounciation to pupils

CHAPTER 1. THE SIGNIFICANT SIDE OF TEACHING PRONOUNCIATION TO PUPILS.
1.1.The role and goals in teaching pronounciation.
The role of English as an international language emphasized the need for learning the language to pursue international competitiveness, for international communication and accreditation for the university and its students in the education context, in labor market and in the word of research and science. English is endorsed for scientific, technological and cultural interaction, as well as economic, political and strategic cooperation, spreading also through mass media, communications, multinational corporations. English has grown in importance, where it is perceived as an essential skill for people to access employment in international and global companies.The importance of teaching pronunciation in English language is obvious. It is generally recognized that pronunciation is the first and most important thing in communication. When mispronounced, the simplest words will prevent the speaker from communicating in English, so pronunciation can be considered as the main troublemakers from the view of language intelligibility. Effective pronunciation teaching offers learners a choice in how to express themselves and feel a pleasure in exchanging ideas.Pronunciation is more important than it seems to be and has always been acknowledged that it is a fundamental part of learner’s oral ability in the target language. Intensive contact with good pronunciation models in the beginning of the learning process. Help to find out effective way of teaching English pronunciation especially tailor-made for learners/teachers to cultivate spoken English that is easy to understand for listeners, develop strategies for spoken language that serves communicative needs effectively an increase self-confidence in teaching with useful methodology based on research, meeting the needs of teachers
Harmer states that it is thanks to pronunciation teaching that students not onlybecome aware of different sounds and sound features but can also improve their speaking immeasurably. He claims that “concentrating on sounds, showing where they are made in the mouth, making students aware of where words should be stressed – all these things give them extra information about spoken English and help them achieve the goal of improved comprehension and intelligibility. “Harmer claims that the way how to achieve clear communication is not getting students to produce correct sounds or intonation, but it is rather the way to show them howEnglish is spoken in the real world. The more students get exposed to the world of real communication, listening, and watching audio or videotape materials, the greater opportunities that their intelligibility get improved. According to Kenworthy the appropriate objective for positive assessment of the correct pronunciation of English learners is intelligibility. The word "understandable" means "the ability of the listener to identify the words of a particular speaker, the more the words identify the listener hears, the more intelligible the speaker, the listener listens to another word or phrase, is able to understand the speaker even though he does not use the exact same sound as the native speaker. The clarity can be influenced by various factors, such as self-correction, grammatical restructuring, speech speed, verbal accent, rhythm, intonation, conversation ".We often think of pronunciation teaching in terms of helping students achieve accurate pronunciation so that their production of sounds, stress, rhythm, and intonation begins to match an ideal pattern. But accuracy is only one part of good pronunciation. Fluency in producing sounds and other aspects of pronunciation is equally important.¹
Pronounciation is one of the most important things that students must master in to communicate appropriately and fluently.Good pronunciation skills do not only bring speakers confidence to communicate but it also improves their listening comprehension, the basis of an accomplished conversation.Another important aspect in teaching pronunciation is to decide what features of pronunciation are crucial to be focused on.Following Harmer teaching pronunciation of sounds, words stress, sentence stress, intonation and connected speech are the pronunciation areas teachers should draw their students’ attention to. Second-language learning requires explicit learning with repeated practice to commit these to long-term memory and to make access more automatic, or "fluent". native-like pronunciation is an inappropriate aim for most learners. Achieving pronunciation which is good enough for students to be always understood is one of the main goals of foreign language learners.Considering the aspects of communicative purpose of language teaching according to Scrivener it is important to remember that no one area of skills or language systems existt in isolation: there can be no speaking if you don´t have the vocabulary to speak with, there´s no point learning words unless you can do something useful with them. The primary objective of our research and practical output is to find main goals to meet learners’ individual needs and allow them to form a positive image of themselves as confident speakers of a foreign language. Knowing about positive and negative influence of native tongue we can determine the degree of phonic approximation of the quality of English phonemes, vowels and consonants non-existing in mother tongue which can cause the most specific errors under the influence of the mother tongue in the English speech performance of learners.Wrembel in his work [1] introduced the following “goals for learners to develop their pronunciation and better-spoken English in second language acquisition:

1. Functional intelligibility

2. Developing spoken English that is easy to understand for listeners;
3. Functional communicability
4. Developing spoken language that serves communicative needs effectively; -
increased self-confidence
5. Developing a positive self-image;
6. Speech-monitoring abilities and speech-modification strategies that will allow
students to develop intelligibility, communicability and confidence outside the classroom.

1.2 Reflective and effective teaching of pronounciation

Pronunciation is an inescapable part of spoken communication, and all speakers

have an accent of some sort. It is impossible to speak a language without
pronouncing it, and it is impossible to understand other speakers without negotiating their pronunciation. Most adult language learners need help with pronunciation in order to be more intelligible and to understand others. Yet activities that work to enhance global speaking ability, which prioritize fluency (such as communicative or task-based activities) may not improve pronunciation (which typically requires activities prioritizing accuracy) because fluency and accuracy in speech are often seen as competing goals. We believe that specific attention to, and instruction in, pronunciation can help learners not only improve their pronunciation, but also, if done well, complement fluency-oriented speaking and listening goals. Knowing how to teach pronunciation is an essential skill for any language teacher. However, English language teachers often report feeling uncertain about or inadequate in teaching pronunciation (Breitkreutz, Derwing, & Rossiter, 2001; Burgess & Spencer, 2000; Foote, Holtby, & Derwing, 2012; Macdonald, 2002). Rarely do teachers say they feel inadequate teaching grammar or other language features or skills. But pronunciation is different. This is why it is especially important to consider what makes an effective pronunciation teacher. WHAT MAKES AN EFFECTIVE PRONUNCIATION TEACHER?²
When we talk about effective and reflective teaching of pronunciation, we are talking about teachers’ practices in regard to students (effective teaching) and in regard to themselves (reflective teaching). Effective teaching depends on teachers understanding what makes learners more intelligible, why pronunciation is important to intelligibility, and how students’ pronunciation skills can improve. Reflective teaching means that teachers look critically at their own teaching; they question and evaluate their own beliefs about pronunciation teaching and purposefully work to incorporate systematic reflection into their practice for more successful future teaching Although we could provide many characteristics of effective pronunciation teachers, this chapter looks at four characteristics that are particularly important. Effective pronunciation teachers understand the factors that affect pronunciation learning, assess their learners’ needs, have an appropriate goal for teaching pronunciation, and employ varied techniques in a coherent framework for teaching pronunciation. Finally, the chapter describes suggestions to become a more reflective pronunciation teacher, including questions to consider before
teaching pronunciation and suggestions for ways to incorporate reflection during teaching. Understanding Factors That Affect Pronunciation Learning
An effective pronunciation teacher understands that pronunciation learning in a foreign or second language (we use L2 to refer to both of these learning contexts) occurs differently for different learners. In fact, few areas in language show such variation in ultimate attainment. Many factors seem to be connected to this variation. One of the most obvious is the influence of the first language (L1). L2 learners come into the new language with pronunciation patterns from their L1 already fixed in place. German speakers do not speak or hear English the way French speakers or Farsi speakers do. Further, the articulatory movements of their L1s are automatic, often leaving traces of their L1 (an accent) on their L2. Changing these articulatory patterns is challenging, not only for new sounds, but also for new patterns of speaking and voice quality distinctions. In addition to the L1, age differences are critical in the success of pronunciation learning. Native accents for adult learners are rare, perhaps constituting evidence of a critical period in language learning (Scovel, 2000). Researchers have argued that
once learners reach a certain age, the possibility of native-like abilities in the L2 either stops or steadily decreases Language learning still occurs, just not by the same mechanisms that operate in learning the L1. However, other research indicates that pronunciation evidence for the Critical Period Hypothesis is not as clear as once thought. For example, we know that some L2 learners become native-like in pronunciation and ability to use the L2 even when they start their learning well beyond the critical period Though they are a minority of L2 learners, these so-called exceptional learners have certain characteristics in common in their pronunciation learning. They approach pronunciation learning metacognitively, that is, they think about how to learn most effectively and test their ideas out. Further, they strongly identify with the new language, are socially outgoing in how they approach learning and use the language in as many ways as they can. In other words, they want to sound like natives, they approach language learning through interacting with others, and they seek out ways to use the language.