Of the republic of uzbekistan the uzbekistan state world languages university english faculty III

Pronunciation of consonants:

• Dental fricatives /θ/ and /ð/ provide a challenge. Instead, they can be fronted [f v], halted [t, d], or hissed [s, z].

• Speakers may pronounce the word's first r as a guttural ar or a trill). These are frequently misheard as /h/ by English speakers, causing confusion between ray and hay, red and head, height and right, and so on.

• The elimination of the coda /m n / resulted in the neutralization of a variety of nasal vowels (frequently generating random diphthongs with [j w], or often randomly losing them, such that sent and saint, as well as song and sown, are homophonous). When stressed and followed by a nasal consonant, vowels are frequently nasalized, even if the consonant begins a full syllable after it.

Designing assessment tasks: Imitative pronunciation

Designing assessment tasks: Word stress

Word stress – recognition of English Word stress patterns.

Example:

Direction: Circle the alternative that shows the syllable receiving the main stress (capital letters = stress)

(on cassette) 1. Photography is one of my favorite activities.

1. PHOtograpy

2. photography

3. ACTivities

4. activities

Read-Aloud Tasks:

Intensive read-aloud activities entail reading passages longer than a sentence, up to a paragraph or two. This approach is simple to use: choose a passage that combines test specifications and record the test-output; taker's scoring is simple because the test-oral taker's output is controlled. Reading aloud may be a surprise strong indication of total oral output capacity, according to the results of study on the Versant test stated above.

For decades, reading passages have been utilized in foreign language programs to assess spoken performance. A "diagnostic passage" of roughly 150 words was included in Prator's (1972) Manual of American English Pronunciation, which students may read aloud into a tape recorder. Teachers who listened to the audio rated students on a number of phonological elements (vowels, diphthongs, consonants, consonant clusters, stress, and intonation) by filling out a two-page diagnostic checklist that included all mistakes and doubtful items. These checklists apparently provided guidance to the teacher for future emphases in the course.