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

Conclusion gives us data and short summary about the main idea of the research paper briefly.
Bibliography gives the information about the list of used literature.

Chapter I General Principles and concepts of Teaching English Pronunciation

§ 1.1. Theoretical background of teaching Pronunciation

In the substance of language materials, pronunciation is particularly important. Hearing (acoustic), uttering (motor), and meaning(semantic) are the three aspects of the pronunciation mechanism. One of the essential criteria of successful communication is understanding the phonetic side of the language, mastering the pronouncing subskill. We must respond to the following question: What does pronunciation mean in the context of FLT?
There are at least two widely recognized theoretical cornerstones in current FLT technique for teaching pronunciation in the English classroom. Stress, rhythm, intonation, linking (connection of speech across word borders, where one ends in a vowel sound and the next begins with a consonant sound, or vice versa), reduction, and deletion are all suprasegmental aspects of English. The segmental, individual vowel and consonant sounds contribute less to meaning and overall listener perception of nonnative speaker fluency. Although there are rules for suprasegmental use, they are far broader and more variable than the rules for learning articulation of specific sounds. Supra-segmental demand more concentrated, systematic attention and practice than segmental since they have greater meaning and are more difficult to master. Second, isolated pronunciation instruction does not result in improved pronunciation in real-life situations. This is especially true for both segmental and supra-segmental aspects are important.
Pronunciation is taught using the following methods:

1. 
   The articulatory approach entails explaining the articulation of sounds to students. Working stages are as follows: 1) imparting information about the placement of the organs of speech for sound pronunciation; 2) articulation - pupils pronounce a sound; 3) pronunciation training in various combinations through exercises.
   
2. 
   The emphasis is on conscious assimilation articulation features, listening, and imitation in this acoustic approach of teaching pronunciation. Repetition and imitation are used in the exercises.
   
3. 
   For developing pronunciation sub-skills from all positions, a differentiated method offers applying a variety of analyses. More emphasis is placed on listening in this situation. Aside from techniques of articulating a sound, articulation is described, even attracting the mother tongue.