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

§1.2. Assessing Pronunciation

It is fact that Pronunciation is the subcategory of Speaking.

Before assessing pronunciation we must consider the following:

• Pronunciation teaching must focus on issues of oral fluency and accuracy;

• Teaching should extend beyond isolated word level to discourse level;

• The practice and feedback need to involve ICT’s;

• Teacher needs to consider learner’s style.

Non-native English speakers' speech may have pronunciation characteristics that are the result of their imperfect learning of the English sound system, either by transferring phonological rules from their mother tongue into their English speech ("interference") or by employing strategies similar to those used in primary language acquisition. They could also come up with new ways to pronounce English consonants that aren't found in the speaker's native tongue.

The age at which native speakers begin to immerse themselves in a language (such as English) is linked to their ability to detect a non-native accent; the exact nature of the link is debated among scholars and may be influenced by "neurological plasticity, cognitive development, motivation, psychosocial states, formal instruction, language learning aptitude," and the use of their first (L1) and second (L2) languages.

In English, speakers seldom create an audible release between consonant clusters, and constriction times frequently overlap. Speaking English with a significantly divergent time rhythm may result in difficult-to-understand speech.

Differences in phonological distinctions between a speaker's first language and English tend to neutralize such distinctions in English, and differences in the inventory or distribution of sounds may result in substitutions of native sounds in place of difficult English sounds or simple deletion. When the distinction between English sounds or between a sound of English and a sound of a speaker's main language is slight, this is more common. While there is no evidence that the lack of a sound or sequence in a language's phonological inventory makes it harder to learn, various theoretical models have assumed that non-native speech perceptions reflect both the native language's abstract phonological features and phonetic specifics.