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

What influences teaching Pronunciation?
Many factors influence pronunciation learning, ranging from students' ages,
motivation, and personalities, which are all dependent on the learners, to the quality of the teaching and the students' first language, both of which are external factors.
The Age of learners:
We've all seen how quickly babies and small children pick up new words. They just absorb the sounds and words they hear and, with time, learn to accurately imitate them. Linguists refer to this phase of a child's life as the key period for language acquisition, which lasts from the age of 12 to 14 years. Children absorb language sounds more naturally than adults and can imitate native speaker pronunciation, but only if they are immersed in it and have many opportunities to hear it spoken. Young children who are exposed to English for only a few hours per week lose a significant learning edge.
However, young children are not the only ones who may learn to pronounce words correctly. Even though they never sound exactly like native speakers, older children and adults have their own talents and can acquire pronunciation effectively. Adults are better at setting objectives and practicing with purpose. They can comprehend more abstract explanations and examine how sounds are formed, as well as how a language's melody and rhythm sound. Adults should not give up hope of having easy-to-understand pronunciation; they simply need to approach it differently than youngsters.
Motivation or Encouragement:
If students want to study, they will make more progress in any topic. If students are not motivated to learn, no teacher can force them to do so. "You can bring a horse to water, but you can't make him drink," states a proverb. This is also true when it comes to teaching pronunciation. We can provide our pupils information and plenty of opportunities to practice, but we don't have the authority to modify their pronunciation for them. They must desire to do it and be willing to put in the effort.
Personality:
These elements can have an impact on how people learn to pronounce words.
Teachers frequently think that more extroverted students will be able to learn pronunciation more quickly than shyer pupils, and this assumption may be correct. Students who are more confident may speak more and be more likely to try new sounds, which could help them improve their pronunciation. This progress, however, is far from definite. Some enthusiastic students may produce a lot of language, but they may also be skipping steps and not paying attention to their pronunciation accuracy. Listeners will have no way of knowing that they need to improve if they are impressed by their fluency and tolerate their faulty pronunciation.
Even though they don't speak much in class, some more introverted individuals may be thinking about sounds and practicing "inside themselves." Don't dismiss the students who are quiet. Encourage all of your students by recognizing their abilities and potential.
Every student has the ability to study and progress in their own unique way.
The degree to which a person is willing or able to change the way he or she sounds is another facet of personality that might affect pronunciation. Since we first learned to speak, most of us have been speaking and listening in the same, comfortable manner.