Sgem 2016 Social Sciences & Arts

 
PROUNCIATION AND THE INFLUENCE OF MOTHER TONGUE 
Kralová [7] in her work suggests that in the foreign language communication, native 
speakers as pronunciation errors are the most frequently detected phenomena of 

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Section Language and Linguistics 
5 
undifferentiating of phonemes, thus incorrect implementation of L2 sounds not found in 
the L1 system. It is also ambiguous whether the new elements, whose phonetic 
categories according to SLM teachers can build up, have a permanent retention after 
targeted phonetic training. It is undoubtedly the fact that most non-native speakers 
permanently use the corresponding L1 sounds in the L2 speech performance.
Segalowitz [8] assumes the interference between language sound systems in a foreign 
language competence as one of the most important criterium with flexibility of work 
with a language system and sensitivity to the conditions of a communication process. 
AN INTUITIVE, ANALYTIC-LINGUISTIC AND CONTRASTIVE APPROACH 
Celce Murcia, et.al. [9] introduced approaches that can be applied in helping students' 
pronunciation improvement. 
An intuitive-imitative approach talks about the students' ability to listen to and imitate 
sounds of a target language. Students imitate the pronunciation of other people in 
television, radio, songs.
An analytic-linguistic approach. It recognizes the importance of intervention of 
pronunciation in language acquisition. Using this approach, teacher is to identify 
students' problem in pronouncing the foreign language by providing pedagogical aids; 
Contrastive approach of L1 and L2 language systems according Kralova [10] 
introduces the necessity of improving the pronunciation skills, how to cope with 
mispronouncing sounds, misplacing stress in sentences and intonation patterns based on 
contrastive cognitive approach of sound systems. Cognitive analysis in which the 
students receive some overt explanation and analysis, and which includes a range of 
methodological options as: "talking about it, phonetic training, teaching learners’ 
phonemic script, giving rules, comparison of L1 and L2 sound systems. The 
implemented cognitive-contrastive approach is based on the recognition the similarities, 
differences of non-existing phonetics pattern in phonics patterns the audio systems of 
the comparative languages .Well-known cognitive contrastive training is undoubtedly 
more effective than intuitive-imitative especially when the age-matched memory 
concept is more intense, and, in elderly pupils, intentional memory becomes more 
efficient. Therefore, the process of acquiring new habits and skills should be based on a 
theoretical knowledge of the activity concerned in this age. The new theoretical 
connections from the kinetic analyser, which have been created as a result of their own 
activity, are subsequently connected to the theoretical knowledge system and rehearsed 
in the next stage.