IMPORTANCE OF TEACHING THE PRONUNCIATION OF SUPRASEGMENTAL FEATURES OF ENGLISH
Keywords:
pronunciation, segmental, suprasegmental, teaching, Standard British English (SBE)Abstract
The purpose of this essay is to emphasize the importance of teaching English pronunciation of suprasegmental elements. The suprasegmental characteristics include pitch, length, intonation, stress, and rhythm. Speech communication is the primary purpose of a language. Sequences of segmental and suprasegmental feature pronunciation make up speech. At the very least, clear pronunciation is necessary for effective communication. When teaching English to pupils in Uzbekistan, Standard British English (SBE) is frequently employed. Although it might be challenging to teach pupils whose first language is not English the correct pronunciation, doing so can help them communicate more clearly. In words, the correspondence between their spellings and their sounds is not always exact. In various phonetic environments, a spelling may preserve many sounds. The article's author has identified certain situations in which a speaker's incorrect pronounciation might result in misinterpreted messages. We must teach our kids the correct or standard pronunciation of English in order to prevent incorrect or incomprehensible pronunciation.
References
Block, D. (2007). Second language identities. New York, NY: Continuum.
Carr, P. (2008). A glossary of phonology. Edinburgh: Edinburgh University.
Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (1996). Teaching pronunciation: A reference for teachers of English to speakers of other languages. New York, NY: Cambridge University Press.
Crystal, D. (2003). A dictionary of linguistics and phonetics. Oxford: Blackwell Publishing.
Gilakjani, A. P.,& Ahmadi, M. R. (2011). Why is pronunciation so difficult to learn? English Language Teaching, 4(3) , 74-83.
Gimson, A.C. (1990). An introduction to the pronunciation of English (ELBS 4th edition). Revised by Susan Ramsaran. London: English Language Book Society.
Harmer, J. (2008). The practice of English language teaching. Edinburgh Gate: Pearson Education Limited.
Kelly, G. (2006). How to teach pronunciation. Delhi: Dorling Kindersley Pvt.Ltd.
Macdonald, S. (2002). Pronunciation – views and practices of reluctant teachers. Prospect, 17(3), 3-18.
Robertson, P. (2003). Teaching English pronunciation skills to the Asian learner. A cultural complexity or subsumed piece of cake? Asian EFL Journal, 2,1-5
Tudor, I. (2001). The dynamics of the language classroom. Cambridge: Cambridge University Press.
Varasarin, P. (2007). An action research study of pronunciation training, language learning strategies and speaking confidence. (Doctoral dissertation). Victoria University, Thailand.
Tolibovna, Y. Z., & Nodirovna, B. S. (2021). Phonetic figures of speech and super segmental phonetic devices. ACADEMICIA: An International Multidisciplinary Research Journal, 11(3), 910-917.https://www.indianjournals.com/ijor.aspx?target=ijor:aca&volume=11&issue=3&article=150
Tolibovna, Y. Z. Expression of Connotative Meaning in Intonation. JournalNX, 7(03), 383-386.https://www.neliti.com/publications/343131/expression-of-connotative-meaning-in-intonation
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 GEJournals
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
