THE STUDY OF THE DIFFICULTIES OF MASTERING FOREIGN PRONUNCIATION WHEN LEARNING A SECOND FOREIGN LANGUAGE AT THE INITIAL STAGE OF STUDY AT THE UNIVERSITY
Authors:
1.
State budgetary educational institution of the city of Moscow for the training of medical workers of the Department of Labor and Social Protection of the city of Moscow
(bachelor)
from 01.01.2018 to 01.01.2021
Moskva, Moscow, Russian Federation
from 01.01.2018 to 01.01.2021
Moskva, Moscow, Russian Federation
Type:
Article
Pages:
from 81
to 85
Status:
Published
Received:
16.12.2022
Accepted:
19.12.2022
Published:
22.12.2022
Subject area:
VAC 5 Социальные и гуманитарные науки
UDK 378 Высшее образование. Высшая школа. Подготовка научных кадров
GRNTI 14.00 НАРОДНОЕ ОБРАЗОВАНИЕ. ПЕДАГОГИКА
OKSO 44.00.00 Образование и педагогические науки
BBK 6 ОБЩЕСТВЕННЫЕ НАУКИ
TBK 7 ОБЩЕСТВЕННЫЕ НАУКИ. ЭКОНОМИКА. ПРАВО.
BISAC BUS024000 Education
UDK 378 Высшее образование. Высшая школа. Подготовка научных кадров
GRNTI 14.00 НАРОДНОЕ ОБРАЗОВАНИЕ. ПЕДАГОГИКА
OKSO 44.00.00 Образование и педагогические науки
BBK 6 ОБЩЕСТВЕННЫЕ НАУКИ
TBK 7 ОБЩЕСТВЕННЫЕ НАУКИ. ЭКОНОМИКА. ПРАВО.
BISAC BUS024000 Education
Language:
Russian
Keywords:
pronunciation, articulation base, language interference, phonetic errors, second foreign language, French
Abstract (English):
In the article, in order to clarify the relevance and novelty of the chosen topic, a brief review of the literature was compiled, from which it can be concluded that in this topic the question of the difficulties of mastering foreign pronunciation that arise at the initial stage of learning a second foreign language (French, based on English), with partial interference of the native language, and therefore requires further development. The efforts put into the formulation of foreign pronunciation during the traditional introductory phonetic course at the initial stage of learning a second language are largely not justified, since the pronunciation of students is quickly de-automated. This is due to the consistent execution of operations on the material of the first foreign language related to the reproduction of sounds and their repetition, memorization of certain patterns. By this point, students have developed a thorough auditory and articulatory sensitivity. When learning a second foreign language, as a result of a positive transfer of the experience of learning the first one, it is possible to master articulation faster, however, learning a second foreign language (especially one close to the first) is also associated with certain difficulties. The proximity of language phenomena is most often the cause of language interference: students perceive similar sides, and do not analyze their differences. In addition, incorrect language learning skills acquired while learning the first foreign language can also be transferred to the second language. Thus, the study and teaching of the pronunciation of a second foreign language have some features that should be taken into account.
In the article, in order to clarify the relevance and novelty of the chosen topic, a brief review of the literature was compiled, from which it can be concluded that in this topic the question of the difficulties of mastering foreign pronunciation that arise at the initial stage of learning a second foreign language (French, based on English), with partial interference of the native language, and therefore requires further development. The efforts put into the formulation of foreign pronunciation during the traditional introductory phonetic course at the initial stage of learning a second language are largely not justified, since the pronunciation of students is quickly de-automated. This is due to the consistent execution of operations on the material of the first foreign language related to the reproduction of sounds and their repetition, memorization of certain patterns. By this point, students have developed a thorough auditory and articulatory sensitivity. When learning a second foreign language, as a result of a positive transfer of the experience of learning the first one, it is possible to master articulation faster, however, learning a second foreign language (especially one close to the first) is also associated with certain difficulties. The proximity of language phenomena is most often the cause of language interference: students perceive similar sides, and do not analyze their differences. In addition, incorrect language learning skills acquired while learning the first foreign language can also be transferred to the second language. Thus, the study and teaching of the pronunciation of a second foreign language have some features that should be taken into account.
Keywords:
pronunciation, articulation base, language interference, phonetic errors, second foreign language, French
pronunciation, articulation base, language interference, phonetic errors, second foreign language, French
1. Myasoedov A.I. The influence of feedback on the development of critical thinking skills among students / A.I. Myasoedov // Culture and time of change. - 2020. - № 3(30) - P. 8.; URL: timekguki.esrae.ru/46-573 (date of application: 11/21/2022).
2. Pryazhnikova E.Y. Innovative activity of a teacher as a conflict the zone of his safety // Factors and conditions for the eradication of corruption and other negative phenomena in education: psychological and pedagogical aspect: collection of scientific papers of the III All-Russian Scientific and Practical Conference. 2018. pp. 26-30.
