Ancient and modern pronunciations

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Annotation This course paper deals with new ways and methods of correcting students’ pronunciation mistakes. Teaching English pronunciation is important and actual nowadays, so problems of teaching pronunciation and correcting students’ mistakes in pronouncing are discovered in this course paper. There are a variety of good methods and techniques suggested for correcting learners' errors on the spot. Mistakes are part of our life; we all make mistakes now and then. There is nothing wrong with making mistakes as long as we learn from them and avoid repeating them over and over. Additional information has been obtained from the literature on the subject, to verify and assess the findings of the present study. Introduction deals with the description of such items as:

actuality of the problem, the aim, the objects, the subject, the tasks, the methods, the sources. Theoretical part deals with the perceptions of The importance of teaching English pronunciation, Modelling pronunciation, Aspects of pronunciation, The Role of Teaching Pronunciation in FLT. Practical part deals with the correcting learners’ pronunciation mistakes, the ways and methods of correcting students pronunciation mistakes, Correcting Without Hurting, Exercises for the Pronunciation of Plurals for English second language. Conclusion deals with the summary of all practical materials concerning the correcting learners’ pronunciation mistakes. Contents Introduction 1. The importance of teaching English pronunciation 1.1 Ancient and Modern Pronunciations 1.2 Listening and

pronunciation 1.3 Modelling pronunciation 1.4 Performance of a text 1.5 Aspects of pronunciation 1.6 The Role of Teaching Pronunciation in FLT 2. Correcting learners’ pronunciation mistakes 2.1 New ways of correcting spoken errors 2.2 Correcting Without Hurting 2.3 Mistakes Made During Discussions and Activities 2.4 Problems of correcting students’ pronunciation 2.5 Exercises for the Pronunciation of Plurals for English second language Conclusion Bibliography Appendix Introduction Actuality of the research work. A lot of time and effort is spent on training courses and beyond in encouraging teachers to consider whether immediate or later correction of student errors during oral work is appropriate. There are a variety of good methods and techniques suggested for correcting

students' errors on the spot. Mistakes are part of our life; we all make mistakes now and then. There is nothing wrong with making mistakes as long as we learn from them and avoid repeating them over and over. To correct students’ errors has always been, and will always be the concern of most teachers. Some teachers are in favor of immediate correction, while others are in favor of delayed correction. Some would even go further to consider the whole process as time–consuming. In this article, I would like to dwell, based on my practical experience, upon this controversial issue to offer some suggestions for both immediate and delayed correction. When students are corrected in front of their classmates, they feel offended and get discouraged. They expect teachers to

continually correct them during classes. Failure to do so is likely to create confusion and suspicion on the part of the students. As such, teachers are expected to strive to find most creative ways to deal with this problem that most typically arises. They need to encourage and stimulate their students to participate in class without any fear of making mistakes. Most students refuse to answer to the teacher in the classroom on the ground that they are most likely to be the laughingstock of their class fellows. Consequently, they get discouraged and feel humiliated. They refrain from responding to the teacher’s questions which may deprive them of a valuable learning opportunity. Generally speaking, there are three types of oral mistakes that need to be corrected during