I. A. Anashkina (Saransk, Russia). Teaching English Phonetics to a Finno-Ugric class

Anashkina Irina A.,
Doctor of Philology, Professor, Department of English for Professional Communication, Ogarev Mordovia State University (Saransk, Russia), iraida952@gmail.com

Introduction. This article is devoted to the problem of overcoming the interference of the phonetic habits of the native tongue (Moksha or Erzya) into English pronunciation (British variant). The importance of the research of this linguistic phenomenon is defined by both linguistic and extra-linguistic factors, such as processes of globalization and integration in the spheres of economy, politics and culture. The subject of the research is presented by the phonetic of the system of a foreign language acquisition in a Finno-Ugric classroom. The object of the research is educational process at the University. The research is aimed at creating an algorithm of work on English pronunciation to overcome native tongue interference. The practical value of the research is determined by use of the results in building up a foreign language competence.
Materials and Methods. The article is based on the data received in the course of auditory analysis of Finno-Ugric students’ speech after the introductory phonetic course and further study of English as a foreign language.
Results and Discussion. In developing English phonetics to a Finno-Ugric class two approaches have been used – one is that of oral advance, the other one is textocentric. They proved to be effective in building-up English pronunciation skills. English sounds are introduced in a phonetic context of mini-texts: tongue-twisters, nursery rhymes, songs, and sayings. In building-up phonetic skills a special attention is given to those English sounds that are not found in Moksha or Erzia. The devised system facilitates to form the British articulatory setting to provide the quality of learning with its further transformation into language competence.
Conclusion. The interfering influence of phonetic habits of native tongue can be overcome by a series of exercises devised by the author.

Key words: second language teaching practice; interference; rhythm; prosody; accent.

For citation: Anashkina IA. Obuchenie fonetike angliiskogo iazyka studentov finno-ugorskoi iazykovoi gruppy [Teaching English Phonetics to a Finno-Ugric class]. Finno-ugorskii mir = Finno-Ugric World. 2017; 4: 6–11. (In Russian)

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