LINGUISTIC FAIRY TALE AS A METHOD OF TEACHING PHONETICS OF THE ENGLISH LANGUAGE
Journal Title: Scientific journal «International Journal of Philology» - Year 2017, Vol 1, Issue 276
Abstract
The article deals with the choice of the methods of teaching Phonetics to philologists in modern higher education reform environment within the framework of Bolonsky process. The question of the choice of methods is highlighted. The aim of this article is to research such method as teaching Phonetics with the help of fairy tales and to work out modern methods of teaching based on the use of linguistic fairy tale. The analysis of textbooks for teaching speaking has been made. It showed that most of them teach theoretical material without using students’ imagination. All of them represent theoretical material based on informational phonostyle. The pros and cons of the texts choice have been analyzed. The positive aspects of such texts is that they teach students to communicate and to exchange information on theoretical material. But on the other hand, there are many other types of communication besides person-to-person communication. Communication of children starts in childhood, when mothers tell children fairy-tales. They like listening to them, grow up and watch animated cartoons, listen to Mother Goose rhymes, using different gadgets. As adults they tell humorous fairy tales, using their euphony and other characteristics. All of these texts belong to the Declamatory phonostyle. A fairy tale occupies intermediate position between poetry and prose. The basis of it is narration. It has its own manner of oral presentation, which makes it different from many other texts. Its prosodic organization is characterized by synchronic harmony of sounds, their melodiousness, step-by-step creation of the phonation, which bears the epic features. Euphony is also characterized by rhythmicality and other different components of intonation. It is created due to tone variations, changes in loudness and tempo of speech. Intonation groups are distinguished by the same contours and tempo of the nuclear tone. Variation can be traced in greater or smaller variation of syllable duration. The level segment of the terminal tone creates an additional effect of slowing down the narration and melodiousness of a fairy tale. The choice of such texts can help students improve their pronunciation and intonation skills. The usefulness and effectiveness of their usage during English language classes has been proved. The methods of teaching the Declamatory style based on the text of a linguistic fairy tale have been proposed.The role play in the Declamatory phonostyle in different roles gives students the confidence and freedom of self-expression which is not always realized in other phonostyles. All this gives additional arguments that it is necessary to work out methods of teaching the Declamatory phonostyle with the help of fairy tales. These are such fairy tales as informational, which introduces the new phonetic notions to the students, fairy tales-games, which presuppose students active participation in the role of a fairy tale hero in the narration of a fairy tale and fairy tales problems, which stimulate students hypothesis and creative activity. These methods were worked out, explained and shown on the example of teaching the fairy tale ”Mr.Stres and his Cabinet.”. Exercises that can be used have been shown. Conclusions on the necessity of revision of principles of the choice of texts, that provide the development of students’ imagination, which predetermines the choice of the texts belonging to the Declamatory Phonostyle into textbooks and other components of teaching complexes, have been made. The extensive use of such methods in teaching Phonetics will stimulate students’ speech with correct articulation, stress and intonation.It will help to make up their own monologues and dialogues on any of the topics in their program of studying during 7-10 minutes, keep up the conversation , discussion, exchange information and lead unprepared dialogues and monologues, giving their own examples of linguistic phenomena, make conclusions to what they said.
Authors and Affiliations
B Rubinska
Keywords
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