ПРИЧИНИ, ПРОФІЛАКТИКА Й КОРЕКЦІЯ ФОНЕТИЧНИХ ПОМИЛОК У ВСТУПНОМУ КОРЕКТИВНОМУ КУРСІ
Journal Title: Вісник Київського національного лінгвістичного університету Серія Педагогіка та психологія - Year 2018, Vol 28, Issue
Abstract
challenging, as the student is unable to correct them on his own. As of today, the problem of correcting phonetic mistakes at the beginner level has not been given sufficient consideration. Purpose. Our focus is on the introductory corrective course, whose purpose is to form phonetic competence as part of the general communicative competence involving a foreign language. Methods. This articleincludes several objectives: describing the nature of phonetic mistakes,exploring the factors leading to their appearance,figuring out ways of their correction, identifying ways of their prevention. Our research is based on the results of the testing of 289 students from seven Ukrainian colleges during the years of 2007-2011. The students were tested before the start of the introductory corrective course. More testing was administered upon the completion of the latter, and this time, 291 students were included. During the years of 2013-2017, we asked 87 students from the Kiev National Linguistic University to share their opinions on how pronunciation was supposed to be taught in grade and high school. In 2018, we questioned 33 students from the Kiev National Linguistic University on the issue of correcting phonetic mistakes made by students in grade and high school. The students ‘answers were carefully reviewed, interpreted and highlighted in the subsequent article. Results. The study of the process of forming communicative competence at the beginner level of studying German, the analysis of students' learning experiences, as well as their psychological and emotional responses to teacher’s corrections helped us to come up with a series of specific exercises. The latter serve as the foundation for the method of forming communicative competence offered by us.We came up with a communication oriented introductorycorrective course that includes exercises geared toward relevant and timely correction of phonetic mistakes, as well as their prevention. Of special importance are three- and five-step complex exercises. Students are encouraged to formulate phonetic rules themselves,which helps them to develop the knowledge of phonology and to prevent phonetic mistakes. Conclusion. The proposed study is a step towards understanding the nature of phonetic mistakes and discovering ways of their prevention.
Authors and Affiliations
В. Гутник
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