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Бастауыш мектепте ағылшын тілінің фонетикасын оқытудағы тәсілдер.

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Бастауыш мектепте ағылшын тілінің фонетикасын оқытудағы
тәсілдер.
Калмурзаева Фатима
Жоғары қазақ – түрік гуманитарлық технологиялық колледжі, Қазақстан, Алматы.
e-mail: fatikalmurzaeva93@gmail.com
Аңдатпа: Бастауыш сынып оқушыларына шет тілінің сөйлеу тілінің фонетикалық жағын
оқытудағы тәсілдер. Автор фонетикалық дағдыларды қалыптастырудың
қиындықтарын және оны шешу жолдарын ашып көрсетеді. Дыбыстардың дұрыс
айтылуын орнатуға бағытталған фонетикалық жаттығулар кешеніне назар аударылады.
Түйін сөздер: Сөйлеудің фонетикалық жағы, фонетика, фонетикалық дағдылар,
фонетикалық ойындар, дағдыларды бақылау, дыбыстардың қате айтылу мәселесі.

Подходы к обучению фонетике английского языка в начальной
школе.
Калмурзаева Фатима
Высший казахско-турецкий гумантарно-технологический колледж, Казахстан, г. Алматы

e-mail: fatikalmurzaeva93@gmail.com
Абстракт: Подходы в обучении учащихся начальной школы фонетической стороне
речи иностранного языка. Автором раскрыты трудности формирования фонетических
навыков и пути их решения. Уделено внимание комплексу фонетических упражнений,
направленных на постановку правильного произношения звуков.
Ключевые слова: Фонетическая сторона речи, фонетика, фонетические навыки,
фонетические игры, контроль навыков, проблема неправильного произношения звуков.

Approaches to Teaching English Phonetics in Primary School
Kalmurzaeva Fatima
Higher Kazakh-Turkish Humanitarian and Technological College, Kazakhstan, Almaty
e-mail:fatikalmurzaeva93@gmail.com
Abstract: Аpproaches in teaching elementary school students the phonetic side of speech
of a foreign language. The author reveals the difficulties of forming phonetic skills and ways
to solve them. Attention is paid to a set of phonetic exercises aimed at establishing the
correct pronunciation of sounds.
Keywords: Рhonetic side of speech, phonetics, phonetic skills, phonetic games, skills
control, problem of incorrect pronunciation of sounds.
In our time, there are fewer and fewer people who would refute the fact of the benefits of
learning foreign languages. Every parent who involves their child in learning foreign
languages ​sooner or later faces certain difficulties. It is important to choose the right method
for introducing a child to a foreign language, and what is important is to choose a competent
teacher who would have an ideal accent, since the phonetic aspect in this matter is one of
the main ones.
The problem of incorrect pronunciation is very relevant in our time. S. S. Pashkovskaya in
her article “Peculiarities of learning a foreign language by children and adults” writes that

preschool children are much more prone to learning foreign languages ​than adults.
However, most children one way or another face a number of problems when studying the
phonetics of foreign languages. It is worth noting that learning foreign languages ​too early
can lead to problems with the native language in the future. This is especially true for
children with speech pathology. Under the influence of the phonetic number of an unfamiliar
language, the work to correct these defects can be delayed for a long time. It can be
concluded that the opinion: “the sooner the better” is erroneous. Speech therapists believe
that learning two foreign languages ​from the 1st grade is also inappropriate. This can lead
to overwork and even complete rejection of the subject. The form of foreign language
classes for a preschooler must be selected based on the individual psychological
characteristics of the child.
Returning to the main problems in learning a language in elementary school, let us turn
again to the article by S. S. Pashkovskaya, which formulates the problem as follows: "We
hear only those sounds that we can pronounce." And “in order to correctly pronounce this or
that sound of a foreign language, the student must make certain changes to his usual
articulation” (“Issues of Phonetics and Teaching Pronunciation”, Bershtein S.I., Moscow,
Moscow State University, 1975). If we talk about preschool children, then here the problem
will be on a larger scale, because the child is just learning to speak his native language. If,
nevertheless, a parent decides on the early development of a foreign language by a child,
then he must take into account all the subtleties of this serious decision. In the first few
years of learning a foreign language, the child should deal with the teacher exclusively
individually. Classes in a group at preschool age run the risk of being of little use. Any
additional sounds will interfere with learning the already difficult material.
Returning to the children's perception of school age, of course, much depends on the
individual characteristics of the student. But the teacher plays a major role. It is important to
devote as much time as possible to monitoring the assimilation of the phonetic features of
the language by each student. At this stage, all children are faced with the same problem in
the field of phonetics: a defect in perception. Violation of pronunciation is “a consequence of
the unformedness of the operations of distinguishing and recognizing phonemes (i.e.,
defects in perception) either as the unformedness of operations and selection and
implementation (i.e., production defects), or as a violation of the conditions for the
implementation of sounds.” (“Features of learning a foreign language by children and
adults”, S. S. Pashkovskaya, 2010). This problem occurs in all children at the first stage of
language learning, it is very important to work on phonetic errors. These errors should be
corrected in the first year of language learning. Otherwise, they will entail a number of the
following problems: pronunciation errors will take root and it will be much more difficult to
correct them.
Phonetics and phonology is a branch of linguistics that studies the sound structure of a
language. The sound system serves as a material form of language and is in a complex
dual relationship with the biological and social nature of man. The concept of "phoneme" is
one of the fundamental concepts of modern theoretical linguistics. The doctrine of the
phoneme, or phonology, studies phonetic phenomena in terms of their functions in the
language system. The creation of the doctrine of the phoneme was preceded by several
stages in the development of the science of language. Until the beginning of the XIX
century. In European linguistics, they did not distinguish between sound and letter, which
prevented the study of the sound side of the language. From the middle of the XIX century.
They began to strictly distinguish between sound and letter, and the sounds of the language
were successfully studied as physiological and acoustic phenomena. From the end of the

19th century The stage associated with the concept of "phoneme" begins. The priority in
the creation of phonology belongs to Russian scientists.
In the 70s of the XIX century. Caucasian scholar T.K. Uslar drew attention to the fact that
some sounds distinguish the meaning, while others, although pronounced differently, do not
distinguish the meaning. Professor of Kazan University I.A. Baudouin de Courtenay in the
works of the same time notes the discrepancy between the "physical nature of sounds and
their meaning in the intuition of the people." In the early 80s, a linguistic school was formed
in Kazan, headed by I.A. Baudouin de Courtenay, the doctrine of the phoneme begins to be
developed. N. Krushevsky introduces the concept of "phoneme"; Baudouin de Courtenay
creates a psychological theory of the phoneme. The phoneme (writes Baudouin) is "the
psychic equivalent of the sounds of a language," a "phonetic representation" that "exists and
continues uninterruptedly in the individual psyche." Why do sounds that are different
acoustically and articulatory unite in the psyche of speakers into one phonetic
representation, into one phoneme? Baudouin sees the reason for this in "the connection of
phonetic representations with morphological, syntactic ones." Baudouin combined
positionally alternating sounds as part of a morpheme into phonemes and developed the
theory of positional alternations.
Further, the theory of phonemes was developed by the St. Petersburg student of Baudouin
L.V. Shcherboy. In the work "Russian vowels in qualitative and quantitative terms" (1912),
Shcherba defines a phoneme as a "phonetic representation" that can "be associated with
semantic representations and the differentiation of a word." Later, Shcherba writes about
phonemes already as sound types, “capable of distinguishing words and their forms”, i.e.
serve the purposes of human communication. After 1917, the development of the theory of
phonemes acquires great practical importance (works by N.F. Yakovlev).
Phonology develops into the doctrine of the sounds of human speech in their functional and
social aspect. The phoneme begins to be regarded as a genuine element of the language
system. Outside of our country, the theory of phonemes was developed in the school of
functional linguistics, in the Prague Linguistic Circle, and under the significant influence of
the views of Baudouin. Prague scientist N.S. Trubetskoy creates a relational-physical
theory of the phoneme, according to which the phonetic description of a language forms the
material basis of its phonological research. A phoneme is defined as a member of a
phonological opposition (opposition). Trubetskoy's book Fundamentals of Phonology is the
foundational work of modern phonology. R.O. Jacobson created the dichotomous theory of
phonology.
Further, the theory of the phoneme was developed by American scientists. In the process
of developing the theory of phonemes in Soviet linguistics, two phonological schools
emerged: the Leningrad (“Izerbovskaya”) and the Moscow one. Scientists of the Leningrad
school (A.R. Zinder, M.I. Matusevich, A.N. Gvozdev and others) believe that the phoneme
should be considered as a proper phonetic unit autonomous from the morpheme.
Phonemes are defined as sound types of real sounds.
Scientists of the Moscow phonological school are distinguished by a morphological
approach to the phoneme. The phoneme is determined by them on the basis of its different
realizations, from the comparison of its different positions in the morpheme. Any language
unit is perceived as such only if it can be identified as part of a unit of a higher level. The
phoneme is the basic unit of the phonological level, the morpheme is the basic unit of the
morphological level. In order to determine the reality of a phoneme, we constantly refer to a
specific unit of a higher level, in which the given phoneme is included, i.e. can determine a
phoneme only on the basis of a morphological criterion as an integral part of a morpheme.

The theory of the Moscow phonological school is based on this position. This theory is
related to the views of I.A. Baudouin de Courtenay and N.F. Yakovlev.
The conceptual apparatus of the study.
The object of the research is the process of formation of phonetic skills in junior
schoolchildren.
The subject of the research is the formation of phonetic skills in younger students through
rhyming.
The problem that is put forward in this study is as follows: the contradiction between the
school's requirements for phonetic knowledge and skills of students and the actual level of
knowledge of students.
The purpose of this work is:
- the study of methodological techniques and means of teaching the phonetics of a foreign
language in teaching younger students;
- identification and theoretical substantiation of the role and place of rhymes in the formation
of phonetic skills in English among younger students.
Work tasks:
1. To explore the problems of teaching phonetics to younger students, taking into account
psychological characteristics.
2. Determine the purpose and content of teaching phonetics at the initial stage.
3. Determine the role and place of rhyming in the process of forming phonetic skills in
younger students.
4. Experimentally test the effectiveness of the developed rhyming system designed to teach
phonetics to younger students.
5. Formation of phonetic skills in younger students at the initial stage of education.
References:
1.https://moluch.ru/archive/162/45096/
2.https://xn--j1ahfl.xn--p1ai/library/%C2%ABformirovanie_foneticheskih_navikov_pri_izuchen
ii_an_105632.html
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