PROVIDING OPPORTUNITIES FOR EFL PRONUNCIATION TEACHING
DOI:
https://doi.org/10.31861/gph2026.858-859.233-243Keywords:
intelligibility, language resources, phonological competence, sound articulation,, prosodic features, learner friendly explanationsAbstract
The paper describes intelligibility in pronunciation teaching through the framework of phonological competence of EFL teacher trainees as an integral part of their linguistic competence, analyzed from a CEFR-oriented perspective (Common European Framework of Reference), revisiting the opportunities for pronunciation teaching for teacher trainees during Pronunciation Pedagogy classes. The following problems have been solved: analysis of the studies which lay theoretical background for the work has been made, the essence of phonological competence of EFL teachers has been clarified and practical possibilities to train intelligible pronunciation have been introduced. Knowledge and skills in the perception and production of the sound-units, the phonetic features which distinguish phonemes, the phonetic composition of words and sentence phonetics (intonation) were defined as essential for EFL teacher trainees’ phonological competence. It has been estimated that educational efforts should be directed at targeted phonetic training, which will enhance intelligible learners’ pronunciation. Opportunities for pronunciation teaching had been examined but not as an optional ‘add-it-on-if-we-have-time’ language, advocating for equality of phonology among other language resources (grammar and vocabulary) to ensure the avoidance of communication breakdowns, thus, the integration of pronunciation work with grammar and lexis was highlighted and a special academic course of Pronunciation Pedagogy has been viewed as an opportunity to create trainees’ awareness of appropriateness and effectiveness of the teaching material to the age of the pupils and the level of their English, thus, the so-called mouth gym activity has been introduced to practise the physical aspects of English sounds with visual memory pegs and tactile reinforcement ideas, described in terms of learner friendly explanations. Finally, intonation teaching has been found out to be an important feature of classroom language analysis and practice, helping students towards greater effectiveness and articulacy in English.
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