The phonemes which are absolutely different in both languages;

The phonemes which have much in common with those in native language but at the same time differ from them.

Due to these points of difference in the phonic system of the target language and the native language there may occur some mistakes caused by interference of languages. Rule for teachers: prevent mistakes before they occur. E.g. Kazakh sound «б» is not very often used by Kazakh people, they often substitute it by «п». The combination of 2 consonants is not usual for Kazakh language.

Wrong pronunciation and intonation often leads to misunderstanding, e.g. wide-white, it- eat, etc. Л.В. Щерба differentiates 2 types of mistakes: 1) phonetic m-s, they do not change the meaning of the word (palatalization and the lack of assimilation and aspiration); 2) phonematic mistakes - do change the meaning of the word. Phonematic mistakes include the following: the substitution of long sounds by the short one and vice-verca e.g. sheep- ship; the substitution of a voiced consonants by the voiceless e.g. his-hiss; the substitution of one consonant phoneme by another one e.g. pang-pan; the incorrect placing of stress e.g. present- present; the incorrect division of sentence into sense groups.

Pronunciation habits are formed with the help of exercises. Acc. to Шатилов there are 3 stages of the formation of the habit:1^st – orientation and research (understanding); 2^nd the formation of the stereotypes (drill, constant repeatition); 3^rd various situations (different examples).

The peculiarity of the pronunciation habits is as follows. It doesn’t exist separately from Vocabulary and Grammar habits. Pronunciation habits are formed must be constantly supported or otherwise they may be lost. For this we need a special system of ex-s. Specialists divide all phonetic ex-s into 2 types: 1) receptive for training ear 2) reproductive ex-s. Receptive ex-s = reproductive x-s are subdivided into subtypes a) recognition ex-s which develop pupils’ ability to recognize and distinguish sound and sound sequences. These ex-s are very important, because the mastery of pupils depends on the degree to listen with care and discrimination. Different types of sound producing aid must be used there (tape-recorder, TV,etc); b) imitation ex-s.

2) Reproductive ex-s may be of dif. types a) from only auditory perception of the text; b) through auditory and visual perception.

Phonetic drills needed for overcoming mistakes. As phonetic drills we can use proverbs, sayings, poems, tongue twisters e.g. The black cat sit on a mat and ate a fat rat. Betty Botter bought some butter but she said the butter is bitter but a bit of better butter will make my butter better. A sailor went to the sea to see what he could see and all he could see was sea. She sells sea shells on the sea shore.

Techniques for teaching Pronunciation and Intonation are as follows:

ü Intonation exercises.

ü pronunciation drills.

ü listen and imitate exercises.

ü tongue twisters: This thin feather is thinner than that thick leather.

ü learning by heart.

The procedure of work with the poem.

Listening to the poem, produced by the teacher or tape. It is a receptive stage. Tasks for it: 1) Listen to the poem and try to understand what it is about.2) Listen and read (2 analyses are at work at the same time: visual and audial).

ü Checking up the pupils’ comprehension

ü Words (introduce new words)

ü Reproductive stage. Learning of the poem is done concentrically through repetition.

ü Recitation in chain one by one or individually.

ü Dramatization- role play.

 

Цель и задачи по овладению лексическим аспектом иноязычного общения в СШ. Требования программы. Проблема отбора лексического материала для устной и письменной форм общения. Характеристикаактивной, рецептивнойипотенциальнойлексики. (aims and objectives of teaachingvoc.requirements of programs. problems of selecting lex-l materials for oral speech and reading. characteristics of active, receptive and potentionlexics).

Considerable attention has always been paid to the problem of Voc. selection, Voc. minimum. The number of words that pupil should acquire at school depends on the program requirements which are determined by the state documents. It is admitted that V. must be carefully selected acc. to the principles of selecting linguistic materials, the conditions of teaching and learning.

The first selection ofV.was made by ЯнАмосКаменский in the 17^th c. He chose 8000 words for his Latin Text Book He thought that this stock of words is enough for getting acquinted with the world. His V. was too numerous and it consisted of special words which are not frequently used in life. The problem of Voc. selection became exceedingly important at the end of 19^th c. H. Palmer and M. West made a great contribution. Their leading principle was the ability of words to agree with other words. The linguistic material for their V. was taken from Bible, which was not quite suitable for teaching purposes. M. West in 1960 published his general service list of English words (1200w) which he divided into 2 groups: 1 form or structural w-s (words that we talk with); 2 content w-s (words that we talk about).

The first attempt to select V. on scientific principles was made by Л.В. Щерба. The lexical minimum was meant for receptive and reproductive knowledge. It was too specious and numerous, it didn’t include phraseology. Another attempt was made by Рахманов and his colleagues.

They distinguish 3 types of V: 1)Active V. (1000)for reproductive usage; 2)Passive V.( 3000) for receptive usage; 3) Potential V. (free and individual). By Potential V. we understand the knowledge of Word Formation (suffixes, prefixes, conversion, power of guessing). Potential V. is open and dynamic, it suggests how well you know WF and intonation. We can definitely say what is our Active and Passive V, but we don’t know our Potential V.

The leading principle for selection of lexical minimum is 1) the pr-l of combinability- the ability to agree with other words; 2) the ability to be semantically valuable; 3) the ability to be of polysemantic value; 4) the pr-l of frequency of use.

 

9) презентация и семантизация новых лексических единиц, типология упражнений для формирования и совершенствования лексических навыков в самостоятельной работе учащихся (СРУ). Видынаглядностивобучениилексическомуаспектуобщения. (presentation and semantization of new lex-l elements,typology.ex for formation and perfection of lex-l skills. types of visual aids in lex-l aspect of the speech).

Words can be introduced and explained before reading, while reading, independently at homework. There are 2 dif. ways of conveying the meaning of words:1) direct (non-translational);2) translational. Within the groups of direct ways we single out the following: a) verbal (synonyms, antonyms, definition, context, etymology of word, word-building elements) b) non-verbal(mimes, gestures). Within the groups of translational ways we distinguish 2 groups: a) translation-proper the meanings are coincide b) translation- interpretation.

American specialists Hunt and Beglar discuss 3 main approaches to V. Teaching and Learning: 1^stappr-ch - incidental or indirect learning; 2^nd – direct or explicit learning; 3^rd – independent strategy development.

V. strategies:

1. guessing from the context.

The procedure is as follows: 1 you determine what part of speech it is 2. you look at the immediate context and try to simplify it if necessary 3. you guess the meaning of the word and check it.

2. the use of dif. dictionaries: bilingual, electronic, monolingual, phraseological, picture dic-ries, dic-ry of synonyms, antonyms,etc.