PONOMAREVA I. TEACHING PHONOLOGY IN MULTILINGUAL CONDITIONS (ON THE EXAMPLE OF RUSSIAN, ENGLISH AND GERMAN). LIFELONG EDUCATION: The 21st Century.
2023. № 3 (43). DOI: 10.15393/j5.art.2023.8649


Issue 3 (43)

Innovative approaches to lifelong learning
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TEACHING PHONOLOGY IN MULTILINGUAL CONDITIONS (ON THE EXAMPLE OF RUSSIAN, ENGLISH AND GERMAN)

PONOMAREVA Iuliia A.
Postgraduate student, Teacher of the Department of European Languages and Teaching Methods
Minin University
(Nizhny Novgorod, Russian Federation)
ingaliptcool@gmail.com
Keywords:
phonological competence
phonetic interference
multilingualism
pronunciation
simultaneous teaching of languages
pronunciation norms
teaching pronunciation.		 Abstract: nowadays, increased attention is paid to the teaching of foreign languages in secondary school in the framework of national education. The introduction of a second foreign language as a compulsory subject in secondary schools creates conditions for multilingualism. The article is devoted to the problem of teaching phonology in the multilingual conditions on the example of Russian, English and German languages. The methods of theoretical analysis, synthesis, complex empirical methods, private empirical methods, and methods of statistical data processing were used in the research. In the course of the study, a quantitative analysis of the English and German language teaching materials for 7th grades was carried out for exercises aimed at overcoming phonetic interference. The interfering influence of previously learnt languages can be traced both at the segmental and super-segmental levels of the language phonetic system. Within the framework of the quantitative analysis of the teaching materials it was noted that there were few or no exercises aimed at overcoming phonetic interference, in this connection it was decided to supplement the teaching materials with a set of exercises for teaching the phonetic side of speech using foreign-language songs. The main result of the study is a set of exercises aimed at overcoming phonetic interference in multilingual conditions. The considered teaching aids need an additional set of exercises aimed at over-coming phonetic interference in multilingual conditions. The use of foreign-language songs as a part of a set of exercises will develop auditory-pronunciation and rhythmic-intonation skills of students; reduce the level of psycho-emotional tension at foreign language lessons; eliminate psychological factors of phonetic interference; reflect the cultural features of the country of the studied language; prepare students for intercultural communication according to the Russian State Education Standard. The developed set of exercises can be used by teachers of English and German language at the lessons in a comprehensive school.
Paper submitted on: 06/26/2023; Accepted on: 08/25/2023; Published online on: 09/26/2023.

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DOI: http://dx.doi.org/10.15393/j5.art.2023.8649