Theoretical phonetics. Study guide for second year students. Борискина О.О - 47 стр.

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Task 21. For oral presentations and dramatic reading of literature excerpts see
[Соколова, 2003, pp.320-380].

Task 22. Go to “Introspecting About Your Own Language Learning” (p. 48) .



    INTROSPECTING ABOUT YOUR OWN LANGUAGE LEARNING
Part 1
• What difficulties with English consonant or vowel sounds do you encounter?
• Are these difficulties common for Russian learners of English? If so, what
causes them?
• What strategies and techniques do you use to improve production of English
sounds?
• What kind of consonant articulation problems could be helped by practice
with mirror?
• What top priorities would you select to help Russian learners of English to
gain control of consonant / vowel production?
• Does the knowledge of paradigmatic relations between sounds of the vowel
or the consonant systems help master sound production? How? Does it help
diagnose and cure mispronouncing? Does it help to manage spelling issues in
ELL? How?
• Develop a sound treatment exercise, relevant for Russian learners of English?

Part 2
• Do you think certain consonant / vowel difficulties cause a greater
breakdown in communication than others?
• Are there any vowel or consonant distinctions you have difficulty making?
• Is it important to consider positional variation and restrictions when learning
/ teaching English sounds? Back up your opinion.
• How would you treat the following contrasts: [w – v]; [z – ð]; [s – θ]; [ph –
p]; [e – æ]; [ɔ - ɔ:]; [ə - e]; [ə: - e/ɔ]?
• In fact, there are other problematic sounds. To eliminate possible mistakes,
study the recommendations given in [Соколова, pp.32-66] and consider the
guiding principles of possible pronunciation contrasts that follow:
    a) Identify your problem areas.
    b) Find lexical/grammatical contexts with frequent natural occurrences of the
    problem sounds.
    c) Draw on these contexts to develop activities for analysis and listening that
    will assist understanding and recognition of the target sounds.
    d) Using the context you have chosen, develop a progression of controlled,
    guided and communicative tasks that incorporate the sounds for practice.