The methodology of teaching different types of pronunciation to b2 level students

- Isolation.

In such a way, particular sounds, that are difficult to produce, are practiced in isolation. In such an activity, a teacher give a model of particular sound pronunciation to be repeated by students. The aim of the technique is the focus on the small nuances in the correct pronunciation and furthermore engraining the sound pattern in mind. The activity is definitely helpful in the solvation of one of the problematic patterns of the correct pronunciation - the sound determination problem, that was previously mentioned. As the result, such a widely-spread problematic issue, such as the /è/, /?/ and /r/ pronunciation, that composes the 30 percent out of 100 possible percent, among the tested students, can be minimized.

- Song singing.

In order to serve the variety of lessons in this approach, there was also applied another technique, more effective and much more attractive for the students, which features also supplies apart the usefulness, the motivation for the further language development, that composes the aim of the teaching process. The procedure of the technique is composed in the wide usage of songs, sung by the English native speakers with the perfect pronunciation of the preferable accent: the General London accent or the Received Pronunciation. The “audio” component of the technique is the process of listening the correct variant of the preferable pronunciation, while the “lingual” component of the technique is composed in the oral production of the heard lyrics, which not only check the ability to digest the way of pronunciation of distinct words, but also help to develop the speaking skill, as it is narrowly connected with the sub-skill, we should work on.

Although the technique of the singing songs usage is quite effective and motivational for both young and adult students, there is also the possibility to enlarge the effectiveness of the technique for the B2 level students by its modification, that I`d used during the conducting lessons, which was done through one of the test type: fill-in gaps. Such a way of technique is effectively analyzed the perceptive ability of students, whose deal in such a modified technique is to the fill-in the gaps in the given lyrics after the listening to a particular song. The outcome of the technique is the ability to get and digest particular words and, as the result, to know the correct way of pronunciation.

The quantity of the words in the chosen songs also play a great role in the digesting of correct pronunciation, as all the songs supply students with a broad range of new vocabulary which way of pronunciation becomes familiar to students.

Another technique, that refers to the approach, which I was using during the teaching practice was the technique:

- Tongue - twisters.

A tongue twister is a series of words or a longer piece, like a poem, constructed to be very difficult to pronounce properly. Like all the previously mentioned techniques, tongue - twister follows different aims: first of all, it is motivating, which plays an important role in the process of teaching. Exactly this constituent part carries out the effectiveness of teaching process, as students, according to the experience, are willing to get new information and experience in the sphere of correct pronunciation. Another strong point about the technique - is evident effectiveness. It is seen in the ability to cover all the possible problems that may appear during the practicing of particular sounds production, as there is a great amount of tongue - twisters, that are aimed at different sounds.

In order to modify the technique and provide the ability to cover all the problems that turned to be in case of the group I was working with, there was also the necessity to work out new tongue-twisters, aimed at the particular sounds pronunciation. So in order to work out the omission of the /k/ sound in the beginning of words like in the words: knife, knight, knit, knee and others there was an idea to create a new one tongue-twister:

One knight at night stood at knees to be knitted.

In order to provide the training on the sound /è/, there was a tongue twister:

- The thirty-three thieves thought that they thrilled the throne throughout Thursday.

- Something in a thirty-acre thermal thicket of thorns and thistles thumped and thundered threatening the three-D thoughts of Matthew the thug - although, theatrically, it was only the thirteen-thousand thistles and thorns through the underneath of his thigh that the thirty year old thug thought of that morning.

To work on the sound /v/ and differentiate it from the /w/ sound, there was a tongue twister:

- Very well, very well, very well ...

- Really very weary, really very weary, really very weary…

In order to work out the intrusive “r” and the cases of its usage, there was rolled into the teaching process the following tongue-twister:

- Betty Botter bought some butter

But she said the butter's bitter

If I put it in my batter, it will make my batter bitter

But a bit of better butter will make my batter better

So `twas better Betty Botter bought a bit of better butter

To provide the work on the /?/ sound pronunciation, there was also the necessity to create a new tongue-twister:

- Those dozes thrilling these thikers.

In order to decrease the disability to pronounce correctly the endings /id/ and /d/, denoting the Past tense in the regular verbs, there was the work conducted through the following tongue-twister;

- Peter batted better than Pat poured butter, so Peter told Pat he batted poorly and better pour the butter better before he batted.

As the approach doesn`t deal with the communication, that makes any lesson an insipid and chilly, there was the necessity to mix it up with the approach, that imply the need to communicate with each-other and in this way, make a lesson not a way of spending time, but a very useful fling.

3) The communicative approach.

Another chosen approach to supply variety of the conducted lessons and their success, was the communicative approach. The approach was chosen to not only make lessons more interesting and differ, but also supply the freedom of thoughts and deals, to provide the training of the ability not only repeat after the teacher, but moreover get over the new vocabulary pronunciation spontaneously on their own.

* The features that differ exactly this approach from others are:

- Students learn a language communicatively.

- The goal of the classroom activity in the pure variant of the approach is a meaningful and authentic communication.

- Teaching fluency is a very important factor in the approach.

- Communication involves the integration of different language skills.

- Learning is conducted as a process of creative construction and involves trial and error.

The name of the approach speaks for itself, concerning the goal - the communicative competence. The teacher in this approach, in differ of the previously mentioned approach, is quite passive and has two roles: the first being to facilitate the communication process in the classroom and the second, to act as an independent participant within the learning-teaching group. The teacher is also expected to act as a resource, an organizer of resources, a motivator, a counselor, a guide, an analyst, and a researcher. To sum up, the teacher's job is to get their students to communicate using real language by providing them with instruction, practice and above all opportunities to produce English in activities, which encourage acquisition and fluency.

Although the main aim of the approach mostly refers to the speaking skill development and in some cases, to the development of the other skills: listening, reading and writing, but not fully, which became the weak point of the approach that was followed by the other approach creation. As the approach deals mostly with the speaking skill, at the same time, as pronunciation is the sub-skill of the speaking, it deals also with the pronunciation.

The usage of the approach becomes far more successful in the case of teaching B2 level students, as one of the essential demands of the approach is the conducting a lesson in the target language, which is easy to realize during the teaching the upper-intermediate students; as they are able to maintain the speaking English and, as the result - practice the correct pronunciation.

In order to roll into the real practice the Communicative Language Learning approach, there was a preceding elaboration of the way how to conduct a lesson in the chosen approach. Activities are often used to practice real-life situations involving social interaction and so a high level of social and functional language should be expected.

There are many different types of activities which provide speaking and, as the result, the pronunciation practice aiming at production. Among them are: games, role-plays, simulations, debates and others, in general, all the types of activity that that intend the spontaneous speaking. All the mentioned techniques, are very successful among students, as they motivate them to the further development.

If to mention such widely-respected type of the activity as “debates”, that involve the participants into heated arguments, it is essential to highlight the effectiveness of the chosen technique.

* The technique “debate”

In contemporary time, the technique “debates” are in favor among all the English teachers in grades: from A2 to C1 level, being caused by the psychological human peculiarities. Under the psychological peculiarity is meant the impossibility of the human beings to admit the defeat and the disability to persuade others in his own point of view, which existence plays a great role in the process of motivation students to use the target language in order to prove their viewpoint. From the pedagogical point of view, the technique is very effective, as it awakes the willing to speak and, as the result, to practice pronunciation. According to my teaching experience, the teacher`s role during the conduction of a lesson in the beginning is quite passive, as his role in case of teaching pronunciation is to point out the pronunciation mistakes. In the final part of the lesson, after the discussion and parry with facts, all the members of the debate are given cards with the mistakes they made as a fact, without explanation, after which students are asked to analyze the mistakes and tell out the correct version of word or a sound pronunciation. It is necessary to provide the work on mistakes after the discussion in order not to deprive students the willing to embody their ideas, concerning the topic. In such a way, the modification of one of the widely-used technique was launched.

As the group of students I had the teaching practice with was adult and had the necessary amount of knowledge, there also had a place the technique - “role play”

* Role-play.

Role-playing takes place between two or more people, who act out roles to explore a particular scenario. It is aim as follows:

- As the technique provides the preparation for unfamiliar or difficult situations, which makes it interesting and, as the fact more motivating to make students use the target language.

- As all the role-plays are conducted on the scenario, basing on particular topic, apart the willing to use the target language and, as the fact, practice the pronunciation, such a technique provide the inspiration for the further creativity as by acting scenarios, you can explore how the students are likely to respond to different approaches.

All the methods and techniques were set according to the preferences of students, their learning types and the abilities in the English language sphere, which helped to gain the main aims of the teaching process:

- to teach different level-students

- to supply students with interesting activities, which led to the motivational constituent part of the teaching process

- to get progressive outcome.

III.3 Data-collection

This part of the diploma paper is dedicated to the collection of the tests results that can help during the dealing with the problems, that student had faced to set further the goals for the future development of the sub-skill pronunciation.

In order to deal with the teaching process in order to gather information about students in two grades: 8 “a” and 8 “b”, themselves, their learning type and their variability, which can make it easier to find out the only correct way of teaching and make the teaching process effective and interesting, the students were firstly tested on the type of learning.Such a technique of dealing with the students` types of learning, the necessity to conduct it and in this way to gather essential information about students` preferences, was proposed by an outstanding teacher Jeremy Harmer in the book “How to teach English”. Where he pointed out the necessity to know what is more comfortable for students to study.

According to the test structure, students were given the questions, concerning their preferences in the leisure time and the learning process, which were also provided with three possible answers and after that students were asked to answer sincerely. The questions concerned the following questions, like: Where do you prefer to sit during lessons? What do you prefer? When you get flash cards with new vocabulary, you… What are you doing during coping with tests? During the reading texts you…You prefer the activities, concerning the pronunciation, where. You better learn vocabulary…When you learn something, you…



This test has shown different results in two experiment groups.

Group 8 “a”

	Q1	Q2	Q3	Q4	Q5	Q6	Q7	Q8	Result
PogosyanVartan	a	b	a	a	c	a	b	b	Visual learner
Podkolzin Mark	a	c	c	b	b	b	b	a	Auditory learner
PulatovOtabek	c	b	b	a	a	a	a	a	Visual learner
RuzievAsadbek	a	a	b	c	a	a	b	a	Visual learner
SaidalimovBakhtiyor	c	c	c	a	c	c	b	b	Kinesthetic learner
SaitkulovaIroda	c	a	a	a	a	b	a	a	Visual learner
SafarovNursultan	c	c	c	c	c	a	c	b	Kinesthetic learner
TojievDoniyor	c	c	a	c	c	b	c	c	Kinesthetic learner
TursunboyDilzodabonu	b	b	b	b	c	b	a	b	Auditory learner
Tirina Alina	a	a	a	a	b	a	a	b	Visual learner
UktamovaFarangiz	b	b	b	a	c	b	b	b	Auditory learner
Usmanova Lola	a	a	a	a	a	a	c	a	Visual learner
ShakirovAmal	a	b	a	a	b	b	b	a	Audio-visual learner
ErgashevaShakhzoda	c	c	c	c	b	a	c	a	Kinesthetic learner
Yurovskaya Diana	a	b	b	b	c	b	c	b	Auditory learner
Yakubova Sabina	a	a	a	a	a	b	a	a	Visual learner.

The same set of tests were conducted in the other group of students from the grade: 8 “b”. the results are:

Student`s name	Q1	Q2	Q3	Q4	Q5	Q6	Q7	Q8	Results
AbdumalikovDiyor	c	c	c	b	c	c	c	a	Kinesthetic learner
AbdumajudovaVasila	c	c	b	a	b	c	c	c	Kinesthetic learner
AbdumannopovaRobiya	b	b	c	b	a	b	c	b	Auditory learner
AbdusamatovRashod	c	c	c	c	b	c	c	c	Kinesthetic learner
BurtsevDmitriy	b	c	b	b	b	b	c	c	Auditory learner
Varlamov Roman	a	a	a	b	b	c	c	a	Visual learner
ValievaMubina	c	c	c	b	b	b	b	b	Auditory learner
Ganiev Kamron	a	a	a	a	a	c	c	c	Visual learners
GavkharovaFarangiz	c	c	c	a	c	a	b	c	Kinesthetic learner
Jammonov Amir	a	a	a	b	a	c	a	c	Visual learner
JuraevRustam	a	a	b	c	c	a	a	a	Visual learner
BulatjonovaZukhra	a	a	a	b	b	c	a	c	Visual learner
BulatjonovaFotima	a	b	a	a	c	a	a	a	Visual learner
ZaripovaMakhinur	c	c	a	b	c	b	c	c	Kinesthetic learner
ZaynutdinnovAlexandr	c	c	c	c	c	c	c	c	Kinesthetic learner
ZiyadullaevaNigina	a	a	a	c	c	a	a	a	Visual learner
IsmailovAbdubosiy	b	b	b	a	a	b	c	a	Auditory learner
KurbanovAnvar	c	c	b	b	b	b	c	b	Auditory learner
KurbanovaNigina	c	c	c	a	a	a	a	a	Visual learner
Musina Lola	b	b	b	b	c	c	c	c	Audio-kinesthetic learner

The conduction of the test was the first step to the deep understanding of the further steps of the teaching process.

Another step, that led to clearness of the further teaching process development was the test that helped to reveal the students problems and abilities of students in the sphere of pronunciation.

The goals setting of the further teaching process was perceived after the worked out test, that had included the questions, concerning the mostly spread students` difficulties in the sphere of correct pronunciation, which were pointed out by the outstanding teachers, mentioned in the first chapter. Among them were: “intrusive R” and the phenomenon “accommodation” usage in the fluent speech, correct putting of stress and intonation and the correct pronunciation of unfamiliar academic words.

According to the test results, made in the grade 8 “a”, the majority of the b2 level students have no idea about such a phenomenon in the English language, as intrusive r, together with the phenomena such an“elision” and accommodation, that contended the 60 % out of 100 %; the 10 % of the tested students can`t determine the sounds in the unknown words: /si/ like in the word “cinnamon” and /k/ like in the word “Canberra”; /?/ like in the word “awesome” and /æ/ like in the word “anagrammatize”.And almost a quarter, exactly 30% percent out of 100%, finds it difficult to determine the word-stress. In the number identity, out of the grade of 17 students:

- 14 students have difficulty with the intrusive “R”, elision and accommodation.

- 9 students have feel difficulty about the correct word stress and intonation

- 5 students out of 17 have difficulty with the sound pronunciation identification in the unknown words.

The other grade`s test, exactly 8 “b”, had shown the worth result. The same mixed set of paper and oral tests, which also concerned the mentioned constituent parts of the correct pronunciation. The questions concerned:

- “Intrusive “R” usage in the fluent speech, that was checked through the reading of a particular text.

- The phenomenon of the fluent speech “elision” and “accommodation” usage in the fluent speech, which results were taken from the test on the ability to respond orally and spontaneously the questions, constructive the answers with the phrases, which demand the usage of such phenomenon.

According to the table, the whole 8 “b” grade (100% -21 students) feel difficulty in the intrusive “r”, elision and accommodation phenomena usage during the fluent speech. 80 % - 16 students faced problems in correct stressing of unfamiliar words and intonation. 35% out of the 100% - 8 students felt difficulty in the identification of the sounds in unfamiliar words during the test. Those, who failed the test on the correct putting intonation composed 13 students out of 21, which corresponds to the 75%.

The results of the test led to the correct set of methods and technique creation, which led to the positive outcomes, that are reflected in the third chapter.



Chapter IV. DATA ANALYSIS AND DISCUSSION

IV.1 COMPARISON OF THE WHILE-TEST QUIZ RESULTS WITH THE FINAL QUIZ RESULTS

In order to identify the effectiveness and fruitfulness of the conducted techniques, there was the necessity to conduct a quiz on the same topics and considering the same problematic issues, that were revealed during the conduction of the initial quiz, in the middle of the teaching process quiz and in the final test, that had made a final point in the active teaching process and shown the result of the made work.

Although the while-teaching and the final test contended the questions, aimed at revealing the same set of problematic issues, as in the initial test, the tests` contents were changed in order to provide the necessity for students to recall all the covered rules. The contend of the conducted while-teaching and final quizzes are reflected in the Appendix (on the page…). There are presented the below the assessment criteria and the revealed result. As the initial test was aimed not on the marking of students, but at the founding out the weak points of students in the sphere of correct pronunciation for the further overcoming the problems, through the set of techniques, in the result below are represented the result of two tests: the while-teaching quiz and the final. To make the research more informative and clear, the results are compared in the following ways:

- The while-teaching quiz and the final quiz results comparison

- The comparison between two previously mentioned experimental groups: 8 “a” and 8 “b” of the school - 182.

- The comparison of the both groups` results in the while-teaching test with the results of the final test.

Criteria remained the same for both groups:

- The ability to use the intrusive “r”, elision and accommodation phenomena in the fluent speech

- The correct intonation usage in the fluent speech

- The identification of the unknown words` pronunciation.

The pie chart reflects the results of the while-teaching test, taken in the middle of the teaching practice, after the covering of all the rules, concerning the:

- Cases of the intrusive “r”, elision and accommodation usage

- The peculiarity of the sentence intonation in the English language

- The peculiarities of sound`s pronunciation, taking into consideration their position in words

The pie-chart shows the quantity in percent of students, that could manage with the test, which was made in the way of blocks: seven students (41%) out of total seventeen during the teaching process could use the intrusive “r”, elision and accommodation in the fluent speech; ten students out of seventeen (58%) digested the information, concerning the correct intonation usage, which is reflected in the speech; thirteen student out of seventeen (76%) can identify the correct pronunciation of unknown words.



The bar chart reflects the marks of students, according to the test results: seven students out of seventeen could manage with the given test on 86 % in average, four students could manage with the test on at least 71%, two students could manage with at least 55 % of the test, and only two couldn`t manage even with the 55 % of the test to get at least the minimum

For the sakes of experiment we counted the average results of all the participants according to the following formulae:

((A*5+B*4+C*3+D*2)/TNL) *20

Where A - number of learners, that could manage with the 86% of the test correctly.

B - number of learners, who could manage with the test on 71%

C - number of learners, that could manage with the test on, at least 55%

D - number of learners, who failed the test and got less than the minimum demand

((7 * 5 + 4* 4 + 2 * 3 + 2*2)/17) * 20 = 71.7

This is the average indexes of the while-teaching test of the grade 8 “a”.

The while-teaching test, taken in the grade 8 “b”, has shown better results, from the methodological view point in comparison with the grade 8 “a”

The while-teaching test result, conducted in the grade 8 “b” has shown that the quantity of students, that could manage with the given test by parts. The pie-chart shows the quantity in percent of students, that could manage with the test, which was made in the way of blocks: nine students (42%) out of twenty one during the teaching process could use the intrusive “r”, elision and accommodation in the fluent speech; eleven students out of twenty one (52%) digested the information, concerning the correct intonation usage, which is reflected in the speech; seventeen student out of twenty one (80%) can identify the correct pronunciation of unknown words.

If to mention the marks, that were get, according to the test assessment, the results are the following:



The bar chart reflects the marks of students, according to the test results: nine students out of twenty one could manage with the given test on 86 % in average, five students could manage with the test on at least 71%, four students could manage with at least 55 % of the test, and only three out of twenty five students couldn`t manage even with the 55 % of the test to get at least the minimum of the demanded percent of the correct answers.

For the sakes of experiment we counted the average results of all the participants according to the same formulae of the average mark working out:

((A*5+B*4+C*3+D*2)/TNL) *20

According to which, as it was done in the previous case, the average mark can be seen.

((9*5+5*4+4*3+3*2)/21) * 20

Due to the formulae result, the average mark, that was got from the while-learning test is - 79, which is in 8 points better that the result, taken in the 8 “a” grade.

According to the while- test results the average marks in the grades:

· 8 “a” - 71.7 scores

· 8 “b” - 79 scores

The final result reflection of the 8 “a” grade:

After the active teaching process, when all the initiated techniques were conducted and all the planned information was presented, there came the turn for the final test, that reflected the ability of students to digest the given information also the ability to roll into the process the got knowledge.



The linage chart shows in percentage way the quantity of students, that could manage with the test, which was made in the way of the previously mentioned blocks.

According to the results of the final test, conducted in the grade 8 “a': thirteen students (76%) out of total seventeen could use the intrusive “r”, elision and accommodation in the fluent speech; fourteen students out of seventeen (82%) have shown the ability to roll into the active process the information, concerning the correct intonation usage, which was reflected in the speech; sixteen students out of seventeen (94%) could identify the correct pronunciation of unknown words.

From the point of view of the results, according to the assessment, students got the following marks in the percentage degree.

The circle chart reflects the marks of students, according to the test results: thirteen students out of twenty one could manage with the given test at least on 86 % in average; three students could manage with the test on at least 71%, and got the mark “4”; onestudent could manage with at least 55 % of the test, and only one out of seventeen students couldn`t manage even with the 55 % of the test to get at least the minimum of the demanded percent of the correct answers.

In order to provide the sake of the experiment, it is essential to reveal the average mark, that students got with the help of the following formulae:

((A*5+B*4+C*3+D*2)/TNL) *20

((13 * 5+ 3 * 4+1 * 3+1*2) / 17) * 20

According to the formulae, the average mark of the final test, that revealed the average knowledge of students after the expiration of the teaching process is - 82 scores.

Reflection of the final result in the 8 “b”:

The final test aimed at the same problematic issues, that were already mentioned in the cue with both while-teaching test and the final in case of the 8 “a” grade.

The graphic shows the results, that the students got after the expiration of the pronunciation course, according to which: in the grade 8 “b” fifteen students (71%) out of total twenty one could use the intrusive “r”, elision and accommodation in the fluent speech; nineteen students out of twenty one (90%) have shown the ability to roll into the active process the information, concerning the correct intonation usage, which was reflected in the speech; twenty students out of twenty one (95%) could identify the correct pronunciation of the unknown words.

If to mention the results of students in the equivalent of marks, according to the assessment, students got the following marks in the percentage degree.

The circle chart reflects the marks of students, according to the test results: fifteen students out of twenty one could manage with the given test at least on 86 % in average; four students could manage with the test on at least 71%, and got the mark “4”; one student could manage with at least 55 % of the test, and only one out of seventeen students couldn`t manage even with the 55 % of the test to get at least the minimum of the demanded percent of the correct answers.

In order to provide the sake of the experiment, it is essential to reveal the average mark, that students got with the help of the following formulae:

((A*5+B*4+C*3+D*2)/TNL) *20



((15*5+4*4+1*3+1*2)/21) * 20 = 91 scores

In order to provide the obviousness of the test results and the difference of the final test results, conducted in the grades 8 “a” and 8 “b” grades, the following table is presented:

IV.2 WORKING WITH DATA ON INDIVIDUALS AND GROUPS

To make the research more clear and obvious, concerning the mentioned data, that results of the participants of the grades: 8 “a” and 8 “b” were calculated, according to the mode, range and standard deviation.

The following table contends the students` names and the marks according to the test blocks in the 8 “a” grade:

	The intrusive “r”, accommodation and elision block	The intonation and word-stress block of test	The sound identification block	Total (average) mark
PogosyanVartan	5	5	5	5 (87%)
Podkolzin Mark	2	2	2	2 (49%)
PulatovOtabek	4	5	5	4 (84%)
RuzievAsadbek	2	2	2	2 (52%)
SaidalimovBakhtiyor	5	5	5	5 (87%)
SaitkulovaIroda	5	5	5	5 (88%)
SafarovNursultan	2	3	4	3 (68%)
TojievDoniyor	4	4	5	4 (82%)
TursunboyDilzodabonu	3	4	4	4 (71%)
Tirina Alina	5	5	5	5 (87%)
UmurzakovaFarangiz	4	5	4	4 (80%)
UktamovaFarangiz	3	3	4	3 (70%)
Usmanova Lola	4	5	5	5 (87%)
ShakirovAmal	5	5	5	5 (88%)
ErgashevaShakhzoda	4	4	5	3 (57%)
Yurovskaya Diana	5	5	5	5 (87%)
Yakubova Sabina	5	5	5	5 (89%)

First of all we count the mean. In the study process, the mean is average numerical value in a set of numerical values.

Student`s name	Block of tests, concerning the intrusive “r”, elision and accommodation usage	Block of tests, concerning the correct intonation and word-stress usage	Block of tests, concerning the correct sound identification	The mark in percent
AbdumalikovDiyor	4	4	5	4 (84%)
AbdumajudovaVasila	3	3	3	3 (62%)
AbdumannopovaRobiya	4	4	5	4 (80%)
AbdusamatovRashod	4	5	5	4 (85%)
BurtsevDmitriy	3	4	4	4 (71%)
Varlamov Roman	5	5	5	5 (88%)
ValievaMubina	4	4	5	4 (85%)
Ganiev Kamron	5	5	5	5 (89%)
GavkharovaFarangiz	5	5	5	5 (88%)
Jammonov Amir	5	5	5	5 (91%)
JuraevRustam	4	4	5	4 (80%)
BulatjonovaZukhra	5	5	4	5 (86%)
BulatjonovaFotima	4	4	5	4 (79%)
ZaripovaMakhinur	5	4	5	5 (86%)
ZaynutdinnovAlexandr	3	2	2	2 (52%)
ZiyadullaevaNigina	4	5	5	5 (86%)
IsmailovAbdubosiy	5	4	5	5 (87%)
KovtanyukViktoriya	4	4	5	4 (81%)
KurbanovAnvar	5	5	5	5 (88%)
KurbanovaNigina	4	5	5	4 (84%)
Musina Lola	3	3	4	3 (56%)

The following table contends the students` names and the marks according to the test blocksin the 8 “a” grade:

	The intrusive “r”, accommodation and elision block	The intonation and word-stress block of test	The sound identification block	Total (average) mark
PogosyanVartan	5	5	5	5 (87%)
Podkolzin Mark	2	2	2	2 (49%)
PulatovOtabek	4	5	5	4 (84%)
RuzievAsadbek	2	2	2	2 (52%)
SaidalimovBakhtiyor	5	5	5	5 (87%)
SaitkulovaIroda	5	5	5	5 (88%)
SafarovNursultan	2	3	4	3 (68%)
TojievDoniyor	4	4	5	4 (82%)
TursunboyDilzodabonu	3	4	4	4 (71%)
Tirina Alina	5	5	5	5 (87%)
UmurzakovaFarangiz	4	5	4	4 (80%)
UktamovaFarangiz	3	3	4	3 (70%)
Usmanova Lola	4	5	5	5 (87%)
ShakirovAmal	5	5	5	5 (88%)
ErgashevaShakhzoda	4	4	5	3 (57%)
Yurovskaya Diana	5	5	5	5 (87%)
Yakubova Sabina	5	5	5	5 (89%)

Mean = (87+49+84+52+87+88+68+82+71+87+70+87+88+57+87+89+80):17=77

Frequency index

Score value	2	3	4	5
Frequency	2	3	4	8

Range: (89-49)+1=41

So range is 41.

	Score	Mean	Difference	Difference squared
PogosyanVartan	87	77	10	100
Podkolzin Mark	49	77	-28	784
PulatovOtabek	84	77	7	49
RuzievAsadbek	52	77	25	225
SaidalimovBakhtiyor	87	77	10	100
SaitkulovaIroda	88	77	11	121
SafarovNursultan	68	77	9	81
TojievDoniyor	82	77	5	25
TursunboyDilzodabonu	71	77	6	36
Tirina Alina	87	77	10	100
UmurzakovaFarangiz	80	77	3	9
UktamovaFarangiz	70	77	7	49
Usmanova Lola	87	77	10	100
ShakirovAmal	88	77	11	121
ErgashevaShakhzoda	57	77	20	400
Yurovskaya Diana	87	77	10	100
Yakubova Sabina	89	77	12	144

=v=v137,882=11.74

8 B grade

Student`s name	Block of tests, concerning the intrusive “r”, elision and accommodation usage	Block of tests, concerning the correct intonation and word-stress usage	Block of tests, concerning the correct sound identification	The mark in percent
AbdumalikovDiyor	4	4	5	4 (84%)
AbdumajudovaVasila	3	3	3	3 (62%)
AbdumannopovaRobiya	4	4	5	4 (80%)
AbdusamatovRashod	4	5	5	4 (85%)
BurtsevDmitriy	3	4	4	4 (71%)
Varlamov Roman	5	5	5	5 (88%)
ValievaMubina	4	4	5	4 (85%)
Ganiev Kamron	5	5	5	5 (89%)
GavkharovaFarangiz	5	5	5	5 (88%)
Jammonov Amir	5	5	5	5 (91%)
JuraevRustam	4	4	5	4 (80%)
BulatjonovaZukhra	5	5	4	5 (86%)
BulatjonovaFotima	4	4	5	4 (79%)
ZaripovaMakhinur	5	4	5	5 (86%)
ZaynutdinnovAlexandr	3	2	2	2 (52%)
ZiyadullaevaNigina	4	5	5	5 (86%)
IsmailovAbdubosiy	5	4	5	5 (87%)
KurbanovAnvar	5	5	5	5 (88%)
KurbanovaNigina	4	5	5	4 (84%)
Musina Lola	3	3	4	3 (56%)

Mean=(84+62+80+85+71+88+85+89+88+91+80+86+79+86+52+86+87+88+84+56)/20=80

Frequencyindex

Scorevalue	2	3	4	5
Frequency	1	2	8	9

Range = (91-52)+1=40

Student`s name	Block of tests, concerning the intrusive “r”, elision and accommodation usage	Block of tests, concerning the correct intonation and word-stress usage	Block of tests, concerning the correct sound identification	The mark in percent
AbdumalikovDiyor	84	80	4	16
AbdumajudovaVasila	62	80	18	324
AbdumannopovaRobiya	80	80	0	0
AbdusamatovRashod	85	80	5	25
BurtsevDmitriy	71	80	9	81
Varlamov Roman	88	80	8	64
ValievaMubina	85	80	5	25
Ganiev Kamron	89	80	9	81
GavkharovaFarangiz	88	80	8	64
Jammonov Amir	91	80	11	121
JuraevRustam	80	80	0	0
BulatjonovaZukhra	86	80	6	36
BulatjonovaFotima	79	80	1	1
ZaripovaMakhinur	86	80	6	36
ZaynutdinnovAlexandr	52	80	28	784
ZiyadullaevaNigina	86	80	6	36
IsmailovAbdubosiy	87	80	7	49
KurbanovAnvar	88	80	8	64
KurbanovaNigina	84	80	4	16
Musina Lola	56	80	24	576

=v=v118.35=10.87

The range of marks, according to the final test marks:



IV.3 ANSWERS TO THE RESEARCH QUESTIONS

In the chapter “Process and results” were mentioned the following research question to answer after the active teaching process.

* How can be developed the pronunciation sub-skill, in case of different types of L1 gainers: the Russian learners and the Uzbek learners.

* How can be modified the traditional methods and techniques, which is demanded by the contemporary.

* How to motivate students practice the pronunciation sub-skill outside the classroom.

The answers are as follows:

* How can be developed the pronunciation sub-skill, in case of different types of L1 gainers: the Russian learners and the Uzbek learners? - The experiment, conducted in accordance with the teaching practice has shown that teaching pronunciation is a weak point for both of types of learners, which may be overcame firstly with the help of gathering all the resemble difficulties to cope in the whole international class and then to provide the variety of activities to help students with different difficulties to cope with them individually.

* How can be modified the traditional methods and techniques, which is demanded by the contemporary? - To answer the question, as the experience has shown, a teacher should apply to the pupils` modern interests, and in accordance with the modern techniques, transform the traditional methods and techniques, which within the time becomes less motivated. It can be done through the application of pictures, videos, setting of presentation and various types of competition.

* How to motivate students practice the pronunciation sub-skill outside the classroom? - As the experiment had shown, that in this case, again, a teacher should apply to the students` interest and the way they like to have a rest in order to make students practice pronunciation through the speaking skill. The most effective method, according to the experiment turned to be the technique “quest”, which is now one of the most popular attraction among the young generation, which contends the usage of the got knowledge in order to achieve an aim, which in case of the group, that was given for the active teaching practice, made the students use, practice and digest the information, that were given during lessons to apply them further in the command-game and win in the end.

CHAPTER V. FINAL REFLECTION

In accordance with the teaching practice, conducted in the school ¹ 182 in the Chilonzar district has shown that the teaching pronunciation should be conducted at all the levels of English language knowledge from the A1 level till the B2, as the knowledge that refers to the modern peculiarity of the correct English pronunciation is omitted during the teaching English language. As the importance of the English language as a tie among different nations, languages and traditions, is difficult to overestimate, both students and teachers should take into consideration the necessity of teaching and studying the rules of correct pronunciation as the key to the connection and full understanding between the representatives of different nations.

Basing on the led teaching practice, there were revealed the following problematic issues, that faced the gainers of the B2 level of the English knowledge:

-Problem of the prolonged /ed/ in the end of words.

-Problem of the intrusive “r”, elision and accommodation usage.

-Problem correct putting intonation.

The work on which was done through different methods and techniques, such as:

-Direct method in the contend of dictation technique, which, as the experiment has shown was helpful as a type of data collection, whih is also necessary in the teaching process, but not motivating for learners to convert new knowledge into the skill through practicing, which was supplied with the help of the following methods.

-Audio-lingual method, which contended the techniques of song singimg, repeating after a teacher and tongue-twister techniques, among which every techniques were extremely helpful in practicing different cases. Song-singing turned to be helpful in teaching intrusive “r”, elision and accommodation phenomena of the English general accent, which was supplied by the following after the native speakers` speech, the same was provided by the tongue-twister technique, which helped students practice the intrusive “r”, elision and accommodation in the fluent speech in the same line with the exact sounds pronunciation practicing.

To sum up, the aims of the teaching practice were achieved and the teaching strategy for the further pronunciation sub-skill development are worked out.



CHAPTER VI. APPENDIX

In this chapter are reflected all the applied files and quizzes, which weren`t reflected in the previous chapters.

Among them is the table of correct sounds` pronunciation, which was also used during the lessons, proposed by the Jeremy Harmer:

Vowels	Consonants
Symbols	Examples	Symbols	Examples
/a:/ /æ/ /ai/ /au/ /e/ /ei/ /e?/ /i/ /i:/ /i?/ /?/ /??/ /?:/ /?i/ /?/ /u:/ /??/ /å:/ /ë/ /?/	Arm, palm Apple, black Eyes, drive Out, now End, Pen Eight, day Air, wear It, sit Eat, see Ear, near Opposite, stop Open, phone Always, more Boy, join Would, stood You, choose Sure, tourist Early, bird Up, luck Ago, doctor	/b/ /d/ /f/ /g/ /h/ /j/ /k/ /l/ /m/ /n/ /p/ /r/ /s/ /t/ /v/ /w/ /z/ /?/ /î/ /ç/ /t?/ /è/ /?/ /dî/	Bed, about Do, side Fill, safe Good, big Hat, behind Yes, you Cat, week Lose, allow Me, lamp No, any Put, stop Run, around Soon, us Talk, last Very, live Win, swim Zoo, loves Ship, push Measure, usual Sing, hoping Cheap, catch Thin, bath Then, other June, age

The quiz, concerned the type of learner:

The questions were:

1) Where do you prefer to sit during lessons?

a. As neat as possible to a teacher

b. Don`t care

c. Up to the first desks

2) What do you prefer?

a. To listen to a teacher

b. Don`t care

c. To watch a teacher

3) When you get flash cards with new vocabulary, you…

a. You read them out loud

b. You just look at them and in this way learn

c. You don`t need them

4) What are you doing during coping with tests?

a. Chew gum/play with a pen

b. Visualize the notebook you have notes in

c. Read the questions out loud

5) During the reading texts you…

a. Like to listen to music

b. You try to visualize the actions

c. You read loudly

6) You prefer the activities, concerning the pronunciation, where

a. You are given an audio to follow and repeat

b. You are given a teaching video, where you can see the articulation

c. You are given the task for a group work

7) You better learn vocabulary…

a. You made a recording of your words and started listening to them

b. You drawn them in details, that provide the notion of a word.

c. Trace words with your finger to learn spelling (finger spelling).

8) When you learn something, you…

a. Prefer to work without breaks

b. You make one-two breaks

c. You prefer to take breaks frequently but not for a long period.

The quiz concerned the pronunciation abilities of learners in the final quiz:

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