Benefits of improving phonetic skills using technological resources

This article sheds light on the main problems English learners experience in pronunciation sounds that are unfamiliar for them or they do not have in their native language. Also it focuses on importance of applying computer technology in teaching pronunciation to EFL learners as a major solution for the key issue. The effectiveness of gadgetry and technology in improving learners’ perception of the sounds is also mentioned. The article deals with the concept of phonetic skills as an integral part of the foreign language communicative competence and explores different computer programs for the best results in pronunciation. Also, it provides a practical example of how to use pronunciation software to impart sounds of English and initiate the learners to produce and acquire sounds more accurately.

Keywords: phonetic skills, phonetic competence, technological resources, computer software, ASR.

Introduction .

The development of ICT resources and phonemic awareness is needed to support students in improving their English pronunciation and communication skills. Technology helps teachers create learning environments that promote the development of phonemic awareness through real-world interactions and interactions with English speakers and real English sounds [1].

Millions of people all around the world are willing to learn English language and speak fluently in it without incorrect pronunciation. There is a large number of interested groups in the subject among learners in Kazakhstan as well. According to the former Minister of Culture and Sport Arystanbek Mukhamediuly 22 percent of the adult population were able to speak three languages in 2017 [2]. 5 years passed the statistics have been definitely changed and the number is still skyrocketing. However, all English learners regardless of their nationality and the location of their living and studying at face with certain barriers hindering them to level up and master all four core skills including listening, writing, reading, speaking. The fact is that all these skills are connected tightly and moreover, based on a completely different skill which is as important as them and that is called «a phonetic skill».

The phonetic skill is a developmentally important milestone in learning a new language because as an indispensable tool it helps learners to write and read accurately and fluently, and to focus on comprehension and context during the process of practicing it. Studies carried out by Elkhair Muhammad Idriss Hassan, the author of the study «Pronunciation Problems: A Case Study of English Language Students at Sudan University of Science and Technology» have shown that the pronunciation errors that learners of English from different language backgrounds make are systematic and not accidental. It concluded that the main problem, of the speakers of other languages who speak English, is substitution of sounds i. e. they substitute the unfamiliar sounds that they don’t have in their native language, with other sounds which are close to them in the place of articulation e. g. they replace /p/ with /b/, /θ/ with /s/ etc [3]. In this case it is obvious that one of the goals of teaching a foreign language is to form students' knowledge of the normative composition of spoken elements, skills of their using and automating their selection and integration. Because graduates should not only master the grammatical and lexical aspects of the language, but also be able to formulate their words phonetically as they know that communication is impossible without the knowledge of linguistic and socio-cultural realities [4]. Although lots of teachers feel unsure or they might be completely unaware of the ways how to teach pronunciation at all, there are dozens of beneficial tools that can be used to make the process of improving the skill of articulating words correctly a bit easier. For numbers of years both experienced teachers and researchers have suggested several ways to apply technology in teaching and learning pronunciation. It may be considered as a win-win situation because one of the main reasons of it is to dispose of unwanted and overwhelming pressure on teachers who have been put in a charge of all errors their learners make. On the other hand useful tools that can be used for the main purpose are highly effective to learn and use, readily available to any classroom teachers, some of them even free of charge or inexpensive. Based on the classroom practice of university teachers and research rich in certain data, this article evaluates a range of technological resources available on computers and any mobile devices to accomplish assignments relevant to boost pronunciation skill. However, the idea of using gadgets may make pronunciation teaching seem doubly intimidating, this article focuses on advantages of consuming technology to make progress in pronunciation.

Language teachers were searching for ways to apply newfangled sound-recording technology in classroom since 19th century (Roby, 2004). Two decades later we have a vast array of technological resources and tools that can play a crucial role in teaching language and pronunciation. We have also collected strong evidence of the benefits of implementing technology in teaching pronunciation (Hincks, 2003; McCrocklin, 2014; Neri, Mich, Gerosa, & Giuliani, 2008; Wal- lace, 2016; and others). As Levis (2007) emphasizes, “CAPT [computer assisted pronunciation teaching] applications are tools to meet instructional goals, and the tool should be appropriate to the job”.

As it was mentioned before teachers’ main goal is to teach effectively and to guide their learners in making their pronunciation more understandable and accurate with the help of computer software. In order to find out the best tools to aid language teachers, we need to pay attention to these criteria:

— Matching learning objectives: Will the tool assist the teacher in accomplishing certain types of assignments?

— Quality: Will it support students to achieve their pronunciation goals?

— Use and practice: Is the program comfortable and understandable for everyone including young students? Does it match all requirements relevant its description?

— Price: Is the resource inexpensive or free?

In addition to that, this paper is composed of two major sections:

1. Different sorts of pronunciation software, namely, ASR-based and non-ASR that help learners improve their perception of the sounds.
2. Significance of technological resources that have been created to help both students in practicing pronunciation independently and teachers to consume them at lessons for great progress.

Initially, it is necessary to conduct professional development lessons to explain to teachers how to manage websites and applications. As an additional technology, it is enough to use a simple smartphone, as well as social networks in our daily life. For example, the YouTube broadcast and TED Talks videos allow students to feel the true settings of the English language and are an excellent phonemic resource for learning the sounds, pronunciation and correct pronunciation of each sound of the «international phonetic alphabet» [5].

The fear of verbal communication in a foreign language is a real problem for students. Thus, the need to get out of this situation becomes an urgent need for effective communication and a high level of English language proficiency. The acquisition of phonemic knowledge is very important for improving pronunciation and communication skills, especially in the context of limited opportunities for students to communicate with native English speakers. In addition, technological resources have overcome some barriers in terms of access, allowing people around the world to communicate directly with the English language and its phonemic alphabet in real time, time and parameters. It is noted that the development of phonemic consciousness has a positive effect on students' communicative competence and pronunciation, increases their confidence in oral communication in real life. Technology is also an effective way to introduce students to the language used in non-English-speaking countries.

References:

1. Ellis, R., & Shintani, N. (2014). Instructed second language acquisition. In exploring language pedagogy through second acquisition research. New York: Routledge.
2. https://astanatimes.com/2018/03/more-than-20-percent-of-kazakh-citizens-speak-three-languages/ BY DANA OMIRGAZY in NATION on 28 MARCH 2018
3. Hassan E. K. M. I., Hassan S. A. W. A. Pronunciation Problems. A Case Study of English Language Students At Sudan University of Science and Technology: дис. — Sudan University of science and Technology, 2007.
4. Badanbekkyzy Z., Abu A. Structure and content of students' phonetic competence in English // InterConf. — 2021. — С. 81–88.
5. Fabre-Merchán P. et al. A Phenomenological Study: The Impacts of Developing Phonetic Awareness through Technological Resources on English Language Learners'(ELL) Communicative Competences //English Language Teaching. — 2017. — Т. 10. — №. 12. — С. 83–87.