PHONIC COMPETENCE IN LANGUAGE TEACHING
Keywords:
analysis, phonetic competency, the contrastive analysis hypothesis, pronunciation errors.Abstract
This article researches that A key competency for language instructors is phonetic ability. Not only does it allow them to demonstrate proper pronunciation for their students, but it also gives them the means to identify and fix pronunciation mistakes efficiently. It is possible for language teachers to improve their phonetic competency and offer significant assistance to their students' pronunciation development by combining phonetic training, technology, and effective teaching techniques. Through the resolution of issues like L1 interference and insufficient exposure to native speech, educators can promote a more thorough approach to phonics in language instruction.
References
1. Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (2010). Teaching Pronunciation: A Course Book and Reference Guide (2nd ed.). Cambridge University Press.
2. James, C. (1988). Errors in Language Learning and Use: Exploring Error Analysis. Longman.
3. Lado, R. (1957). Linguistic Interference and the Contrastive Analysis Hypothesis. University of Michigan Press.
4. Selinker, L. (1972). Interlanguage. IRAL – International Review of Applied Linguistics, 10(1), 209–231.
5. Savignon, S. J. (2002). Communicative Language Teaching: Linguistic Theory and Classroom Practice. Yale University Press.
6. Roach, P. (2009). English Phonetics and Phonology (4th ed.). Cambridge University Press.
7. Gilbert, J. B. (2010). Clear Speech: Pronunciation and Listening Comprehension in North American English (4th ed.). Cambridge University Press.
8. Hancock, M. (1995). Pronunciation Practice Activities: A Resource Book for Teaching English Pronunciation. Cambridge University Press.
Downloads
Published
Versions
- 2025-11-30 (2)
- 2025-11-30 (1)
