Novosibirsk State Pedagogical University Bulletin, 2018, vol. 8, no. 4, pp. 46–54
© Soradova D., Kralova Z., Birova J., 2018
UDC: 
37 + 81

“Phonics generalizations” in teaching foreign language pronunciation [In English]

Soradova D. 1 (Nitra, Slovak Republic), Kralova Z. 1 (Nitra, Slovak Republic), Birova J. 2 (Trnava, Slovak Republic)
1 Constantine the Philosopher University in Nitra, Nitra, Slovakia
2 University of Ss. Cyril and Methodius in Trnava, Trnava, Slovakia
Full text (Open Access) — Downloaded 4325
Abstract: 

Introduction. The Phonics method is commonly applied to teach the logical association of English phonemes and graphemes to young native learners. As the correspondence between pronunciation and spelling in English is considered rather difficult by non-native learners, the Phonics method could find its important place in foreign language classrooms as well. The Phonics method is rather new in the Slovak educational context. Therefore, we wanted to find out what is the Phonics method awareness and application rate among English language teachers in Slovakia.
Materials and Methods. To answer the research questions, the methods of questionnaire and semi-structured interview were used in the sample of 92 Slovak teachers of English.
Results. It was found out that only half of the teachers know the Phonics method and less than a quarter of teachers apply it in their English classes.
Conclusions. As the Phonics method rules (Phonics Generalizations) can help non-native learners learn English pronunciation and spelling more effectively, more information on the method should be incorporated into both pre-service and in-service teacher training curricula.

Keywords: 

Phonics method; Pronunciation; Spelling; Foreign language teachers

97.104 Phonological Awareness | Word Reading | Dyslexia

https://www.scopus.com/record/display.uri?src=s&origin=cto&ctoId=CTODS_1...

“Phonics generalizations” in teaching foreign language pronunciation

For citation:
Soradova D., Kralova Z., Birova J. “Phonics generalizations” in teaching foreign language pronunciation [In English]. Novosibirsk State Pedagogical University Bulletin, 2018, vol. 8, no. 4, pp. 46–54. DOI: http://dx.doi.org/10.15293/2226-3365.1804.03
References: 
  1. Lojova G. Humanizing English language teaching in Slovakia. XLinguae, 2016, vol. 9 (4), pp. 30–36. DOI: http://dx.doi.org/10.18355/XL.2016.09.04.30-36
  2. Zhetpisbayeva B. A.,  Shelestova, T. Y.,  Akbayeva, G. N., Kubeyeva, A. E., Tleuzhanova, G.  K.  Problems of English language implementation into primary schools for multilingual education development in the Republic of Kazakhstan. Novosibirsk State Pedagogical University Bulletin, 2016, no. 4, pp. 59–72. DOI: http://dx.doi.org/10.15293/2226-3365.1604.06
  3. Kralova Z. Factors of English phonic competence. Zilina, EDIS Publ., 2009, 74 p.
  4. Rizekova I. Position of transversal competencies in university settings. Xlinguae, 2015, 2015, vol. 8, no. 4, pp. 31–45. DOI: http://dx.doi.org/10.18355/XL.2015.08.04.31-45
  5. Kralova Z. Slovak-English Phonic Interference. Zilina, EDIS Publ., 2011, 101 p. (In Slovak)
  6. Birova J., Andrejcakova M. La compétence phonologique en francais chez les locuteurs slovaques: Aspects linguistiques et méthodes pédagogiques. Paris, OEP Publ., 2010, 160 p.
  7. Kralova Z. Qualitative approximation in the system of Slovak and English short vowels. Usti nad Labem, UJEP Publ., 2010. (In Slovak)
  8. Donoghue R., Mildred R. Foreign languages and the elementary school child. USA, Wm. C. Brown Company Publ., 1968. https://books.google.ru/books/about/Foreign_languages_and
    _the_elementary_sch.html?id=ebQ0AAAAMAAJ&redir_esc=y&hl=ru&output=html_text
  9. Kralova Z. Classification of factors of foreign language phonic competence. XLinguae, 2016, vol. 9 (4), pp. 92–99. DOI: http://dx.doi.org/10.18355/XL.2016.09.04.92-99
  10. Kollarova D. The importance of rhythmics in the process of elementary literacy acquiring [Vyznam rytmiky pri nadobudani elementarnej gramotnosti]. Slavonic Pedagogical Studies Journal, 2017, vol. 6 (1), pp. 178–191. DOI http://dx.doi.org/10.18355/PG.2017.6.1.14
  11. Kurucova Z., Stehlikova B., Tirpakova A. Verification of the efficiency of combined teaching of English. Information Bulletin of the Czech Statistical Society, 2012, vol. 23, pp. 60–68. URL: http://www.statspol.cz/bulletiny/ib-2012-4-web.pdf
  12. Cohen L., Manion L., Morrison K. Research Methods in Education.6th ed. New York, Routledge Publ., 2007. http://research-srttu.wikispaces.com/file/view/Research%20
    Methods%20in%20Education_ertu.pdf
  13. Soradova D. Teaching EFL through popular English songs. Teaching together, Learning together = English Language Teaching Ideas. Nitra, UKF Publ., 2016, pp. 86–90. http://www.klis.pf.ukf.sk/dokumenty/Publikacie/Zborník_SKA%202016_final.pdf
  14. Shustrova E. V., Checkletsova E. I., Volkova L. E., Luzjanina T. V. Teaching English by means of comic multimodal texts. XLinguae, 2017, vol. 10 (4), pp. 34–47. DOI: http://dx.doi.org/10.18355/XL.2017.10.04.04
  15. Kralova Z., Soradova D. Foreign Language Learning Anxiety. Teaching Foreign Languages to Learners with Special Educational Needs: e-textbook for Foreign Language Teachers. Nitra, UKF in Nitra Publ., 2015, pp. 91–100. DOI: http://dx.doi.org/10.17846/SEN.2015.91-100
  16. McArthur G., Castles A., Kohnen S., Larsen L., Jones K., Anandakumar T., Banales E. Sight word and phonics training in children with dyslexia. Journal of Learning Disabilities, 2015, vol. 48 (4), pp. 391–407. DOI: http://dx.doi.org/10.1177/0022219413504996
  17. Skrinda A. Raising an awareness of an individual in teaching English as a foreign language. XLinguae, 2017, vol. 10 (4), pp. 336–344. DOI: http://dx.doi.org/10.18355/XL.2017.10.04.27
Date of the publication 31.08.2018