PRONUNCIATION AS AN IMPORTANT ASPECT OF ELT: MODERN TRENDS

Abstract

In the realm of second language acquisition, it is a well-known fact that pronunciation is a crucial component of communicative competence. Being able to produce and understand sounds, intonation, stress, and rhythm patterns of a language can be just as important as understanding its grammar and vocabulary. It is therefore vital to teach pronunciation to adult students who are learning English as a second language. Many foreign (Brown, 1994; Cook, 2001; Fraser, 2001; Jenkins, 2000; Kelly, 2000; Crystal, 1997, Yang, 2004; Roach, 1983) and Ukrainian scholars (Kalyta, 2018; Taranenko, 2017; Kalyta, Taranenko, 2010; Sokyrska, 2020) study this important issue in their works. One of the main reasons why teaching pronunciation is essential for adult learners is that it improves their ability to communicate effectively. Even if a student knows a lot of words and can construct complex sentences, if their pronunciation is poor, they may struggle to make themselves understood, especially in those cases when pronunciation change the meaning of a word. Mispronounced words can lead to misunderstandings, and this can cause frustration and embarrassment. Moreover, when communicating with native speakers, an adult student with good pronunciation will be more easily understood and respected. Thus, teaching English pronunciation is relevant in ESP. Another reason why teaching pronunciation is important is that it helps adult learners to become more confident in using the language. Pronunciation errors can make students feel self-conscious and hesitant to speak. However, when they are taught the correct pronunciation of words, they will feel more confident to speak and interact with others. This can lead to increased participation in class and a greater willingness to take risks in using the language. Teaching pronunciation can also help adult learners to develop better listening skills. When students are taught to recognize and produce the sounds of a language,