PROBLEMS OF ENGLISH PRONUNCIATION CORRECTION IN THE FIRST YEAR OF STUDY AT A LINGUISTIC UNIVERSITY
DOI:
https://doi.org/10.17721/2663-6530.2026.49.131-142Keywords:
“nativization”, control of phonological means, intelligibility, recognition of phonetic contrasts, phonological competence, phonetic interference, intensive training, intonation contours, audio recording of one’s own speechAbstract
The article examines the problems associated with correcting the English pronunciation of first-year students majoring in linguistic disciplines at higher education institutions. The authors emphasize that phonetic training cannot be considered a secondary component of language education, since the quality of pronunciation directly affects speech intelligibility, the effectiveness of oral communication, and the professional suitability of future philologists and translators. Pronunciation functions as an indicator of foreign-language competence, influencing both how speech is perceived by the listener and how the speaker is evaluated. The paper outlines the key parameters of phonetic competence, including accent, comprehensibility, and intelligibility. Particular attention is paid to the risk of fossilization of non-target articulatory and prosodic patterns if insufficient attention is paid to pronunciation at the initial stage of language learning.
The authors propose a model of intensive initial pronunciation correction that involves systematic practice of articulatory settings, auditory categories, and intonation contours through the use of authentic audio materials, self-recording of speech, and technological tools such as Computer-Assisted Pronunciation Training (CAPT) and Automatic Speech Recognition (ASR). The importance of combining segmental and suprasegmental levels is emphasized, as well as maintaining a balance between a concentrated introductory block of phonetic training and distributed support throughout the semester. Special attention is given to the role of phonetic laboratories and individualized feedback, which significantly enhance the effectiveness of instruction.
The article presents arguments in favor of integrating pronunciation correction into the first-year curriculum as a compulsory module that ensures stable phonological control and improves the quality of oral interaction. In addition, the prospects of using dramatized activities as a second stage in developing intonational expressiveness and communicative flexibility are outlined. It is concluded that systematic pronunciation correction contributes to the development of the professional competence of future philologists, reduces the risks of phonetic interference, and corresponds to contemporary trends in teaching English as a global language.
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