DOI: https://doi.org/10.31499/2306-5532.2.2019.182704

ROLE OF MANUALS IN TEACHING ENGLISH PRONUNCIATION AND LEXIS OF FUTURE EFL TEACHERS

Yana Bondaruk

Abstract


The article reveals possible types of lexical and pronunciation practice activities and tasks at higher education. The analysis of the activities was conducted on the basis of compulsory practical English courses at Faculty of Foreign Languages of Pavlo Tychyna Uman State Pedagogical University. The article also explicates the significance of the use of educators’ practical manuals for teaching English pronunciation and lexis at higher education. It proves that teaching manuals help to adapt the main information from the course books according to the needs and abilities of future EFL teachers. It depicts that most of the analysed activities and tasks can be divided into groups due to the development of productive (speaking and writing) and receptive (listening and reading) skills. It points out that lexis and pronunciation are the main bases of any communication. The study claims that the pronunciation tasks can be divided as the following: articulation gymnastics, development of listening skills, formation of pronunciation skills. The lexis activities and tasks may cover the following route map of the lesson: pre-text, text and post text tasks. Nevertheless, lexis does not comprise only the information on the use of the essential vocabulary; the grammar aspects of language should be taken into account.      

 

 


Keywords


teaching lexis and pronunciation, productive skills, receptive skills, future EFL teachers, types of exercises and activities

Full Text:

PDF

References


Bilenka, Yu. O., Kolomiiets, M. M. (2019). English Practice. Uman.

Bondaruk, Ya. V. (2017). English Practice. Uman: Vizavi.

Brit, N. M., Halai, O. V., Kovalenko, O. V. (2017). Practical Phonetics. Uman: Vizavi.

Celce-Murcia, M., Brinton M., & Goodwin J. (2010). Teaching Pronunciation Paperback with Audio CDs (2): A Course Book and Reference Guide (2nd ed.). Cambridge University Press.

The Council of Europe. (2002). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Retrieved from: https://rm.coe.int/16802fc1bf.

Crewe, J. (2011). How far do ‘global’ ELT course books realize key principles of Communicative Language Teaching (CLT) and enable effective teaching-learning? (A dissertation submitted to The School of Humanities of the University of Birmingham in part fulfillment of the requirements for the degree of Master of Arts in TEFL/TESL). Retrieved from: https://pdfs.semanticscholar.org/ c049/296fd5cada4c5d7dd6cf0fadda4cdfae8cb4.pdf.

Howard, J., Major J. (2004). Guidelines for Designing Effective English Language Teaching Materials. The TESOLANZ Journal, Volume 12. 20–58. Retrieved from: https://ru.scribd.com/doc/282725 928/TESOLANZ-Journal-2004-Vol-12-Pp-50-58-Guidelines-for-Designing-Effective-English-Lan guage-Teaching-Materials-J-Howard-J-Major.

Howatt, A., Widdowson, H. (2004). A History of English Language Teaching (2nd ed.). Oxford: Oxford University Press.

Lexico. Oxford Dictionary. Retrieved from: https://www.lexico.com/en/definition/manual.

Lewis, M. (2002). The Lexical Approach. The State of ELT and a way forward. Heinle.

McGrath, I. (2013). Teaching Materials and the Roles of EFL/ESL Teachers: Practice and Theory. Bloomsbury Academic.

Redko, V. H. (2017). Konstruiuvannia zmistu shkilnykh pidruchnykiv z inozemnykh mov: teoriia i praktyka. Kyiv: Pedahohichna dumka [in Ukrainian].

Scrivener, J. (2011). Learning Teaching: the Essential Guide to English Language Teaching (3rd ed.). London: Macmillan education.

Yoshida, M. T. (2016). Beyond Repeat After Me: Teaching Pronunciation to English Learners. Alexandria, VA: TESOL Press.




Copyright (c) 2019 Yana Bondaruk

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.