Материал: Warming up as a stimulating indicator in developing oral skills

2.3 The analysis of experiments

Pilot work was carried out sequentially and included three stages: ascertaining, forming, control. At each stage, certain goals were solved in accordance with the hypothesis of the study. At a ascertaining stage, primary diagnostics was carried out in order to identify the initial level of development of auditory and pronunciation skills of students in grade 9 in foreign language lessons.

At the formative stage, an audio complex of phonetic exercises was developed and introduced into the educational process to form the auditory and pronunciation skills of students in grade 9. At the control stage, repeated diagnostics of the level of development of auditory and pronunciation skills of schoolchildren was carried out, a comparative analysis and generalization of the results was performed. Pilot work was carried out in two groups of 9 classes of secondary school No. 33 of the Sverdlovsk region. 28 schoolchildren took part in the work. The following events were held with the teachers of the school:

1. Consultation "Development of phonetic skills in foreign language lessons"

2. Round table "Phonetic exercises in foreign language lessons."

3. Attendance at open lessons and their analysis. These events showed that English teachers need advanced training in developing auditory and pronunciation skills in foreign language lessons. In order to identify the initial level of development of phonetic skills, various techniques were studied, but we stopped on our own pedagogical observation, the purpose of which is to check the level of development of phonetic skills of students in grades 9.

This 9th grade is divided into 2 groups, the first 14 people conduct phonetic exercises, the second group does not.

To do this, we used methods such as pedagogical observation during the lessons, students were evaluated according to the following criteria:

• sound composition;

• syllabic structure of the language;

• verbal stress;

• intonation.

Description of the methodology: students in the lesson are invited to listen to a small text 2 times, after which they are given 15 minutes to play this text. After conducting pedagogical observation in the foreign language lessons, the students showed the following results, which are presented in table 1.

Table 1

The results of pedagogical observation

Figure 1 - The initial level of phonetic skills

Thus, the results of pedagogical observation show that the level of development of auditory and pronunciation skills of students in grade 9 is at a good level. As a result of this exercise, for the next test, they were composed of the most difficult words spoken in the lesson a minimum number of times.

Table 2

Results of experiment

From table 2 it can be seen that the level of development of phonetic skills of students in grade 9 of the first group has increased significantly. So the percentage of students with a high level of development of phonetic skills increased by four students with an average level of development of phonetic skills increased and amounted to 9 people, students with a low level of development of phonetic skills amounted to 1.

So, the percentage of students in the second group with a high level of development of phonetic skills increased, but not significantly, and amounted to 2 students, the percentage of students with an average level of development of phonetic skills did not increase, the percentage of students with a low level of phonetic skills decreased by 1 person.

Figure 2 - The result level of phonetic skills

When comparing the results of the second test with the first, we saw that in the first group the level of development of phonetic skills increased, and in the second group, where no special work was done, it increased, but not significantly. After analyzing the results obtained at the beginning and end of the experimental work, we can conclude that after the implementation of the audio complex, phonetic exercises that contribute to the development of the phonetic skills of high school students, significant changes occurred in the first group, and the level of development of phonetic skills increased compared to the level of development of phonetic skills of students of the second group.

Figure 3 - Comparison of results before and after the experiment

It follows that the development of phonetic skills of students in grades 9 will be ensured if the teacher systematically works on the development of phonetic skills in English lessons.

Thus, based on the results of experimental work, we can judge the effectiveness of the audio complex of phonetic exercises in the English language during the formative experiment, which gave positive results in the development of the phonetic skills of secondary school students.

Conclusion

The modern primary school poses great challenges for foreign language teachers, one of which is the development of phonetic skills in English classes. So, having given the psychological and pedagogical characteristics of high school students from the point of view of teaching a foreign language, describing the methodology for improving phonetic skills in high school in a foreign language class, revealing the theory of the development of the audio complex of phonetic exercises, describing the audio complex of phonetic exercises and presenting an analysis of the results of testing in a secondary school No. 33 ", we can draw the following conclusions.

The development of phonetic skills is built in four stages: primary, secondary, senior and advanced. To develop phonetic skills, the following exercises are recommended:

• exercises for the perception of sound by ear;

• exercises to reproduce the phonetic phenomenon;

• exercises for the automation of pronunciation of speech skills in conditionally phonetically directed exercises;

• phonetic charging.

The use of the audio complex in the lessons of a foreign language provides a cognitive interest in learning a foreign language, the development of a clear and correct pronunciation, the motivation for learning.

In the structure of the audio lesson for the development of phonetic skills, four stages can be distinguished:

• preparatory

• the stage of preliminary removal of linguistic and linguistic and regional difficulties;

• perception of audio recording

• development of information perception skills;

• control the understanding of the main content;

• the development of language and spoken language skills.

Pilot work was carried out sequentially and included three stages: ascertaining, forming, control. At each stage, certain goals were solved in accordance with the hypothesis of the study. At a ascertaining stage, primary diagnostics was carried out in order to identify the initial level of development of auditory and pronunciation skills of students in grade 9 in foreign language lessons. After analyzing the results obtained at the beginning and end of the experimental work, we can conclude that after the implementation of the audio complex of phonetic exercises that contribute to the development of the phonetic skills of high school students, significant changes occurred in the first group, and the level of development of phonetic skills increased compared to the level development of phonetic skills of students of the second group.

It follows that the development of the phonetic skills of students in grades 9 will be ensured if the teacher systematically works on the development of phonetic skills in English lessons. Thus, based on the results of experimental work, we can judge the effectiveness of the audio complex of phonetic exercises in the English language during the formative experiment, which gave positive results in the development of phonetic skills of secondary school students.

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