THE ROLE OF TONGUE TWISTERS IN LEARNING ENGLISH LANGUAGE

РОЛЬ ПОГОВОРОК В ИЗУЧЕНИИ АНГЛИЙСКОГО ЯЗЫКА

Сатымқұл Нұрайым

студент, кафедра автоматики и телекоммуникации, Таразский университет университет имени М.Дулати,

РК, г. Тараз

Е-mail: Kosalieva1983 @mail.ru

Косалиева Куралай Болатовна

научный руководитель, магистр пед. наук, Таразский университет имени М.Дулати,

РК, г. Тараз

ABSTRACT

The article justifies the use of proverbs in English teaching at higher education institutions, demonstrating various approaches to working with idiomatic expressions in foreign language teaching.

АННОТАЦИЯ

В статье обосновывается использование пословиц при преподавании английского языка в высших учебных заведениях, демонстрируются различные подходы к работе с идиоматическими выражениями при обучении иностранному языку.

Keywords: proverb, saying, quote, spoken language, written language.

Ключевые слова: пословица, поговорка, цитата, разговорный язык, письменный язык.

Language - a language system consisting of grammar and vocabulary. It is used to convey the meaning of people and is transmitted in written or oral form.

Each country has its own native language. Learning another language is difficult for many people. Especially, to say them, to turn the language so that it looks like the language of this country, you need to practice a little.

Wrong pronunciation often leads to misunderstanding. Common problems are:

1. Difficulty in pronouncing sounds which do not exist in the students own language, [ө], [th], [ә]. 2.Confusion of similar sounds, [і:],  [і]. 3.Use simple vowels instead of diphthongs, [і],  [іә]. 4.Difficulty in pronouncing of consonant clusters. 5.Tendency to give all syllabus equal stress and a flat intonation.

In the process of learning English, tongue twisters is not only an exciting game, but also an important tool for language learning. They help improve a learner’s pronunciation, diction and speech control. What are tongue twister? A tongue twister is a phrase or sentence made up of similar sounds and syllables that are difficult to pronounce. For example: SHE SELLS SEASHELLS BY THE SEASHORE.

The sound [w] is one that has no equivalent in Kazakh. A lot of people pronounce it like the Kazakh sound [v], but it is actually more like the combination [ue].

The Kazakh letter [r] is pronounced very strongly, and the sound is rolling and resonant. In English, the sound [r] is softer and weaker, and the tongue does not touch the roof of the mouth or teeth when it is pronounced.

The sounds [p], [b] and [k] are very similar to the sounds they are the same as in Kazakh. But if you want to pronounce like a native speaker, make sure you breathe more.

The [th] sound is a kind of consonant that is made by putting your tongue between two teeth to make a sound that is a mix of [v] and [z]. Another sound that doesn't exist in Kazakh.

The sounds [s], [sh] and [ch] are not difficult and are not much different from our [s], [sh] and [ch]. The problem is that they often appear in the same word or sentence. This can lead to confusion and people talking too much.

Why are they useful: 1. They teach correct pronunciation/Tongue twisters help pronounce these sounds clearly; 2. They train tongue and jaw muscles/Repeating tongue twisters often improves flexibility of the tongue and strengthens speaking speed; 3. They increase motivation /Both children and adults enjoy learning tongue twisters. This makes learning more engaging; 4. They reduce accent/Practicing correct pronunciation helps minimize the influence of the native language accent; 5. They help to learn new words; 6. They make people feel happier; 7. They can use for competitions.

When I first start to learn a new piece of material, it is important for me to pronounce the tongue twister clearly and quickly. It is best to start with a slow, careful reading to correct any possible mistakes in pronunciation. Ask the student if they know all the words. Try saying the sounds 'tough' on their own, and then in a word, phrase or sentence. Then I suggest that the children learn the tongue twister by heart, repeating it aloud and trying to say all the sounds and words slowly and clearly each time. First, we do a singing exercise as a group, then we do one on our own. It is best to say the tongue twister slowly and melodically, getting faster and faster as you go. It is very important to listen to each student.

When you know a few tongue twisters, you can change the tasks related to them. For example, you could hold a competition to see who can say the most rhymes. You could give out cards with rhymes that the children already know. As an alternative, you can use pictures to help students identify tongue twisters they have heard before and get them to say them out loud. The students are also very excited about the process of creating tongue twisters themselves. We don't make strict rules about the tongue twister having to rhyme, so the children, who already know a lot about English sounds, can easily choose words that sound alike. We teach the most successful or most popular ones to the students by heart.

Even though they have a lot of advantages, students think tongue twisters are a fun way to take a break from studying difficult English topics. This is good because they help students learn the subject better. They also help people feel better during lessons and meet the requirements of health-saving technologies. It's always good to use tongue twisters when you're learning a foreign language. They help you learn more quickly. In conclusion tongue twisters are a simple yet effective tool in learning English. They not only improve pronunciation but also boost learners' confidence and make the learning process more fun and engaging.

References:

1. Новый словарь методических терминов и понятий (теория и практика обучения языкам). — М.: Издательство ИКАР. Э. Г. Азимов, А. Н. Щукин. 2009.
2. Зимняя И.А. «Технология обучения иностранным языкам в школе», М. Просвещение 1991 г.
3. It’s time for English – персональный сайт. Скороговорки на уроках английского языка http://time4english.ucoz.ru/index/skorogovorki/0-28
4. Белкина Е.В. Скороговорки как элемент здоровьесберегающих технологий. http://festival.1september.ru/articles/597388/