Учебное пособие 1901
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In the last example, an additional passive value appears. Translators of this kind can make it difficult to construct a sentence in interpreting and in writing, correctly they will be required to pay attention to the prepositions used, since a mistake can have serious consequences.
Pronouns. Type phrases: «c e t é v é n e m e n t a b o u l e v e r s é m o i » this event upset me - often found in Moroccan speech. The pronoun is used here. «moi» вместо личного при-
глагольного местоимения «me» - c e t é v é n e m e n t q u i m ’ a b o u l e v e r s é - this event that upset me. The use of the stressed pronoun after the verb is a consequence of the interference of the grammatical system of the Arabic language. Another frequent example: «M o i p a r l e » I say; «T o i t r a v a i l l e » you work - of the same nature.
Relative pronouns qui, que, où - which is widely used in complex sentences, both in oral and in written language. The choice of these forms in French depends on the syntactic structure in which they can be subject, addition, circumstance of place or time. In Arabic, they correspond to one form, which is associated with the form qui - which. As a result, the language is replete with the following statements:
N o u s a v o n s v i s i t é u n e e x p o s i t i o n q u i n o u s a v o n s t r o u v é t r è s i n - t é r e s s a n t e – We visited the exhibition, which we found very interesting (usus: qui - which, norm: quewhich).
In Arabic, we observe the symmetry of form (F) and content (C) F = C. While asymmetry is observed in French standardized language: F> C. Interference in the French language of Arabic phones is explained by a change in the analogy with the native language, which contradicts the norms of the French language.
Genus of nouns, expressing objects exposed to the greatest interference. It is known that only for animate nouns the category of the genus is semantically conditioned, it relies on gender. For inanimate objects and abstract nouns, the genus is semantic and has only grammatical meaning. You need to know it in order to combine nouns with an adjective correctly, with the article, to replace it with a pronoun. Since the gender is only necessary to remember, the interference of the native language is very frequent. All subjects that a Moroccan learned in his native language preserve the genus characteristic of the Arabic language.
Uzus: u n c h a i s e chair.
Norm: u n e c h a i s e chair.
This interference has consequences in the misuse of adjectives. haut, grand, gris – tall, big, gray, which change according to gender: haute, grande, grise – tall, big, gray. In the flow of speech, “incorrect” pronouns can interfere with understanding and raise additional questions.
Conclusion
As a result, a wide variety of morphosyntactic interference should be noted, and its significance for students as the future translators, who during the practice encountered this phenomenon, for mastering. Owing to ignorance of the peculiarities of the functioning of the French language outside the metropolis, translators in practice face difficulties associated with interference. This logically leads to the idea of creating a teaching aid for better assimilation of the difference between the oral French language of Arabic and French rationed language. The collected factual
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material can serve as a basis for drawing up exercises for understanding language material, its consolidation, control and testing.
The theoretical basis for the manual can be an interpretive translation theory, which is based on the scientific ideas of M. Liderer [14], D. Seleskovich [15] and T.I. Bodrova-Gozhenmos [16].
Their essence lies in the fact that it is proposed to translate not “words” (especially grammatical forms), but the meaning of the whole statement (sentence), placing it in the appropriate units (lexical, grammatical) of another language.
The studies presented in this article lead us to the following conclusions:
-morphosyntactic interference affects all morphology units (parts of speech) that get their meaning in the syntactic structure of the utterance;
-when comparing Arabic phonomic utterances with the norm of the French language, one should not always see an “error”, but often explain it by the influence of the native (Arabic) language. In oral, spontaneous speech, such phenomena are numerous, as a result, they loosen the norm;
-The grammatical structure of the Arabic language has its own distinctive features in the form-content relationship of all grammatical units, which is observed in the interference inherent in the speech of Moroccans using the French language spoken;
-The practical significance of this study lies in the fact that it can be used to deepen and improve the process of teaching students to translate, who study French as the first foreign language, since the translator is faced with the task of fast transmission of information without distortion.
Teachers of French need to give students - future translators a brief overview of examples of interference existing in the countries of the French-speaking world. So, it is necessary to consider the interference deviation.
References
[1]Debov V.M. O yazykovoy situatsii v Marokko // Ivanovskiy gosudarstvennyy universitet — regional'nyy tsentr nauki, kul'tury i obrazovaniya. Ivanovo, 1994.
[2]Gravel L.-A. A sociolinguistic investigation of multilingualism in Morocco, Unpublished Ph D. Thesis, Columbia University Teachers Collège, 1979. – 284 s.
[3]Akinina O.G. Arabskiy yazyk. – M.: Vostok-Zapad, 2004. – 96 s.
[4]Crétois J. Débat. Quelles langues pour le Maroc ? TELQUEL, le 16 Janvier 2014. http://telquel.ma/2014/01/16/debat-quelles-langues-pour-le-maroc_10487 (data obrashcheniya: 10.09.2018).
[5]Weinreich U. Languages in Contact: Findings an problems [Text] / U.Weinreich. – New York: Cambridge University Press, 1953. – 60 p.
[6]Garbovskiy N.K. Teoriya perevoda - M.: Izd-vo Mosk. un-ta, 2004. - 544 s.
[7]Mackey W.F. Bilinguisme et contact de langues. – Paris: Klinckesieck, 1976. – 534 p.
[8]Martinet A. Elements de linguistique generale / A. Martinet. P.: Colin, 1980. - 221 p.
[9]Gougenheim, Georges. Système grammatical de la langue française. Paris,
D'Artrey, 1938. – 373 p.
[10]Pinchon, Jacqueline. «Georges Gougenheim (1900-1972). Traditionalisme et Modernité». In: Huot, Hélène (éd.), La grammaire française entre comparatisme et structuralisme
1870-1960. Paris: Armand Colin, 1991. – 311 p.
[11]Kashkina Ye.V. K voprosu o sintaksicheskoy interferentsii vo frantsuzskom yazyke Marokko. Antropotsentricheskiye nauki: innovatsionnyy vzglyad na obrazovaniye
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i razvitiye lichnosti [Tekst] // Materialy V Mezhdunarodnoy nauchno -prakticheskoy konferentsii, 21—22 marta 2017 goda. Voronezh: Izdatel'sko-poligraficheskiy tsentr
«Nauchnaya kniga», 2017. — 408 s.
[12]Martinet, André. Éléments de linguistique générale, Paris: Armand Colin, 2015 (5èmeéd.). - 224 p.
[13]Sossyur F. de, Kurs obshchey lingvistiki, v yego kn.: Trudy po yazykoznaniyu, per. s frants. M., 1977. – 696 s.
[14]Seleskovitch D., Lederer M. Pedagogic raisonnee de G interpretation. - Paris: Didier Erudition, 1989. – 281 p.
[15]Lederer M. La traduction simultanee. Fondements theoriques. - Paris: Minard, 1987. – 454 p.
[16]Bodrova-Gogenmos T. La traductologie russe (theorie, pratique, enseignement): ses apports et ses limites. -Villeneuve d'Asq : Presses universitaires du Septentrion, 2001. – 519 p.
Dictionaries used
[1**] Paducheva Ye.V. Otritsaniye // V.N. Yartseva (red.) Lingvisticheskiy entsiklopedicheskiy slovar'. – M., 1990. – 709 s.
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UDC 811.11-112
FORMING PROSODIC SKILLS OF NON-LINGUIST STUDENTS:
SOME GUIDELINES
S.N. Orlova, I.V.Smirnova
_________________________________________________________________
Peoples’ Friendship University of Russia
Cand.of science, ass.prof. Svetlana Orlova
e-mail: orlova_sn@pfur.ru
Peoples’ Friendship University of Russia
Cand.of science, ass.prof. Irina Smirnova
e-mail: smirnova-iv@pfur.ru
_________________________________________________________________
Statement of the problem. Prosody, being universal, is an integral component of communication. Business communication in English is also organized on the principle of exchange of so-called musical signals - first of all, it is rhythm and melody. In modern linguistics the issues of studying the functional properties of prosody and the content side of prosodic units are probably the most debatable ones. Despite the importance of prosodic characteristics for successful communication, prosody seems to be a certain stumbling block from a pedagogical point of view and is considered obviously difficult to teach and learn. Prosodic models, especially those with different tonal patterns, are considered difficult to perceive and produce. An effective approach to teaching prosody of foreign language speech involves the maximum use of the basic potential for teaching methods, which will make it possible to develop effective teaching methods that are adequate to the purpose of training and minimize the time and students’ and teachers’ intellectual efforts.
Results. The methods considered in the study make the main contribution to the promotion of learning prosody of a foreign language and relate primarily to the affective area, the role of which in the case of pronunciation is of paramount importance. These methods are an integrated approach that combines cognitive, emotional, and physical aspects of pronunciation learning. They, in particular, are aimed at creating a positive atmosphere in the process of learning a foreign language, contribute to increasing students' confidence in the foreign speech production and the inclusion of extralinguistic and paralinguistic elements in speech.
Conclusion. The research allowed to demonstrate traditional and new trends in teaching prosody of a foreign language, to illustrate various methods, the developed model of the stages of prosody skills in students formation is a reflection of a conscious approach to the mastery of pronunciation of a foreign language and is also aimed at improving the efficiency of teaching prosody of a foreign language for students of non-linguistic universities.
Key words: phonetics, prosody, teaching methods, non-linguistic University, language of business communication.
For citation: Orlova S.N., Smirnova I.V. Forming prosodic skills of non-linguist students: some guidelines / S.N. Orlova, I.V.Smirnova // Scientific Journal “Modern Linguistic and Methodical-and-didactic Researches”. – 2018. -
№4 (23). – P. 57-66
Introduction
Worldwide distribution and significance improvement of teaching of foreign languages for business communication have distinguished the necessity to teach the pronunciation as an integral part of verbal communication. Generally the study of pronunciation was mainly connected with the correct pronunciation of separate words or phrases, however, the discursive
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© Orlova S.N., Smirnova I.V., 2018
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analysis made it possible to find out that suprasegmental levels of a language also have an impact on the communicative rapport [1; 2; 3]. This led to the significant shift in priorities from the narrow segmental orientation in teaching foreign language for business communication to the wider one that emphasises, in particular, the importance of prosody: pronunciation in such a case is considered as a separate linguistic phenomenon [4].
Prosody, being universal, is an integral component of communication. The analysis of prosodic characteristics of business communication language is turning into the source of information about the mentality, national character and behaviour of representatives of English-speak- ing culture as well as opportunities for the development of communicative efficiency of speech [5; 6]. The appeal to the study of the prosody functions in the language for business communication is connected with the fact that suprasegmental means act differently in each particular linguistic culture: mistakes in the prosodic composition of a statement can provoke communicative failures and lead to the misunderstanding of meanings and connotations of prosodic structures.
Professional and business speech is usually regulated in content and style that is why prosody is the main instrument of influence on the communicant. It compensates the absence of other powerful tools of persuasion due to the restraint of lexical composition. Since prosody is less a subject to the conscious control and its actualisation in the process of communication in the native language occurs unconsciously, an understanding of intonational constructions helps students to achieve adequate and expressive pronunciation.
Prosody is a sticking point from a pedagogical point of view and it is considered to be a challenging aspect in teaching and learning process. Prosodic models, especially those with different tonal patterns, are considered to be complicated for the perception and production as they differ significantly in various languages so foreign language learners have to overcome the influence of their native linguistic culture. This thought was formulated by well-known business culture experts E. Malyuga and B. Tomalin: “people who have never travelled abroad and not had the opportunity to meet many foreigners are now having to deal with new colleagues, clients and partners at an international level while remaining rooted in their own cultures” [7, p. 9]. In this regard, cultural attitudes that are implicitly expressed by language means and may not be perceived by partners with different cultural and social backgrounds as well as professional jargon, professional jokes, word-play, manipulative verbal means deserve special attention [7, p.10].
Modern communication techniques in language learning are based on the fact that learners are able to master a language in a natural way and often even intuitively. The ability to analyse a language is consciously considered as a completely different level of language acquisition, more professional one. The aim of the present research is to analyse the relevance of the phonological competence improvement and to develop some practical recommendations for teaching prosody of a foreign language for business communication.
Modern researchers believe in the necessity of the integration of teaching methods of rhyth- mic-intonational speech organisation within a single approach. I.V. Galynya states that the focus of the activity approach is the subjective (personal) activity as a way of learning, functions (phonology) of prosodic phenomena form the sociolinguistic basis of the functional approach, while prosody origin and peculiarities of its assimilation as psycholinguistic grounds of teaching prosody of a foreign language have the paramount importance in the systemic approach [10, p. 96].
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However, there is also a tendency of algorithmisation of knowledge on various phonetic phenomena and schematization of students’ activities in mastering the pronunciation part of the verbal speech [1].
The existing methods for the development of phonological competencies are quite diverse, ranging from innovative methods of the integration of cognitive and psychomotor aspects of pronunciation teaching to main traditional methods associated with conscious analysis and application of theoretical knowledge. They also include general methods of raising awareness of students and extralinguistic elements (gestures, facial expressions) in order to practice the skill of conscious control of the speaker and correct speech perception.
In verbal business discourse, prosodic means, as well as tools of other language levels, play a key role in realizing the rhetorical orientation of business speech, and their study is the result of moving the focus of interest from phrasal prosody to the prosody of a coherent text and it requires searching for appropriate ways to analyze and describe prosody.
In general, the approach to teaching the correct pronunciation of speech, including its prosodic structure, should strive to become universal.
Methodology
Theoretical foundations of the research are based on the works of such Russian and foreign experts as M.Ya. Blokh, E.V. Velikaya, V.V. Vinogradov, L.S. Vygotsky, G.N. Gumovskaya, Yu.A. Dubovski, M.N. Kozhina, M.A. Sokolova, R.M. Tikhonova, L.V. Scherba (phonolistics); V.V. Kuznetsova, U. Labov, A.D. Petrenko, E.L. Freidina, V.I. Chernyshyov, T.I. Shevchenko (sociophonetics); R. T. Cauldwell, D. Crystal, D. Brazil, A. Cruttenden, F. Housholder, M.V. Davydov, E.N. Malyuga (linguodidactics), P. Roach, C. Dalton and B. Seidlhofer, J. Kenworthy, M. Hewings (functional intonology) and others.
Modern business speech is a relevant object of study as speech that is considered to be rhetorically literate and be able to manipulate implies the attachment of addressees to the speaker’s point of view.
In verbal business discourse, prosodic means, as well as tools of other language levels, play a key role in realizing the rhetorical orientation of business speech, and their study is the result of moving the focus of interest from phrasal prosody to the prosody of a coherent text and it requires searching for appropriate ways to analyze and describe prosody. Prosody is a doctrine of the principles and means of the division of speech and the connection of dismembered parts, such as raising and lowering the pitch (melody), arranging more or less strong stresses (dynamics), relative acceleration or deceleration of speech (tempo) and break the pronunciation (pause). The study of prosody in business speech allows studying the peculiarities of speech deceleration in terms of business communication and the necessity to demonstrate the speech expression.
Within the framework of studying the prosody of business speech, it is advisable to consider studies of the pragmaphonetic orientation, where the discourse is studied within the real speech communication, with particular attention being paid to the role of supersegment means in optimizing the impact and social interaction of participants in the discourse (Malyuga E.N., Fomichenko L.G., Anashkina I.A., Kryukova O.P, Postnikova L.V., etc.).
A number of studies on textual prosody are aimed at analyzing the peculiar features of the prosodic composition of the “reference points” of a text (words with special prosodic emphasis), prosody of the whole text and its parts is studied on the basis of the comparison of the prosodic parameters of the selected elements and the so-called background elements, which allows us to
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establish common patterns in the prosodic structure of a sounding text and highlight the prosodically labeled text units (semantic, communicative, information centers, semantic actualizators, accentually marked lexemes, etc.) (Bloch, Freydina). The study of the prosody of business speech is also represented by scientific works where this language phenomenon is studied on the basis of the ideas and principles of the theory of rhetoric (M. V. Davydov, E. L. Freydina, M. Yu. Seyranian, S. A. Brantov, etc.). This approach seems to be productive in studying the participation of prosodic means in interaction with means of other language levels in the implementation of two-way business communication.
Prosody is able to ensure the coherence and cohesion of business speech, giving it expressiveness, realizing rhetorical figures of speech, and also helps to establish communicative contact, therefore its study is the subject of independent research.
The material of this study were monographic works on the topic, articles, dissertations; evidence of academic, encyclopedic, bilingual and monolingual dictionaries of the English language [1*; 2*; 3*; 4*; 5*; 6*; 7*].
To achieve the goals and objectives of the given research the following methods were implemented: an analytical description of linguistic facts, cognitive, functional, comparative, statistical methods, and the use of the Internet.
Research results
S t age 1: t he i nt roduct i on of t he prosod y phenom enon and i t s si gni fi can ce t o st udent s
The first stage is rather conditional in terms of teaching English to students of non-linguis- tic universities. It is assumed that within this stage (conscious acquaintance with the prosody) students should focus on enhancing the theoretical component of pronunciation and preparing the articulatory and hearing apparatus for the upcoming practice. This stage represents the lowest degree of explicitness and detalisation in enhancing the linguistic consciousness as well as represents the necessary basis for the development of phonological competencies. Due to the subconscious nature of intonation that complicates learning the question of a theoretical analysis of this phenomenon becomes especially important. One of the key tasks at this stage is acquaintance with the foreign-language prosody through stimulating discussions about its role in the communication process.
Other methods of raising awareness of students can be developed by means of associating (fireworks, taking off / landing of an airplane, various emotions). The movements of the ”whole body” to practice key skills of stress, rhythm, intonation and prosody, in general, are successfully implemented for methodological purposes. For instance, to practice appropriate intonational constructions it is possible to use the following exercises:
upright position on tiptoes - upward tone level;
upright position - slightly raised tone level;
the position of bent knees, hands on the knees – mid-tone level;
squat position - downward tone level;
the position on the knees - a descending tone at the end of the statement.
It is also possible to connect a number of sounding advertising texts that vividly demonstrate the necessity and significance of possession of prosodic skills for effective communication in a foreign language.
S t age 2: get t i n g pro sodi c ski l l s under cont rol 60
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At the second stage of the prosodic skills formation among non-linguistic students, the special attention is paid to the methods of competences’ development based on the articulatory control of the phonetic system of a target language. Such methods include, in particular, voice modulation - these techniques are aimed at the reconstruction of conscious control over the articulation process by means of preparatory physical training of speech including relieving of muscle tension, vocal exercises, activation of lips and tongue, working out of intonation patterns and speech rate practice.
Another aspect of the study of phonological competencies is associated with the development of the so-called "voice quality" or "tuning", which can be achieved through conscious adaptation of articulation, pitch, the pronunciation of vocals, tongue position and muscular activity in general. Such methods rely on particular exercises for setting voice quality, including, among other things, oral mimicry (for example, creating an “English face” or searching for an “English voice”) and conscious imitation of intonational constructions. Let’s consider some examples of controlled imitation exercises:
imitation of a dialogue without words (mouth),
mirroring - simultaneous repetition and imitation of gestures and facial expressions following the speaker,
repetition of the speaker’s gestures without simultaneous mirroring,
shadowing following the speaker.
While forming prosodic skills, special attention is paid to extra-linguistic parameters (i.e. body and language elements), which are usually included in imitative practice.
The actions presented in the description of stages 1 and 2 should be considered as a basic stage in the process of foreign language learning, i.e. a way to increase common prosodic competences that allow “to open ears” and develop strategies that consolidate later and are applied in the language. The methods mentioned above make a major contribution to the promotion of learning a prosody of a foreign language and refer primarily to the emotive field, whose role in the case of pronunciation is of paramount importance. These methods represent a complex approach that combines cognitive, emotional and physical aspects of pronunciation teaching. They, in particular, are aimed at creating a positive atmosphere in the process of foreign language learning and contribute to the increase in students’ confidence in the production of foreign speech and the adding of extralinguistic and paralinguistic elements (gestures, facial expressions) in speech.
S t age 3: t he m ai n m et hods of t he prosod i c ski l l s form at i on
The third stage reflects, first of all, the key goal in the methodology of pronunciation skills teaching. The approach reflects the primary importance of the cognitive aspect of prosody learning. Competence-oriented learning of prosody of a foreign language is directly interrelated and relies on the knowledge of phonetics and phonology, therefore the elements of theoretical underpinning should be an integral part of prosody teaching. These recommendations are particularly relevant in the context of teacher training as they are potential pronunciation models for their students.
In an attempt to overcome the phonetic interference of a language, it is advisable to develop certain basic skills of students to distinguish the prosodic parameters of their own and a studied language consciously. Thus, it is important to use some kind of contrastive exercises, including the comparison of specific questions in target and source languages. Such conscious training can
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include, for example, exercises, where students should recognize which word becomes noticeable (highlighted) by choosing a suitable context for what they hear, for example:
Let’s go to London.
Did you spend your holiday there?
I have already been there.
With the help of similar examples, we address various modal values through multi-touch presentation and practice tools. The influence of phonetic training in the formation and practice of prosodic skills in foreign language learning can be enhanced by using a visual series and demonstration of the intonation pattern. Students are encouraged to clarify the pitch range due to the fact that such a competence-oriented structure allows students to expand their capabilities, equipping them with self-control and self-correction strategies, so that they can be consciously involved in the process of speech modification. In practice, this helps students to develop their own prosodic techniques (for example, talking with themselves, audio or video presentations or rehearsals in small groups), as well as providing them with the material for self-diagnostics and specific recommendations regarding the formation of prosodic skills when learning a foreign language.
Galynya I.V. indicates the necessity to compare relevant and irrelevant prosodic characteristics to distinguish patterns and mechanisms for the phonological sensitivity development in students and the formation of sensory-motor mechanisms “for adequate expression and identification of tonal features” [11, p. 97]. Her works consider the most common approaches to teaching the prosody of foreign language speech: this is primarily an activity approach in its huge number of variants (the provisions of the activity approach were developed by S.L. Rubinshtein and A.N. Leontiev based on the general psychological theory of activity that resulted from Marxian dialectic and materialistic philosophical trend where activity was assigned a predominant role in the formation of consciousness. The activity approach is based on the principle of consciousness and activity unity. It was formulated by S.L. Rubenshtein. The understanding of the following unity as an entity of external and internal activities developed by A.N. Leontiev was close to the sphere of education. Activity is the material embodiment of consciousness, which, in turn, is an image of accumulated internalized actions that were once external. It means that consciousness is not given to a man directly. Being the highest form of psyche development, it is also a form of substantive work and therefore subject to study in the framework of psychology as well as other types of activities. One of the problems that are in the field of the activity approach is the problem of the consciousness (image) structure. An activity approach in the learning process sets a task
“to form such activities that from the very beginning include a given system of knowledge and ensure its application within the pre-established limits” [11, p. 99].
Another approach, the behaviourist one, does not reveal the connection between the actions performed and their internal structure. The behavioural model of the formation and improvement of skills is one-sided. The mechanical execution of operations in response to the presented stimuli and the automatism of actions do not lead to the formation of strong links in the mind.
The functional approach to learning originates in functional (structural-functional) linguistics that studies the language as a targeted system of means of expression, performing expressive, appealing and representative functions and determined by the functions of speech communication (the role of a speaker, addressee, situation, code and message). Due to the emergence and development of a functional approach to the language study, the phonological description of
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speech within the framework of functional phonetics became relevant. The functional approach in its broad sense allows us to consider and comprehend the content and purpose of phonetic units and means in the language, their role in the stylistic composition of speech. The functional approach in the methodology of foreign languages’ teaching is defined as a way of presenting language material and the formation of speech skills and skills development, in which the content of the statement and speech intentions determine the choice of language means, while the distinctive meaning belongs to individual parts of the statement. According to current researches, the inconsistency between the functionality of the same prosodic phenomena in different types of speech activity (reading and oral unprepared statement) is an important condition for the overcoming of intra-language interference.
In general, the approach to teaching the correct pronunciation of speech, including its prosodic structure, should strive to become universal. The possibility of approach development suitable for teaching prosody of various languages is explained, first of all, by the commonality of speech ontogenesis and the place that the prosodic speech composition occupies. According to
L.G. Fomichenko, the external deployment of the “prosodic programme” of speech composition occurs in parallel with the formation of deep syntactic structures. The universal nature of prosodic characteristics involved in the expression of emotions should be noted. It demonstrates the common origin of people belonging to one race, common features in their temper. It is a well-known fact that communication through mimicry among humans preceded the formation of speech. The peculiarity of emotive prosody in all languages is based on the simultaneous mimic and prosodic expression of emotions due to the dependence of the vocal organs make-up on the work of facial muscles [12, p.43].
It is advisable to adopt the most general approach to teaching prosody in order to be implemented while teaching a group of languages characterized by typological similarities and, therefore, having common prosodic properties.
S t age 4: com pl i c at e d and t echnol o g i cal l y adv anc ed t echni qu es
Finally, the fourth stage offers the highest level of detail of phonological methods aimed at competence enhancement. Most sophisticated and technologically advanced methods rely on multimedia tutorials and high technologies.
Due to the fact that the mechanism of oral speech is easily accessible for the direct observation, some computer training programmes or web pages offer animated media representations as additional visual aids for a conscious analysis of the articulation process. In addition, specialized pronunciation training programmes are available. They provide instant audio-visual feedback in the form of computerized display of speech patterns, allowing students to record their statements and compare the visual display of their own intonation patterns with pre-recorded models of native speakers (for example, the Better Accent Tutor or Connected Speech).
Conscious possession of prosodic skills is particularly attractive for students as communicative efficiency depends on high motivation and interest (Fig. The model of stages of prosodic skills formation among non-linguistic students).
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