Improving The Teaching Of Phonetics In General Education Schools

Abstract

This article analyzes current pedagogical issues regarding the teaching of the phonetics section of the native language curriculum in general education schools. Phonetics plays a crucial role in fostering students' skills in correct pronunciation, speech culture, intonation, and the use of phonemes. However, issues such as incorrect pronunciation habits, mispronunciation of words, and intonational deficiencies are linked to methodological shortcomings. Traditional methods fail to sufficiently stimulate verbal engagement; the use of ICT is limited, individualized approaches are underdeveloped, and teacher qualifications are often inadequate. Drawing on the perspectives of scholars such as Chomsky, Lado, Mayer, Tomlinson, and Medley, the author substantiates the need for interactive methods, audio-visual materials, interactive software, and individualized approaches. The article further demonstrates that the effectiveness of phonetics instruction—and the subsequent development of speech skills and achievement of desired outcomes— can be enhanced by improving teacher qualifications and refining teaching methodologies. Interactive methods, information and communication technologies (ICT), individualized approaches, and professional development are recommended as key solutions for teaching phonetics. Consequently, updating teaching methodology is of vital importance.