Development of Pronunciation Skills in Primary School Students

Abstract

The development of auditory-pronunciation skills is an indispensable condition for adequate understanding of a speech message, precision of expression of thoughts and performance of any communicative function by the language. All analyzers are involved in pronunciation training: speech-motor, auditory and visual. The speech-motor analyzer is assigned the executive function, and the auditory analyzer is assigned the control function. These analyzers are interdependent. Psychologists claim that, of course, we hear correctly only those sounds that we can reproduce. As for the visual analyzer, on the one hand, it also participates in control, on the other hand, this analyzer performs the function of support, since oral communication is accompanied and supplemented by facial expressions, gestures, lip movements, etc. Thus, auditory and pronunciation skills, existing in an inseparable connection, rely on strong connections with the visual analyzer.