IDENTIFICATION OF ERRORS IN STUDENTS' PRONUNCIATION USING THE PRINCIPLE OF APPROXIMATION IN THE TEACHING OF PRONUNCIATION, THE STUDY OF THE NEGATIVE IMPACT OF THE UZBEK LANGUAGE ON THEIR ORIGIN AND THE ELIMINATION OF EXISTING PRONUNCIATION PROBLEMS

Аннотация

This article was composed to improve showing English elocution. The point is to study the angles that impact the language learning measure. Subsequently, we need to investigate some basic troubles that Uzbek understudies experience while learning the way to express English sounds. The article covers various continuous articulation troubles that mess up Uzbek students of English. These challenges incorporate tense and remiss vowels, consonant endings, stress and tones. It is a valuable reference hotspot for the two educators and understudies who need to improve their way to express English. KEYWORDS: - Pronunciation, teaching technologies, problems in pronunciation, consonants, vowels, innovative methods, intonation, sound framework. by hearing the sounds his mom makes and I NTRODUCTION impersonating them. On the off chance that a child is brought into the world hard of hearing he can't A great many unfamiliar understudies need to learn hear these sounds and hence can't mimic them and English as well as could reasonably be expected. For won't talk. In any case, typical infants can hear and example, it is just a matter of perusing and can mimic. They are magnificent imitators, and this composing it, and they will discover no assistance endowment of impersonation, which gives us the here. In any case, numerous students need to have endowment of discourse, goes on for various years. the option to communicate in English well, with an It is notable that an offspring of ten years of age or elocution which can be effectively perceived by less can become familiar with any language both different students and English individuals. impeccably, in the event that it is raised encircled Language begins with the ear. by that language, regardless of where it was conceived or who its folks were. In any case, after this age the capacity to copy impeccably turns out T HE MAIN FINDINGS AND RESULTS to be less, and we as a whole know very well indeed that grown-ups have extraordinary trouble in acing At the point when an infant begins to talk, he does it the way to express foreign languages. A few CURRENT RESEARCH JOURNAL OF PHILOLOGICAL 27 SCIENCES ISSN – 2767-3758 https://masterjournals.com/index.php/crjps CURRENT RESEARCH JOURNAL OF PHILOLOGICAL SCIENCES 2(10): 27- 31, October 2021 DOI: https://doi.org/10.37547/philological-crjps-02-10-06 ISSN 2767-3758 ©2021 Master Journals Accepted19thOctober, 2021 & Published 24thOctober, 2021 students are more skilled than others, they find factors that they find troublesome is the way to articulating different dialects less troublesome, express another sound framework. Students find however they never discover them simple. For what that their native language impacts their way to reason is it so? For what reason should this blessing express English. And furthermore, we can see a few that we as a whole have as youngsters vanish later issues on consonant sounds. Particularly Uzbek in our life? For what reason can't grown-up students of English will have a few troubles in the individuals get the trademark sound of a foreign way to express sounds which don't exist in the local language as a kid can? The response to this is our language. For example, /s/and/z/ is viewed as local language won't let us. When we are grown up confusable in utilization. The students the propensities for our own language are solid to articulate/s/rather than/z/, so a word, for example, such an extent that they are exceptionally hard to peas is articulated as harmony. Subsequently, the break. In our own language we have a genuinely significance will likewise be changed. What's more, modest number of sound-units which we set up in a a few consonants are composed yet not articulated. wide range of blends to shape the words and This is either on the grounds that they were once sentences we utilize each day. What's more, as we articulated (thump) or originate from a foreign get more seasoned, we are overwhelmed by this language (brain science). modest number of units. It seems as though we had in our minds a specific fixed number of boxes for Plus, we have a ton of articulation botches in the sounds. At the point when we tune in to our own consonant sounds/θ/and/ð/. Varying these sounds language we hear the sounds and we put each into are hard for Uzbek students as well. Speakers the correct box, and when we talk we go to the regularly make an intensely voiceless stop/t/rather crates and take out the sounds we need in the than a voiceless fricative/θ/in a word like thank. request we need them [1]. Clearly, they express the sound/t/in light of their language since in rudimentary level students the Furthermore, as we do this throughout the years letter th is consolidated by an intensely the crates get more grounded and more grounded suctioned/t/. Along these lines, the word three can until all that we hear, regardless of whether it is our be articulated precisely like tree. Rudimentary level own language or another, must be