WAYS OF USING SONGS IN IMPROVING PRONUNCIATION SKILLS OF INTERMEDIATE AUTONOMOUS LEARNERS
Keywords:
autonomous learners, intonation, phonetics, personalized education, survey's design, lyrics.Abstract
This article explores the effectiveness of using songs as a tool to develop pronunciation skills among autonomous intermediate leveled university students in Uzbekistan, specifically comparing Fergana State University (FSU) students and private school Fenix teachers. The research reveals that both groups exhibit interest in enhancing pronunciation by listening to music but they reached success in different ways. Pronunciation is a critical yet challenging aspect of language acquisition, and songs offer a dynamic and engaging approach to mastering it. The study highlights various techniques for incorporating songs, such as shadowing, lyrical analysis, and phonetic practice. By upgrading the rhythmic, melodic, and repetitive nature of music, learners can improve their phonemic awareness, stress patterns, intonation, and connected speech. Additionally, the article discusses how learners can independently select songs that match their linguistic goals and preferences, fostering motivation and self-directed learning. The use of current practical strategies as long term passive practices, standardized pronunciation models, the influence of culture in intonation and enjoyable learning atmosphere for integrating songs into pronunciation practice are also provided. Moreover, results are consistent with previous studies that highlight the learning new words and phrases through repetition and melody. Educators should consider a more personalized and culturally inclusive approach when integrating music into language instruction to maximize its effectiveness. The findings suggest that incorporating music really improves intonation, rhythm of pronunciation set of words and sentences but not single words of autonomous learners.
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