SHADOWING METHOD AS A MEANS OF INTENSIFYING PHONETIC COMPETENCE FORMATION IN FUTURE ENGLISH LANGUAGE TEACHERS

Abstract

The article analyzes the potential of using the Shadowing method as an effective tool for intensifying the process of phonetic competence formation in future English language teachers. The theoretical foundations of this method are presented, and its significance in developing students’ articulatory skills, rhythmic-intonational expressiveness, and speech rate is determined. Particular attention is paid to the relevance of integrating intensive linguodidactic techniques into the professional training of philologists, considering the impact of the digitalization of the educational environment.

The aim of the article is the theoretical substantiation and determination of the linguodidactic possibilities of the Shadowing method as a means of intensifying the formation of phonetic competence and overcoming phonetic interference in future English language teachers, as well as the development of an algorithm of recommendations for its implementation in the educational process.

The methodological basis of the research is built upon general scientific principles of objectivity, consistency, and terminological analysis. A set of theoretical methods was used in the preparation of the article. Specifically, an analysis, synthesis, and generalization of scientific-pedagogical and linguodidactic literature were conducted to determine the essence of the Shadowing method. A deductive approach allowed for the justification of the method's significance in intensifying the educational process. Furthermore, a comparative-contrastive method was applied to identify features of phonetic interference among learners and to develop ways to overcome it.

The scientific novelty of the article lies in the theoretical substantiation of the Shadowing method's potential as an effective tool for intensifying phonetics teaching in modern higher education. The study emphasizes the importance of transitioning from episodic to systematic application of the «shadowing» technique to form a natural speech tempo and rhythm.

Conclusions. The article examined key concepts, including «phonetic competence», «Shadowing method», and «phonetic interference». The relevance of using the shadowing technique as an effective means of increasing the efficiency of English phonetics instruction is substantiated. The structure and content of the developed algorithm for implementing the Shadowing method (consisting of three sequential stages) are described; the systematic use of this method helps to reduce the influence of native language interference on pronunciation and ensures the formation of a high-quality professional speech foundation in future teachers.