CONTROL AND SELF-CONTROL OF PRONUNCIATION IN THE EDUCATIONAL PROCESS

This article discusses the difficulties that arise in the process of self-training pronunciation and possible ways of self-control using modern technologies. The object of the study is the process of setting the pronunciation of a foreign language in the self-control phase. The subject of the research is technical means of pronunciation. The purpose of this article is to identify the most effective way to train pronunciation at home. Theoretical and empirical methods were used to achieve this goal. The phase of self-control is an integral part of the educational process. At the initial stage, the teacher should devote more time to pronunciation, as well as introduce students to various methods of self-control. With the development of the technical process, students were able to independently train their pronunciation at home. Sound recording devices and the Internet allow you to speed up the interaction between the teacher and the student, as well as use various methods of imitation. Currently, it is possible not only to simulate consequently, but also synchronously. Speed reading programs can be used for consecutive simulation. They allow you to train the rhythm of the language. The article discusses an example of rhythm training in the Quick Read program. The training of intonation structures is possible using the Praat program. To train pronunciation in the speech stream a voice recording program with the ability to display an audio track is suitable. Using this program, you can visually compare the movement of the tone. To do this, you can record your voice during synchronous imitation, then place the pronunciation sample and your own version next to it. The screen will clearly show differences in the pronunciation of sounds. To identify the most effective way of self-training pronunciation an experiment was conducted. We compared the method of consecutive imitation and synchronous imitation with a graphical comparison of one's own pronunciation with the standard. The experiment involved 20 people who were divided into 2 groups. The results of the experiment showed that graphical comparison of their own speech with the standard allows students not to make fewer phonetic errors