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1. From the multiple choice below choose two correct answers. Generating meaning in speech is controlled by:

a/language laws; b/the significative structure of a word; c/the universal object code; d/ language laws and social background; e/ psychological speech-generating mechanisms into which language laws and social colouring of speech are included; f/ psychological, linguistic and social laws; g/ social background.

2. From the multiple choice below choose three correct answers. In the Universal Object Code:

a/ visual images are kept as separate ones; b/letter-sound images of words are not kept; c/there are kept visual images of words which can be comprehended only by speakers of one language; d/ visual images of a word are kept together with visual images of other words, which can go with them in a situation; e/ there are kept visual images of words which can be comprehended by people of all nationality.

3. From the multiple choice below choose two correct answers. In the significative structure of the word (two correct answers):

a/comprehension of a word can *t be attained without realization of the sound-letter image of the word; b/only the sound-motor image of the word can call forth the visual image of the word; c/ there are three images of the word; d/ it is the sound-letter image of the word that calls forth the visual image of the word; e/ in mental codes all properties of the word can be translated into one another

4. In language instruction:

a/ all levels of understanding the word and all codes corresponding to them are to be taught to learners; b/ the most important in teaching is to provide it with visual images of words; c/ preference should be given to teaching sound-motor and sound-letter images of the word.

8. THEORETICAL FUNDAMENTALS OF FORMATION

OF FOREIGN LANGUAGE COMPETENCE IN PRONUNCIATION IN SECONDARY SCHOOL

8.1. DEVELOPING SOUND-MOTOR-SPELLING AND IMAGE

RELATIONSHIPS 109

8.2. CONTENTS OF LEARNERS' THEORETICAL AND PRACTICAL

KNOWLEDGE IN PHONETICS 112

  1. REQUIREMENTS FOR SECONDARY SCHOOL LEARNERS' SKILLS IN PRONUNCIATION 113

  2. LIST OF PHONETIC ITEMS OFTHE ENGLISH

LANGUAGE TO BE STUDIED IN SECONDARY SCHOOL 114

8.1. Developing sound-motor-spelling and image relationships

The methodological term "sound-motor-spelling and image relationships" de­notes a correlation of one component of a word (let's say, its sound-motor form) with the words' other components (the letter-motor form, the visual image, the meaning, the sense). Such a correlation can be achieved through fluent and easy actualization of any of the components of one and the same word in the language consciousness of a person and result in either instantaneous comprehension of the sense of a word, language utterance, text or in instantaneous production of words, speech utterances, and texts (while speaking and writing).

In real speech interaction sound-motor-spelling and image relationships work as described below. If a word or an utterance is accepted by ear — for example, a man rushed into a room and shouted: [5э haus iz on faia(r)] — at the same moment all other components of the utterance get simultaneously actualized in mental codes of those who hear it. Their organs of speech are in the state of motor activity and the utterance is produced silently (in inner speech only): "The house is on fire." The sound-motor image of the utterance is instantly translated into its visual image: in mental vision the people see the house being burnt in a fire. This visual image is translated into the sense, and the people understand that their life is in danger. The terrible sense of the situation is translated into a corresponding reaction: the people get into a panic and try to get out of the house as quick as possible.

This is a fluent, natural and easy flowing process of simultaneous translat­ing images of an utterance (or a word) into each other. It is characteristic of natural speech.

Sound-spelling-motor and image relationships are to be pursued and achieved in foreign language instruction in teaching all types of speech activities: in speak­ing, reading, writing and listening comprehension. Teachers must understand which kind of sound-spelling-motor and image relationships are to be formed in learners at each stage of teaching and in each of the language skill . Below they are given some of them depending upon the type of the language skill.