Methodology of English Phonological Competence Formation to Students- Philologists (on the basis of posterior monophthongs)
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StatusThe thesis was presented on the 23 June, 2021Approved by NCAA on the 4 October, 2021 Abstract – 0.90 Mb / in romanianThesisCZU 378.091:811.111'344(043.3)
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Keywords
communicative competence, phonological competence, phonological culture, pronunciation, auding, phonematic hearing, phoneme, Posterior Monophthong, system of exercicesSummary
ANNOTATION
Usatîi Larisa, Methodology of English Phonological Competence Formation to Students- Philologists (on the basis of posterior monophthongs). PhD Thesis in Pedagogy, Chişinău, 2021
The structure of the thesis includes: annotations in Romanian, Russian and English, the abbreviations list,
introduction, three chapters, general conclusions and recommendations, bibliography of 241 titles, 16 annexes, 164
pages of basic text, 29 tables, 25 figures.
Publication on the thesis topic: 21 scientific works.
Key-words: communicative competence, phonological competence, phonological culture, pronunciation,
auding, phonematic hearing, phoneme, Posterior Monophthong, system of exercices.
Field of Study: university pedagogy.
The aim of the research is the theoretical and methodological substantiation of the process of
phonological competence formation to students-philologists in teaching-learning English as a foreign language.
The objectives of the research: the determination of the lingvo-didactical guidelines of the process of
phonological competence formation in linguistic training of students-philologists; the identification of the contents
and structure of the phonological competence oriented to learning English as a foreign language; the comparative-
contrastive description of the phonological system of the English and Romanian languages (on the basis of posterior
monophthogs); the examination of the present situation concerning the phonological competence formation to
students-philologists in the process of teaching-learning English; the establishment of the criteria and the
determination of the levels of phonological competence formation to students-philologists in the process of learning
English as a foreign language; the elaboration, implementation and experimental validation of the Pedagofical
Model of phonological competence formation to students-philologists (on the basis of posterior monophthongs).
The scientific novelty and originality of the research consists in the identification of the actual
perspectives of the phonological competence estimation in learning English as a foreign language; the renovation of
the basic concepts of the phonological competence (content and structure) by synthesizing the multitude of linguistic
and psychopedagogic meanings; the definition of the phonological competence in English; the discrimination of the
levels of the phonological competence formation and its descriptors, the formulation of the evaluation criteria; the
increase of the phonological competence of the students-philologists while learning English as a foreign language by
the substantiation, implementation and validation of the Pedagofical Model of phonological competence formation
to students-philologists (on the basis of posterior monophthongs; the determination of the typology of the system of
exercises for the phonological competence formation in English.
The scientific obtained results that contributed to the solution of the important problem in the
domain lie in the substantiation of the theoretical and methodological process of phonological competence
formation to students-philologists, a fact that led to the establishment of the lingvo-didactic guidelines of the process
of phonological competence formation; of the content and structure of the given competence and the pedagogical
conditions for the realisation of the educational approach oriented to the elaboration, implementation and
experimental validation of the Pedagofical Model of phonological competence formation to students-philologists
that contributed to the efficiency of the communication process in English as a foreign language at the university
level.
The theoretical importance of the research results from the actualisation of the basic terms in the
theoretical approach of the research (phonological competence, pronunciation, auding, phoneme, phonematic
hearing, English posterior monophthongs, phonological culture); from the analysis of the modern tendencies
concerning the process of phonological competence formation; the presentation of the contents and structure of the
phonological competence; the determination of the criteria and levels for phonological competence formation; the
conceptualisation and elaboration of the Pedagofical Model of phonological competence formation in English to
students-philologists, the establishment of the evaluation criteria and values of the phonological competence.
The practical value of the work rezides in the experimental validation of the efficiency of the Pedagofical
Model of phonological competence formation in English to students-philologists; the elaboration of a complex
system of didactic activities oriented to phonological competence formation; the description of the levels of
phonological competence formation to students-philologists; the elaboration of the curriculum Articulatory
Phonetics of the English language meant for the students of philological faculties/foreign languages that learn
English as a foreign language; the optimisation and innovation of the experience of professional formation of
students-philologists in the process of learning English.
The implementation of the scientific results was realized by the implementation of the theoretico-
applied fundamentals elaborated and structured in the Pedagofical Model of phonological competence formation to
students-philologists in the process of learning English, through experimental investigations while studying the
course Articulatory Phonetics of the English at “Ion Creangă” State Pedagogical University from Chişinău,
inclusively by the scientific publications presented and approved in the framework of scientific national and
international conferences, in different didactic activities realized with the university students that learn English as a
foreign language.
Summary
- 1.1. Particularităţile fonologice ale sistemului vocalic al limbii engleze
- 1.2. Evoluţia conceptului de „competenţă fonologică” în didactica limbilor străine
- 1.3. Competenţa fonologică: conţinut şi structură
- 1.4. Interdependența dintre ortoepie şi ortografie
- 1.5. Concluzii la Capitolul 1
- 2. DIMENSIUNI METODOLOGICE ALE FORMĂRII COMPETENŢEI FONOLOGICE ÎN LIMBA ENGLEZĂ LA STUDENŢII-FILOLOGI
- 2.1. Influenţa limbii materne în predarea pronunţiei în limba engleză
- 2.2. Abordări comparativ-contrastive ale monoftongilor posteriori englezi
- 2.3. Modelul pedagogic de formare a competenței fonologice în limba engleză la studenți-filologi
- 2.4. Concluzii la capitolul 2
3. VALORIFICAREA EXPERIMENTALĂ A MODELULUI PEDAGOGIC DE FORMARE A COMPETENŢEI FONOLOGICE ÎN LIMBA ENGLEZĂ LA STUDENŢI-FILOLOGI
- 3.1. Studiul de constatare a procesului de formare a competenţei fonologice în limba engleză la studenţii-filologi.
- 3.2. Demersul metodologic de formare a competenţei fonologice în limba engleză la studenţi-filologi (în baza monoftongilor englezi)
- 3.3. Validarea experimentală a eficacităţii implementării Modelului pedagogic de formare a competenţei fonologice la studenţii-filologi
- 3.4. Concluzii la Capitolul 3
BIBLIOGRAFIE
ANEXE
DECLARAŢIE PRIVIND ASUMAREA RĂSPUNDERII
CV-UL AUTOAREI
Oficial Reviewers
- Nina Petrovschi
doctor habilitat, associate professor (docent) - Alexei Chirdeachin
doctor, associate professor (docent)
Council's Members
- Alexandru Burlacu, president
doctor habilitat, professor, Chisinau Pedagogical State University "Ion Creanga" - Liuba Petrenco, secretary
doctor, associate professor (docent), Chisinau Pedagogical State University "Ion Creanga" - Dumitru Patraşcu, member
doctor habilitat, professor, Chisinau Pedagogical State University "Ion Creanga" - Zinaida Camenev, member
doctor, associate professor (docent) - Ana Budnic, member
doctor, associate professor (docent), Chisinau Pedagogical State University "Ion Creanga" - Tatiana Kononova , member
doctor
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