PHONETICS TEACHING METHODS OF GERMANIC LANGUAGES IN BUKOVYNA (THE FIRST HALF OF THE XX CENTURY)

Abstract

The current study looks at how tactics for teaching phonetics in English and German in Bukovyna schools changed throughout the first half of the twentieth century. The study defined a phonetics teaching approach in English and German that used direct and mixed teaching methods. The direct phonetics teaching method has an influence on the early stages of Germanic language learning with the focus on the pronunciation of vowels and consonants, as well as intonation. Phonetic symbols, as well as the performance of songs used to teach German, helped students improve their articulation abilities. English phonetics education, on the other hand, concentrated on acquiring foreign language intonation, which required the development of auditory abilities as well as the capacity to recognize and recreate speech when speaking and reading. The mixed technique of teaching phonetics in German considers a suitable degree of pronunciation for understanding. To improve pronunciation abilities, additional instructional tools such as Munich Academy phonetic cards and D. Jones' "Dictionary of English Pronunciation" were advised. Studying poetry was an important part of teaching German pronunciation, whereas rhymes and songs were suggested for English pronunciation. Developing abilities in both precise pronunciation and auditory perception of spoken speech was critical for efficient communication and language acquisition. By focusing on both aspects, people can improve their overall language ability and fluency. Gramophone recordings were also introduced to help with language acquisition. Overall, phonetics teaching techniques at Bukovyna schools at the first half of the xx century were thorough, with an emphasis on improving pronunciation, intonation, and auditory abilities in both English and German.