will explore the problems pronunciation connected with the English language in
case of learners whose first language is Georgian. In other words, it
investigates the problematic sounds and the factors that cause these problems.
Then find some techniques that help the Georgian students of English improve
English language becomes International language. More and more people are
trying to learn it. There are a huge number of people who want to speak English
perfectly. This is happening in Georgian schools.
Learners the Georgian language is native. The English language is a foreign
language and it is taught from the 1st grade in public schools. There are many
schools, where the English language has been taught as a priority language. So,
learning of English language has huge importance nowadays. Learning any
language needs to learn various skills, but speaking, communicative and
pronunciation skills have a huge role in learning the English language. Even
learners don’t have perfect writing and reading skills, pronunciation and
listening skills are emphasized because they are main factors in the
There is a
large number of learners of English language at public schools who are
interested in English language and want to have good pronunciation. Although,
there are many factors that obstruct learners to speak the English language
correctly. According to various studies, those pronunciation errors are made
not accidentally, but they are systematic.
It is huge
difficulties for a Georgian learner to speak English with native-like
pronunciation. Therefore, this research will investigate the problematic areas
of pronunciation and to identify the concrete reasons those caused them and
then try to find suitable ways that help the Georgian learners to speak English
with correct pronunciation.
many studies those have explored factors and reasons those make the English
language difficult to pronounce for Georgian learners.
there are no papers those have explored improving possibilities of English
language pronunciation in case of Georgian students. They should be researched
and results might have a significant influence on for both teachers and
students. The practical value of the research would be if research will find
exact problematic factors and their solutions.
know what are the reasons for difficulties, they will find the ways how it can
be solved and they will change their methodology for improving learners’
pronunciation. If research had found suitable ways for solving of pronunciation
problem, learning process would be easier for teachers and learners would have
fewer problems with pronunciation and speaking skills.
will mainly concern to find answers to following research questions:
English sounds are most difficult to pronounce for Georgian students?
are the linguistic causes of such errors?
techniques will be useful in the classroom to improve learners” pronunciation
those make English pronunciation difficult for Georgian learners
A lack of
attention to oral English in Georgian public schools.
schools, written English is the basic component of the learning process. From
the beginning level, teachers use writing tests for checking knowledge.
Traditional lessons are built on writing skills – learners have to write new
vocabulary and grammar tests to checking their level and knowledge. The
educational system makes learning structure dependent on writing skills. Even
national exams need to have written form. 4 years later listening exercises
have been added but it is not enough, Pronunciation and speaking skills should
be learned separately and then checked. Lack of attention to speaking English
is one of the significant factors, that makes English pronunciation difficult
for Georgian learners.
between Georgian and English language
Georgian language are from two absolutely different language families. Both
languages have various phonetic system and accents. English sounds and letters
those don’t exist in the Georgian language are a huge challenge for Georgian
learners. The main difference between these languages is the phonetic system.
For example, letter,,F” does not exist in Georgian language and generally
Georgian learners pronounce it as, ,p” letter.
Georgian dialects can be viewed as another factor, that causes various
pronunciation problems as well.
and psychological factors that have influence on pronunciation skills
(Stephen, 1985) – the learners’ anxiety,
nervousness, lack of motivation, boredom and negative attitude could block
incoming messages from reaching the language acquisition device (LAD) (as cited
in Oller, 1988).
Lack of the
self-confidence and anxiety have a negative impact on the learning process.
Learners often compare themselves to native speakers and when they face a
problem with pronunciation they become nervous and are not self-confident. They
don’t want to speak and become scared of communication with the English
Clément, Dörnyei, and Noels (1994) –
students’ self-confidence constitutes a motivational subsystem in learning
foreign languages, and self-evaluation of proficiency is associated with
self-confidence that is crucial in second and foreign language acquisition.
should feel free during learning a foreign language, as it happens in case of
language acquisition. Learners should have possibilities to learn pronunciation
first, that gives them the opportunity to feel self-confidence and have the
motivation to continue learning and improving.
communications with English native speakers
The best way
to learn a foreign language is to have communication with native speakers.
speakers can have a useful effect in monitoring and improving pronunciation
skill in the learning process as they have appropriate knowledge of the
language, good accent and speak fluently. Georgian educational system has the
experience to have English native speakers as teachers in Georgian public
schools. learners had a great possibility to have real communication with real
English. Hence, it is not enough. For achieving success in pronunciation
development all learners should have a chance to have communication with native
speakers. At least, they should have audio and video lessons with native
? Necessity of using various listening
techniques (devices and social media) in learning
It is contended that social media make
learning more flexible by helping students gain insights outside of the
traditional instructional settings (Selwyn, 2007).
The role of
technologies in the educational process is increased during last years. There
are many techniques, due to which learners can listen, pronounce and then check
English sounds and words. Role of social media is huge, as well. There are a
huge number of videos and audio recordings, those are useful in learning
have the opportunity to use technologies often, pronunciation difficulties
might be decreased. The following research will explore this issue.
? Checking of English Pronunciation
Application in learning.
There are a
lot of applications that check English pronunciation. A number of their users
increased every day. The following research will explore “Speech Ace”
application and its effects on learning English pronunciation. , Speech Ace”
is the application, where learners listen to sounds and words first and then
repeat, application records pronounced words and learners can listen to it and
correct mistaken pronunciation.
of research will be students of public school #51 in Tbilisi, as I have
experienced to work there with English language learners. Every learner might
have problems with pronunciation, but I have chosen the 51st school because of
be 50 participants – 10 students of 3rd grade, 10 students of 5th grade, 10
students of 7th grade, 10 students of 9th grade, 10 students of 12th grade.
They will be different ages, because of checking the influence of age. Both,
male and female learners will be checked. Participants will be selected with
their wishes and then by random sampling (their names will be written and
will include two stages
In 1st stage
English sounds (including digraphs) and words (ai (rain), ay (day), ea (teach),
ea (bread), ea (break), ee (free), ei (eight), ey (key), ie (piece), oa (road),
oo (book), oo (room), ow (slow), and ue (true)./
church), ch (school), ng(king), ph (phone), sh (shoe), th (then), th (think),
and wh (wheel).) will be given to pronounce. Participants will pronounce those
sounds and it will be recorded. Records will be observed later to understand
will they be correctly pronounced or not.
2nd stage of research will be done due “Speech
Ace” application. participants will listen to same sounds and words and
pronounce again. Pronounced sounds and words will be recorded again. Records
will be observed later to understand will they be correctly pronounced or not.
data and analysis
and uncorrected pronounced sounds will be calculated after the 1st stage.
be classified according to types of sounds, for example, what kind of sounds
will be more problematic.
be same procedure after the second stage.
of 1st stage and 2nd stage will be compared according to numbers of correct
answers, type of mistaken sounds and level of improvement after listening and