TASK-BASED LEARNING IN PRACTICAL PHONETICS: ENHANCING PRONUNCIATION THROUGH REAL-LIFE SPEAKING ACTIVITIES

Abstract

In recent years, language teaching has increasingly shifted toward approaches that emphasize communication and real-life language use. One such approach is task-based learning (TBL), which focuses on engaging students in meaningful activities that require authentic language use. This study explores the effectiveness of task-based learning in teaching practical phonetics, with particular attention to improving pronunciation through real-life speaking activities.

The research was conducted over one academic semester with first-year English philology students. A mixed-method approach was used to analyze both measurable improvements in pronunciation and students’ perceptions of the learning process. Two groups were involved: a control group receiving traditional phonetics instruction and an experimental group participating in task-based activities.

The findings indicate that students exposed to task-based learning demonstrated significant improvement in pronunciation accuracy, intonation, and fluency. In addition, students reported higher levels of engagement and confidence when using English in communicative situations.

The study concludes that task-based learning provides a practical and effective framework for teaching phonetics. By integrating pronunciation practice into meaningful communication, educators can create a more dynamic and successful learning environment.