THE SEQUENCE OF INPUT AND PRACTICE OF SOUNDS WHEN TEACHING ENGLISH AS A SECOND FOREIGN LANGUAGE (AFTER GERMAN)

Abstract

The article defines the sequence of introducing sounds in the conditions of teaching future teachers English as a second foreign language after German. The classification of consonants and the classification of monophthongs of the English language in comparison with the German and the native language of students are presented, which are based on the relevant features of the phonemes. In each classification, four groups of sounds are identified, arranged according to the principle of increasing difficulties in their assimilation. The procedure for familiarizing students with English diphthongs, established on the basis of their comparison with the corresponding vowels of the first foreign language, is proposed. According to the classification of consonants and monophthongs of the English language in comparison with the German and Russian languages, as well as the features of the English diphthongs in comparison with the corresponding sounds of the German language, the most optimal is the order of input and processing of sounds during the teaching English to future philologists after German.