INCREASING THE PHONETIC COMPETENCE OF 1ST-YEAR STUDENTS OF PHILOLOGY IN TEACHING FRENCH THROUGH ICT
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The study explores the integration of Information and Communication Technology (ICT) in teaching French to 1st-year students of philology to enhance their phonetic competence. The use of ICT tools and resources has shown promise in addressing the challenges faced by students in acquiring accurate French pronunciation. This article discusses the benefits of incorporating ICT in language education and presents a case study conducted with a group of 1st-year philology students to evaluate the effectiveness of this approach in improving phonetic competence. The results indicate that the integration of ICT resources can significantly enhance students' phonetic competence, offering a valuable pedagogical strategy for language educators.
Илмира БАГАТДИНОВА. (2024). INCREASING THE PHONETIC COMPETENCE OF 1ST-YEAR STUDENTS OF PHILOLOGY IN TEACHING FRENCH THROUGH ICT. «ACTA NUUz», 1(1.2), 67–71. https://doi.org/10.69617/nuuz.v1i1.2.867
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2. Chun, D. M., & Plass, J. L. (1996). Effects of multimedia annotations on vocabulary acquisition. The Modern Language Journal, 80(2), 183-198.
3. Hubbard, P. (2008). CALL and the future of language teacher education. CALICO Journal, 25(2), 175-188.
4. Hoven, D., & Palalas, A. (2011). The role of mobile learning in promoting literacy development in children. In M. Ally (Ed.), Mobile learning: Transforming the delivery of education and training (pp. 195-208). Athabasca University Press.
5. Levy, M., & Stockwell, G. (2006). CALL dimensions: Options and issues in computer-assisted language learning. Routledge.
6. Warschauer, M. (2000). The changing global economy and the future of English teaching. TESOL Quarterly, 34(3), 511-535.
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