PHONETIC COMPETENCE DEVELOPMENT THROUGH THE METHODOLOGY OF EXERCISE DESIGN AND SELECTION
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phonetic competence, pronunciation instruction, exercise design, EFL, young learners, phonetic training, task selectionAbstrak
This study examines the methodological foundations of designing and selecting phonetic exercises for the development of phonetic competence among young learners of English as a foreign language. Phonetic competence—comprising accurate pronunciation, stress, and intonation—is crucial for communicative effectiveness but remains underdeveloped in many early EFL classrooms. Through a qualitative study involving textbook analysis, teacher interviews, and classroom observations, this research identifies key types of phonetic exercises and outlines principles and criteria for their selection. Results show that a structured, developmentally appropriate, and multisensory approach significantly enhances learners' phonetic performance. The findings support the need for an integrated exercise framework to guide phonetic instruction at the primary level.
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