THEORETICAL FOUNDATIONS OF PHONETIC KNOWLEDGE IN PRIMARY EDUCATION AND ITS IMPORTANCE IN LEARNERS’ COMMUNICATIVE LANGUAGE DEVELOPMENT
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Phonetic knowledge represents a foundational component of early language acquisition and plays a critical role in the development of primary learners’ communicative competence. This theoretical paper examines the core linguistic, psycholinguistic, and pedagogical principles that underpin phonetic instruction in primary education. It synthesizes research on phonemic awareness, articulatory phonetics, early literacy development, and communicative language teaching to demonstrate how phonetic competence supports learners’ ability to decode text, produce intelligible speech, and participate confidently in communicative tasks. The analysis highlights the significance of structured phonics instruction, explicit articulation modelling, and the integration of phonetic practice into meaningful oral activities. Moreover, the paper emphasizes the psychological and social dimensions of phonetic learning, including motivation, confidence, and willingness to communicate. The findings underscore the necessity of systematic and integrated phonetic instruction as a central component of primary language education and its essential contribution to learners’ overall communicative proficiency.
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