Developing foreign rhythm and intonation skills of linguistic students through poems

The article focuses on the problem of implementing poems into the process of developing rhythm and intonation skills in linguistic students as one of the most important goals of professional training. Rhythm and intonation skills are part of phonetic competence which in its turn forms linguistic competence. Linguistic competence constitutes the basis of communicative competence. The formation of a foreign language communicative competence is one of the fundamental requirements of our time. The aim of the article is to present a model for the rhythm and intonation skills formation in linguistic students and the results of its verification. The research methods include the literature observation of the problem, experimental verification, quantitative and qualitative analysis of the results. The article firstly makes a theoretical overview of the student books which are used by linguistic students while studying foreign language phonetics. The authors learned that poems are not used to the full extent in the formation of phonetic competence despite their rich linguistic potential. The article secondly hypothesizes the effectiveness of introducing poems into the process of rhythm and intonation skills formation. The authors develop a model of a six-stage implementation of developing rhythm and intonation skills through poems. As a result of the purposeful selection of poems using specific criteria, the six-stage implementation of poems in developing rhythm and intonation skills, with the help of the system of exercises and with specific recommendations, the model achieves the expected results. At the first four stages of the rhythm and intonation skills formation, the receptive type of exercises is presented, while the next two stages tend to implement exercises of productive type, in which foreign language learners majoring in Linguistics produce speech phonetically formed in a perfect way. Students use a variety of English scales; determine the stressed and unstressed syllables along with identifying authentic pauses and diverse forms of nuclear tones. An evaluating test for diagnosing the level of rhythm and intonation skills formation as part of phonetic competence is created. The process and results of experimental verification are made for determining the effectiveness of the chosen model for developing rhythm and intonation skills in a specifically selected informational educational environment. The results of the research have proved the efficiency of the selected methods.

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