DEVELOPING ENGLISH PHONOLOGICAL COMPETENCE IN MULTILINGUAL UNIVERSITY BEGINNERS: CHALLENGES AND PERSPECTIVES
DOI:
https://doi.org/10.28925/2412-0774.2026.1.7Keywords:
areas of control, formal format, multilinguals, model, non-formal format, phonological competence, taxonomy.Abstract
The article examines the problem of English phonological competence for university multilingual beginners, for whom English is not their first foreign language. The difference in using terms “phonetic competence” and “phonological competence” by Ukrainian and foreign scholars correspondingly has been generalized as well as using the term “phonological competence” in this study has been substantiated. The problem addressed has been analysed from both domestic and foreign perspectives. It is concluded that developing phonological competence in university multilingual beginners is held in formal and non-formal formats. The taxonomy of the development of the targeted phonological competence is developed and three stages identified, namely a) sound articulation and primary consolidation of sound pronunciation, b) pronunciation skills development, and c) intonation (prosodic) skills development. The three-elements model of English phonological competence has been designed according to its peculiarities and the specific organization of the educational process. It is realized during in-class activity, out-of-class activity and homework. Recent findings have been considered and a non-formal format for the development of the targeted competence suggested. Based on the modern developed CEFR/CV, 2020 the following framework of phonological control has been accepted: articulation including pronunciation of sound/phoneme, rhythm and stress – both word stress and sentence stress and intelligibility. Sound articulation needs a focus on familiarity and confidence with the target language sounds. Prosodic features presume that focus is on the ability to effectively use prosodic features to convey meaning in an increasingly precise manner. The necessity of the control of stress, intonation and rhythm has been proved as well as the ability to exploit and/vary stress and intonation to highlight the student’s particular message.
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