Abstract
This article discusses the issues of taking into account the psychological and pedagogical characteristics of students in the process of teaching English phonetics to students of higher educational institutions. It analyzes how age-specific cognitive, affective and individual differences of students affect the process of forming phonetic skills. Also, the role of auditory perception, articulatory program, zonal patterns and auditory control is substantiated on the basis of scientific sources. The author emphasizes the need to create a person-oriented, multimodal and stress-free learning environment in phonetic teaching.
References
This work is licensed under a Creative Commons Attribution 4.0 International License.