Modern methodological principles in developing phonetic competence: Activation, integrativeness, and individual approach
Abstract
Purpose: This study aims to examine the role and effectiveness of modern educational technologies in developing phonetic competence among primary school students. It focuses on identifying the most effective methods for integrating activation, integrative, and individual approaches into phonetic training to enhance students’ pronunciation skills and speech development. Research methodology: The research employs a qualitative descriptive design, using observation, classroom experiments, and pedagogical analysis to evaluate the implementation of phonetic exercises. Data were collected from primary school students through direct classroom participation, followed by systematic comparison of outcomes across different teaching approaches. Results: Findings reveal that activation technology increases student engagement and participation during phonetic activities, while the integrative approach connects phonetic learning with other language and literacy subjects, enhancing contextual understanding. The individual approach, by adjusting tasks to each learner’s level of speech development, fosters personalized improvement. The combination of these methods contributes to a more sustainable and effective mastery of phonetic competence. Conclusions: The study concludes that the balanced use of activation, integrative, and individual approaches leads to the comprehensive development of phonetic competence among primary students. Limitations: The study is limited to early primary school levels and does not explore long-term effects of phonetic training beyond the classroom setting. Contribution: This research contributes to the field of pedagogical innovation by offering a practical framework for integrating modern educational technologies and differentiated learning in phonetic education.