Abstract
The paper examines the problems of forming foreign language pronunciation culture among first-year pedagogical students. The article presents the results of auditory analysis of students’ spontaneous and non-spontaneous English speech. The researcher introduces criteria to assess the level of students’ foreign language pronunciation culture, identifies the most frequent deviations from articulatory and prosodic norms of the English language, and herein lies scientific originality of the study. The research findings are as follows: the author proves that the level of students’ foreign language pronunciation culture does not fully satisfy the requirements, which determines the necessity of purposeful work to improve their phonetic competence.
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