DISTANCE LEARNING OF FOREIGN LANGUAGES: FROM THE EXPERIENCE OF TEACHING PHONETICS FOR THE STUDENTS MAJORING IN PHILOLOGY AND TRANSLATION STUDIES

Abstract

The article explores the methodological challenges and pedagogical strategies of distance learning and teaching phonetics to students majoring in Philology and Translation Studies, with a particular focus on two influential pronunciation standards of the English language: Standard American English (SAE) and Received Pronunciation (RP). The study emphasizes that phonetic competence is a key component of professional training for future philologists and translators, as it directly affects their ability to communicate effectively, to provide accurate interpretation, and to ensure high-quality translation in academic and professional contexts. The article examines a range of online teaching techniques such as transcription platforms for practicing the International Phonetic Alphabet, acoustic visualization software that makes speech patterns visible, interactive methods like shadowing and peer correction, as well as the integration of authentic audiovisual materials. Statistical data and pilot study results are presented to demonstrate the efficiency of multimodal approaches, which enabled students to improve their perception and production of SAE–RP phonetic contrasts by more than a quarter compared to traditional methods. The research concludes that despite limitations related to reduced teacher control in distance learning, carefully selected technological tools and task designs can compensate for these drawbacks. The article also outlines prospects for future research, including the development of AI-based pronunciation feedback, the exploration of cross-linguistic interference with students’ native languages and another foreign language. In this way, the study contributes to the ongoing modernization of distance learning methodologies in foreign language education and underlines their significance in the global academic context