Teaching the stress-time rhythm of the English language to native Chinese students

the study is devoted to the problem of teaching Chinese students the tact-counting rhythm of English speech due to the differences between the rhythmic systems of English (stress-time) and Chinese (syllable-time) languages. The aim of the work is to develop a cycle of exercises to overcome phonetic and rhythmic difficulties. In the course of the study, the following were carried out: analysis of scientific literature, comparative-comparative analysis of rhythmic structures, experimental training using the multisensory method (MSM), which includes visual, auditory and kinesthetic elements. Results showed that rhythmic repetition exercises, audiovisual materials and emphasis on stressed syllables improved rhythm perception and reproduction. Typical errors were identified: incorrect stress, vowel reduction in non-impact positions, intonation patterns. The practical significance of the work lies in the methodological recommendations for integrating multimodal techniques, role-playing games and listening into the learning process. The study emphasizes the need to take into account the cultural and psycholinguistic features of Chinese students to improve the effectiveness of learning.

English language teaching, Chinese students, speech rhythm, stress-time rhythm, syllable-time rhythm, multisensory method, phonetic differences, comparative analysis, experimental teaching