Foreign language phonetic competence in the professional training of higher education students: a comparative analysis of British and American English variants

Abstract

The article examines the role of foreign language phonetic competence in the professional training of higher education students, especially future foreign language teachers and philologists. The authors provide a comparative analysis of British English (Received Pronunciation, RP) and American English (General American, GA) variants, emphasizing their impact on the development of clear and accurate pronunciation skills. Mastery of phonetic competence not only ensures effective communication but also contributes to the professional image and competitiveness of graduates in the global labor market. The article underscores the importance of consciously choosing and consistently adhering to one variant of pronunciation to avoid misunderstandings and achieve communicative clarity. Furthermore, the authors discuss innovative methods and tools for improving pronunciation, such as mobile applications, authentic audio and video materials, phonetic transcription exercises, and reflective practices. Special attention is paid to the integration of phonetic training into communicative tasks, which enhances student motivation and supports the development of phonetic awareness. Finally, the paper suggests further research directions, including the study of sociocultural influences on accent choice and the creation of interactive training programs tailored to the needs of Ukrainian higher education institutions. These initiatives are expected to foster the ability of future specialists to analyze and adjust their own pronunciation, thereby improving their overall communicative competence and professional readiness.

Key words: phonetic competence; English pronunciation; British English; American English; higher education students; professional training.