METHODOLOGICAL FOUNDATIONS FOR DEVELOPING UPPER ECONDARY STUDENTS' LLSTENING COMPREHENSION COMPETENCE OF ACCENT AND PRONUNCIATION VARIATION IN ENGLISH

This article examines the methodological foundations for developing upper secondary students’ listening comprehension competence in understanding accent and pronunciation variation in English. The study focuses on the challenges learners may encounter when processing spoken English produced with different accents, pronunciation patterns, speech rates, intonation, and connected speech features. Particular attention is given to the development of learners’ phonological awareness, auditory discrimination, contextual interpretation, and adaptive listening strategies. The article proposes a methodological approach that gradually familiarizes learners with pronunciation variability through carefully selected listening materials and differentiated tasks. The approach includes activities aimed at identifying phonological differences, recognizing familiar words in unfamiliar pronunciation patterns, distinguishing key information from speech variation, and interpreting meaning in diverse communicative contexts. The study emphasizes that systematic exposure to accent and pronunciation variation can contribute to greater listening flexibility, reduce dependence on a single pronunciation model, and enhance learners’ ability to understand authentic spoken English. The findings suggest that methodological support for pronunciation variability should constitute an important component of upper secondary English language listening instruction.