The present article discusses the problem of application
of Jolly Phonics methodology in forming and developing the
English pronunciation and reading micro-skills of Russian
primary scholars. The use of Jolly Phonics for non-native
students has been repeatedly criticized in the literature, since the
methodology is not adapted to the needs of students for whom
English is not their native language. This article is aimed at
describing the limitations of the Jolly Phonics methodology for
the formation of pronunciation skills and reading micro-skills of
Russian-speaking children at the primary school stage.
The article suggests ways to minimize the limitations for more
effective use of the methodology.