sonority theory O. Jespersena showed that vowels, especially open ones, are the most sonorous segments of speech, and therefore they constitute the top of the syllable, its core, while consonants are grouped around the vowel as the “sonority” (sonority) decreases and thereby determine the boundaries of syllables .

in the theory of muscular tension, which was developed after the French linguist M. Grammont, the syllable is considered as an arc of muscular tension with a vowel at the top of this arc. This theory helps explain the phonetic nature of consonants at the junction of syllables: a consonant is stronger where it is adjacent to a vowel, especially a stressed one, and weaker at a syllable boundary. For example, in English words an aim[en "eim] and and pa[e "neim] the sequence of segments is the same, but the nature of the pronunciation of the borderline [n] changes: in the first case it is strong at the beginning and weak at the end, and in the second case it is weak at the beginning and strong at the end. Strong-ended [n] in the second example , adjacent to the stressed vowel, is three times longer than the weak-final [n] in the first example in duration: in and path - 90 ms, in an aim - 30 ms. At the same time, a decrease in intensity occurs at the border of syllables.

The same drop in intensity was found inside double consonants at the syllable boundary (these consonants are called geminates, i.e. double): penknife["pennaif]. Here the boundary passes inside the double sound [n] (it can be considered as one two-peaked sound with a syllable boundary inside); therefore, an acoustic sign of intensity is involved in distinguishing the nucleus and the boundary of a syllable, and this theory can be called dynamic theory;

And finally loudness theory, who considered the syllable from the point of view of perception as volume arc; indeed, the proper quality of vowels ensures the sound of speech, therefore the vowel is an essential element of the syllable, its core, and the number of syllables corresponds to the undulating rise and fall of sonority with the vowel at the peak of each wave.

Specificity of syllable formation in English and Russian languages

When comparing English syllable formation with Russian, it should be noted that in English and Russian there are all types of syllables and the number of possible structures (subtypes) of syllables is practically the same: 19 in English and 18 in Russian, but from all models, each language “chooses” one or some of the most common. So, for the Russian language, models of an open type of syllable (SG) are more characteristic, and for English - models of a closed type of syllable (SGS, SGSS, etc.).

Thus, with the exception of models of four consonants in the beginning in Russian and five consonants in English, we are dealing with a complete match phonological inventory of syllables in two languages. But the frequency, and hence the functional load of different models of syllables do not match.

Thus, phonetic form of a syllable in English and Russian languages ​​differs significantly in the following parameters:

1) according to the most frequent type of syllable (SG and SGS);

2) by the nature of the connection between the consonant and the subsequent vowel (strong adjoining of the Russian consonant to the subsequent vowel and weak adjoining of the English consonant in the same position, the influence of the quality of English strong (voiceless) consonants on the duration of vowels in English);

3) by the ability of some consonants, namely sonants, in the English language to perform a syllable-forming function in a position after a consonant;

4) by the presence of rare types of syllables (SSSSG in Russian and GSCCCC in English) and the number of acceptable consonant combinations that are characteristic of only one of the two languages, which generally determine the trend towards greater freedom of consonant combinations for the Russian language in the beginning and for the English language - in code (end of syllable);

5) by contrasting heavy (strong) and light (weak) syllables in English, which determine the characteristic "stressed / unstressed".

Thus, the syllable displays all the features of pronunciation characteristic of a given language, both segmental (vowels and consonants, their connection) and super-segment composition (historical and positional longitude of vowels in English).

Syllable division in English and Russian

Most of the knowledge about the phonetics of the syllable is obtained experimentally. So, for example, it has been established that 78% of syllables in Russian are open, that most syllables in English are closed if a vowel is followed by a strong one, that is, a deaf consonant. The means of syllable division were experimentally tested: the role of prosodic signs of duration and intensity was established. The duration of the consonant is involved in the recognition of words like an aim[ep "eim] and and pa[e "neim] or phrases like 1 saw them eat, I saw the meat, and in keep sticking And keeps ticking participation of aspiration [t] (in the second case) is noted as an acoustic signal of belonging s To first syllable. In phrases / scream, "I love it!" And Ice cream, I love it! the leading role also belongs to prosody, i.e. stress and melody. At the same time, despite these examples of distinguishing the meaning of words, phrases and sentences through syllable division, perception experiments revealed that the probability of recognizing such phrases out of context, i.e. when reading in isolation, is very low, about 30%. In real fluent speech, the listener relies on the verbal and non-verbal context of the situation, which helps to identify words and clarify what is being said in cases like: peace talks, pea stalks; I saw the meat, 1 saw them eat; an ice house, a nice house.

In addition to experimentally established data, the type of syllable division reflected in orthoepic dictionaries depends on the phonological views of the compiler of the dictionary. So two principles are reflected in the dictionaries of the publishing house Longman (J. Wells) (maximum consonants in a stressed syllable): lady["leid-i] and in the Cambridge Dictionary (D. Jones) (maximum consonants at the beginning of a syllable): ["lei-di].

The task of experimental phonetics is to test phonological theories. For example, it has been found that, judging by the nature of the intensity, which manifested itself in its fall at the end of long vowels, the syllable boundary usually occurs after a long vowel (including a diphthong as a type of long vowel), so we support the position of the editors of the Cambridge Dictionary in that the syllable division in the case of long vowels should be represented as follows: lady["lei-di].

Both dictionaries match:

Assigning a single consonant on the border of two syllables to a stressed short vowel, i.e., to the first syllable: pit-y, Kitt-y, bett-er;

division of compound words according to morphological composition: hardware.

Can we assume that when we are dealing with a short vowel in a closed syllable, the universal principle of maximum syllable onset does not apply? As was established experimentally, short stressed vowels do indeed appear in a closed syllable: city["sit-i], but at the same time, the closure of the organs of speech refers to the first syllable, while the explosion of the stop consonant [t] - to the second syllable, and it acquires the necessary sound with a consonant in the beginning. Therefore, the syllable boundary is inside [ t]: ["sit-ti].

Test yourself

1. Fill in the gaps using the suggested terms (some terms are repeated). Put them in the right place.

phonological, phonetic, core, boundary elements, vowel, vowels, consonants, coda, beginnings, open, open, covered, closed, uncovered, light, heavy, sonority

A syllable is the smallest unit of pronunciation and perception in

(1)_______ level and the minimum group of phonemes at (2)______

level of mental representation.

A syllable consists of a nucleus and boundary elements. The nucleus of a syllable

this is (3) ______, its syllabic element, it is adjacent to

(4)______ who are not syllabic speakers. consonants in

at the beginning of a syllable form (5)______, consonants at the end of a syllable are called (6)______.

The nature of the transition from a consonant to a vowel is acoustically important, for example, for the manifestation of hardness / softness of consonants in Russian. The nature of the consonant following the vowel determines the length of the vowel in English.

Syllables are (7) ______ if they end in a vowel (G,

SG), and (8)______, if they end in a consonant (SGS, SGSS),

(9)______ if they start with a consonant (SG, CGS), and (10)______ if they start with a vowel (G, GS).

A syllable is a unit universal for all languages, where syllabic units are (11)______. The basic form of a syllable can be considered

(12) ______ syllable: combination "consonant + vowel" (SG). Also

universal principle (13) ______, or sonority, organizing

all speech sounds according to the degree of openness and the syllable-forming function associated with it.

2. Russian and English languages ​​have much in common in the phonological inventory of syllabic patterns, but differ in some essential phonetic characteristics. Name them.

3. Name the main theories of the syllable that can be used to explain the structure of the syllable and syllable division in English and Russian. Give examples.

Practical tasks

1. Determine the number of syllables and find their boundaries in the following words. Write English words in transcription. Designate a syllable section with a hyphen. Explain your decision.

catfish melt carpet nature

eagle metal announced mileage

funny proper syllable miles

2. Write what elements the following syllables consist of. Write down their structure using the notation C and G. Determine the type of syllable.

mean oaths

east sixths

fifth strew

7

Topic: The Accentual Structure of English Words

The Outline

(2 hours)

1. The nature of word stress.

2. Types of word stress.

3. Functions of English word stress.

5. Sentence stress.

6. Features of the syllable division and the place of stress in English (report). Plotkin of the English language. - M., 1989, 239 p. (pp. 197-199).

Required Literature

1. Sokolova phonetics of the English language. - M., 1996

2. Leontyeva S. F. A Theoretical Course of English Phonetics. – M., 2002

additional literature

1.Vasiliev phonetics. Theoretical course (in English). - M., 1970

2. Zinder phonetics. - L., 1979

3. Lebedev's phrasal accentuation of the English language. - M., 2000

5. Torsuev accentology of modern English. - M., 1966

6. Troubetzkoy phonology. - M., 2000.

7. Jones D. English Pronouncing Dictionary. 15th ed. – Cambridge, 1997

The concept and nature of stress

In the most general terms, stress can be defined as a greater emphasis on some elements of the speech chain in relation to the rest. Depending on in which unit - a word or a phrase - stress is realized, in Russian linguistics it is customary to distinguish between verbal and phrasal stress. Word stress is traditionally understood as a greater degree of emphasis on one or more syllables in a word compared to other syllables. Phrase stress is a greater degree of emphasis on one or more words in a phrase compared to other words.

In the Western linguistic tradition, these two concepts are not consistently distinguished, which has certain grounds: even when we pronounce a single word, a prosodic grid inherent in the phrase is superimposed on it, i.e., a certain melodic change occurs in the stressed syllable of the word - an increase in the level , upward or downward movement (tone). Melodic change can serve as a means to achieve both verbal and phrasal stress.

However, in Lately and in Western literature, the division of stress into lexical (potential) (stress) and accent (accent) is increasingly common - stress perceived due to a melodic change in the stressed syllable of a word, which is integral part phrases. J. Wells, for example, writes that the implementation of lexical stress as an accent depends on intonation, which, in turn, is determined by the meaning that the speaker wants to express.

"Unfortunately, there is no complete correspondence between the oppositions stress-accent, on the one hand, and verbal - phrasal stress, on the other, which leads to confusion and uncertainty about the concept of stress in many works of foreign and domestic linguists.

The nature of stress can be studied from various points of view - articulatory (physiological), acoustic (physical), perceptual (psychological).

From an articulatory point of view, stress is associated with a significant increase in the muscular energy of the speech apparatus. The contraction of the muscles of the chest causes an increase in speech exhalation and an increase in the tension and strength of the vibration of the vocal cords.

Strengthening the air shock and strengthening the muscular activity of the organs of speech at the acoustic level lead to an increase in the intensity, duration and frequency of the main tone on the stressed syllable, which at the level of perception corresponds to an increase in volume, time and an increase in the level of pronunciation. It is easier to understand this process if you conduct a simple experiment: uttering the sound [o:] in a monotone, sharply press the palms of both hands on the lower part of the chest. Her muscles will contract, and you will hear that at the moment of pressing the sound becomes louder and higher.

In the languages ​​of the world, there are mainly two ways of highlighting a syllable: power (dynamic) and musical (tonal) stress. Power stress is achieved by more intense pronunciation of the stressed syllable, which is accompanied by its lengthening and the presence of an unreduced vowel. This type of stress is observed in the Turkic and most Indo-European languages. Musical stress is manifested in the fact that the stressed syllable is emphasized intonationally (for example, by raising the fundamental tone). Different intonations of the stressed syllable are used in Chinese, Vietnamese. Very rarely, quantitative stress is observed, i.e., lengthening of the stressed syllable without strengthening it, for example, in Indonesian.

Until now, there is no generally accepted understanding of which acoustic parameter plays a leading role in the perception of word stress in English. The human ear is arranged in such a way that without a specially set task, we do not distinguish, due to which this or that syllable is perceived as highlighted. We think it's louder. However, this is not always true. It has been proven that not only a syllable pronounced with greater force is considered stressed, but also one that has a longer duration.

Experimental studies have shown that stressed syllables in Russian consistently have a large relative duration.

Despite the fact that the physiological nature of stress is universal, the power of speech expiration varies among speakers of different languages. Experiments show that the force of expiration among the Slavs is weaker than among Germanic speakers, and among Russians it is stronger than among Poles, Czechs and Ukrainians. Russians perceive as stressed those syllables of German words that contain a long vowel.

In those languages ​​where stressed and unstressed syllables are opposed on the basis of the presence/absence of reduction, the sound quality will obviously also be important. Since in Russian a full vowel can only occur under stress, Russians who study English make mistakes in pronouncing words with an unreduced unstressed vowel, transferring the stress to it.

In the classical works of Russian phoneticists, priority in the formation of word stress in the English language is given to the force component - intensity. rightly notes that the height differences between the syllables of the word are not inherent in the accent-rhythmic structure of the word as such. A syllable can be perceived as emphasized even without the participation of a vocal tone, for example, in monotonous pronunciation or in a whisper. However, when pronouncing a word, pitch differences are inevitably present due to the articulatory skill of intonationally formulating a sentence.

Recognition of one of the stress components as leading does not negate the importance of others. A. Gimson notes that loudness in itself is not a reliable means of determining the position of stress in English. Words like "import and im"port, which do not differ in segment composition, when pronounced at the same level without increasing the duration of the stressed syllable, can hardly be distinguished based on the loudness parameter alone.

It is now recognized that English stress is a complex set of components interacting with each other - dynamic, pitch, temporal and qualitative. The allocation of the leading component is quite relative. According to the opinion, the stress components have the ability to mutually compensate. A stressed syllable can hardly be the loudest, the longest, and the highest at the same time: a decrease in one of the parameters is usually accompanied by an increase in the other.

Secondary indicators of the stress of a syllable in English are the presence of an unreduced vowel in it, a hard attack, and an aspirated explosive consonant.

Types of word stress

1. By location in the word. Word stress can be considered in terms of its position in the word. Patterns of the location of word stress - typological a feature on which one of the classifications of languages ​​is based.

If the stressed syllable in all words of the language occupies an unchanged position in relation to other syllables, that is, it is the first, second, last, etc., then the stress is called bound or fixed (bound). For example, in Finnish, Hungarian, Czech, the stress usually falls on the first syllable; in Turkish, Armenian and French, as well as in the Turkic and Iranian languages ​​- on the last syllable.

A relatively small number of languages ​​are characterized by a free position of stress, i.e., stress can fall on any syllable of a word. These languages ​​include English, Dutch, Greek, Italian, Russian, Romanian, Spanish and a number of others (cf. English " extract And ex" tract, Russians craft, capital, samovar).

Free (various) stress May be mobile or immovable depending on the place of stress in various word forms. In the case of a fixed stress, its position is preserved on the same syllable in all morphological forms word and its derivatives: important - important - important - importance- importance- about the importance""wonder -" wondrous- "wonderful- "wonderfully.

Mobile stress changes its position in various forms of the word and its derivatives: field- fields - field",diplomat- diplomacy - ,diplo"matic.

The mobility of English stress is also expressed in a change in the place of the main stress in complex adjectives, numerals, phrasal verbs and words with separable monosyllabic prefixes under the influence of the rhythm of the phrase, for example: The de" vice is user- , friendly, But This is a " user- friendly device.

2. By the degree of emphasis of the syllable. Syllables in a word have varying degrees of emphasis. Verbal stress determines the appearance of the word: the stressed syllable, subordinating the unstressed ones, seems to link all the syllables into a single whole. The ratio of the syllables of a word, determined by the degrees of verbal stress, is called accent-rhythmic structure words such as "- (mother}, - "- (police).

In English it is customary to distinguish The main thing(primary, strong, main, principal)and minor(secondary, half-strong, medium) accent. Representatives of the American phonetic school B. Bloch (B. Bloch), G. Trager (G. Trager), (N. A. Gleason) distinguish more degrees of stress. They talk about the main (primary, loud), secondary (secondary, reduced loud) and tertiary (tertiary, medial) stress.

Tertiary the stress has approximately the same degree of emphasis as the secondary one, but differs from the latter in its location in the word. It occupies a position after the main stressed syllable, while the secondary stress precedes the main one. Tertiary stress is usually associated with American English, where in words with suffixes -aru, -oruh, oops the penultimate syllable receives a weakened stress: dictionary, territory, ceremony. There is a point of view that in English words like "blackboard or "realize, where there is no vowel reduction in the last syllable, we are also dealing with tertiary stress.

Thus, according to American descriptivists, four significant degrees of stress can be distinguished in English, which can be characterized as follows:

1) the main stress, marked by a change in the direction of the voice tone;

2) secondary stress, marked by an increase in the level of pronunciation of the syllable and / or loudness;

3) tertiary stress, which does not imply a melodic change and is perceived due to the full quality of the vowel;

4) weak stress (lack of stress), which does not imply a melodic change and is characterized by the reduction of a vowel.

However, the most appropriate and widespread in the methodology of teaching English as a foreign language is the British concept of three-phase word stress, according to which it is customary to distinguish three significant degrees of stress: main, secondary and weak stress.

Functions of word stress

Word stress is a means of word formation. It gives completeness to the sound form and contributes to the recognition of the word in the flow of speech. This function is usually called constitutive (word-forming, word-forming). As we have already mentioned, even monosyllabic words have stress, since the qualitative characteristics of a stressed syllable differ from the qualitative characteristics of an unstressed one. In polysyllabic words, stress sets a specific model of the relationship between syllables, subordinating unstressed syllables to stressed ones and uniting them into a single whole. The stressed syllable is the core, the “top” of the word, and unstressed syllables are adjacent to this top.

The main stress in English has a distinctive function. It can distinguish:

1) the syntactic affiliation of the word, as in the oppositions an "overflow - to, over" flow; an "accent - to ac" cent, where nouns are stressed on the first syllable and verbs are stressed on the last;

2) the lexical meaning of words, for example be "low" and "billow";

3) compound noun and a free phrase with the structure “adjective + noun”, for example a "bluebottle (cornflower) - a "blue" bottle (blue bottle); a "hot dog (type of food) - a" hot "dog (overheated dog);

4) a compound noun and a phrasal verb: a "walkout - to" walk "out; a "pushover - to" push "over.

IN compound word the stress falls on the first component, in a free phrase and a phrasal verb - on both components.

Test yourself

To prepare for the laboratory-practical lesson, students are offered a list of questions to be discussed during the lesson, which can be used by students as material for self-control.

1. What is the most general definition of the concept of stress do you know?

2. What terms are used in domestic and foreign phonetics to distinguish between the concepts of stress, which is realized in a word and a phrase? What is the practical difficulty in distinguishing between these types of stress?

3. What is the nature of stress from the articulatory, acoustic and perceptual points of view?

4. What are the main ways to highlight the stressed syllable in the languages ​​of the world?

5. How is stressed syllable emphasized in English?

6. What stress is called fixed? free? Describe the English language in terms of the position of the stress in the word; Support your conclusion with examples.

7. What is the gradation of degrees of stress in English?

8. How does a minor stress differ from a tertiary one?

9. What are the main trends in word stress in English?

10. What functions does word stress in English?

11. What is the distinctive function of word stress?

Practical tasks

At laboratory and practical classes, students are offered a set of exercises for the practical consolidation of theoretical provisions.

1. What are the trends that determined the place of stress in the following words:

Despe "ration, "boxful, ac" centual, a, ccommo "dation, "bracket, a" ccumulator, "comedy, re" act, pro "priety, represen" station, "doubletalk, "session, seven" teen, " nursery school,re"mold,over"value,con"duct,"smoking room

2. Emphasize the following words and justify your decision:

AIDS patient, answering machine, air-sea, air-sea rescue, apple-green,

airsick, agriculture, aquaculture, allergy, allergic, asocial, all-round, all-round athlete

3. Try to deduce the rules for placing stress in polysyllabic verbs, based on the influence of the phonetic factor and based on the examples below. Start formulating the rule with the words: "If the last syllable contains ...".

determine entertainer

develop remember

abandon represent

astonish appointee

prohibit connect

4. Emphasize the underlined words, justify your decision:

a) The lack of proper housing made the post war governments work out a program of rapid apartment building.

b) Every new apartment building has underground parking.

c) The insurance was invalid for the invalid.

r) You will need a permit to fish here.

e) The bighorn can hardly be seen in European zoos.

f) The horseman was blowing a bighorn.

g) Another word for a strikebreaker is a blackleg.

h) Have you ever seen an all-white dog with a black leg?

Laboratory-practical lesson No.8, 9

Topic: The Concept of Intonation

The Outline

(4 hours)

1. Intonation, it's definition. intonation and prosody.

2. Main approaches to intonation in the UK and USA.

3. Functions of intonation.

4. Graphical representation of intonation in the line of text and on the staves.

ponents of intonation (pitch, loudness, tempo and pauses, timber).

6. Functional aspect of intonation (report). Roach P. English Phonetics and Phonology. – Cambridge University Press, 2007, 283 pp. (c. 183-201).

Required Literature

2.Sokolova phonetics of the English language. - M., 2004

3. Leontyeva S. F. A Theoretical Course of English Phonetics. – M., 2002

additional literature

1. Antipov system of English speech. - M., 1984.

2. Blokhin characteristics of speech and methods of their analysis. - M., 1980.

3.Vasiliev phonetics. Theoretical course (in English). - M., 1970

4. Zinder phonetics. - L., 1979

5. Nikolaev intonation of Slavic languages. - M., 1977.

6. Ceplitis of speech intonation. – Riga, 1974.

7. On the problem of the relationship between harmony and intonation in Russian artistic speech // Syntax and intonation. - Ufa, 1973.

8. Jones D. English Pronouncing Dictionary. 15th ed. – Cambridge, 1997

9. Wells J.C. English Intonation. – Cambridge University Press, 2011

At the laboratory-practical classes, theoretical issues are analyzed, as well as the conclusions that the students came to as a result of the practical task are discussed.

When preparing for a laboratory-practical lesson, it is recommended to use the following additional material from the Shevchenko textbook of modern English. Theoretical course. - M., 2005.

Prosody. Components of prosody

The speech stream consists not only of segment units - sounds that make up a linear sequence. In any of its segments, there are other means that are commonly called supersegmental or prosodic (from the Greek word prosodia - stress, chorus). These means characterize not individual speech sounds, but a sound sequence. The smallest such sequence is a syllable, sequences of greater length include a word, a phrase, a syntagma (a syntagma is a minimal intonation-semantic unity consisting of one or more words), a phrase, a superphrasal unity (a superphrasal unity is a segment of speech in the form of a sequence of two or more sentences united by the common topic into semantic blocks) and text.

Supersegmental means of speech can be studied from the point of view of their physical (acoustic) properties, as well as from a perceptual point of view, that is, depending on the qualities perceived by the human ear.

The basic super-segment means of speech at the level of perception are pitch characteristics (change in the direction of the voice tone, level and range of pronunciation), strength (loudness) and longitude. At the acoustic level, they correspond to the frequency of the fundamental tone, the intensity and duration of the speech signal.

The frequency of the fundamental tone corresponds to the frequency of vibration of the vocal cords. In the production of sound, of which the voice is an integral part (vowels, voiced consonants, sonants), the vocal cords vibrate not only with their entire mass, but also with separate parts. This vibration generates the formation of many sound waves of different frequencies, which create sound. The lowest frequency component corresponds to the vibration of the body of the vocal cords. This frequency is called the fundamental frequency.

CHOT (fundamental frequency). The pitch frequency is measured in the number of vibrations of the vocal cords per second (hertz) or in semitones, which is the smallest frequency interval perceived by the human ear.

The acoustic correlate of loudness - intensity, or sound power - is determined by the amount of sound energy passing through a unit area per unit of time. The range of sound intensity perceived by the human ear is very large. The intensity of a singer's voice exceeds that of a whisper by 1,000 times. Therefore, logarithmic units - decibels - are used to measure intensity. Very weak sounds that are not distinguishable by the human ear are acoustically taken as 0 dB. The remaining sounds are characterized by how many times they exceed this conditional level.

The duration of a speech signal is understood as the amount of time spent on its pronunciation. Duration is measured in milliseconds.

The described acoustic characteristics are only direct correlates of what the human ear hears. In other words, when we hear an increase or decrease in the melodic level, we perceive it as the result of a direct change in the CHOT. In fact, the effect of melodic change is achieved through a complex interaction of pitch, strength, longitude, and even timbre of the sound. Similarly, the loudness effect arises from the interaction of force with altitude and longitude.

Super-segmental means form the direction of change in the voice tone, the level and range of the phrase, its volume, tempo, opposition of percussive and unstressed elements, rhythm, i.e., what is commonly called the prosody of a phrase.

The prosody of a phrase also includes a pause, which is the absence of a speech signal. Often, timbre (voice quality) is also considered an element of prosody. The quality of the voice depends on the spectral characteristics, which are closely related to the prosodic, and primarily to the level indicators (FOT). The prosodic timbre (voice quality) does not belong to the sound, but to the phrase or its segment and is defined in terms of “whisper”, “hoarseness”, “falsetto”, etc.

Prosody is the building material of sounding speech, performing the functions of its integral shaping and division into segments. When characterizing the prosody of a speech unit, we operate with absolute indicators of FOT, intensity and duration, which do not say anything about the semantic and distinguishing possibilities of this unit. In fact, nothing in the phrase changes depending on whether it is pronounced in a high or low voice, loudly or quietly, quickly or slowly. One of the most prominent researchers in the field of experimental phonetics and the psychology of speech called prosody "a canvas on which intonations and words are embroidered."

Prosody is a complex of phonetic super-segmental means (high-altitude, power, temporal, including a pause) that are implemented in speech at all levels of speech segments (syllable, word, phrase, syntagma, phrase, superphrasal unity, text) and perform the function of organizing and segmenting the flow of speech .

Supersegmental prosodic means serve as material for the formation of three interdependent and interacting functional systems: intonation, stress and rhythm. Intonation is a system of units that have a content plan, and therefore a meaningful function. Stress performs the function of highlighting some syllables (word stress) or words (phrasal stress) in relation to others. Rhythm imposes a structural grid on the syntagma, phrase, superphrasal unity and text, organizing them.

One and the same prosodic agent can simultaneously be the building block of all three systems. So, a change in the direction of tone in the last significant word of a phrase distinguishes it from other words (stress), conveys the meaning of a communicative type, or goal setting (intonation), and the repetition of similar tonal changes creates a rhythmic effect.

The system of exercises is understood as a set of tasks united by purpose, material and method of their implementation and aimed at the formation of skills. The system of exercises is built taking into account the gradual increase in the complexity of tasks and the degree of independence of students in their implementation. At the initial stage of training, the most applicable exercises are of a reproductive nature, involving the reproduction by students of knowledge or actions according to a model.

Phonetic exercises are interpreted in the methodology of language teaching as a type of task, the purpose of which is the formation of auditory pronunciation skills in students. During the period of literacy, the main purpose of using exercises of this type is associated with the formation of certain phonetic skills in first-graders.

When studying each of the phonetic concepts during the period of literacy training, it becomes necessary to form certain skills, which are provided by the conscious use of a known method of action. So, when learning a syllable First-graders develop the following skills:

• 1) divide words into syllables (determine the syllabic structure of a syllable);
• 2) select words of a given syllabic structure.

Obviously, the second of these skills is more difficult, since it involves relying on the child's own speech experience and cannot be formed without the first.

The means of materializing phonetic concepts help the successful completion of exercises; when working on a syllable, this is a syllabic scheme (model) of a word.

Here are some examples of such exercises.

Exercises

• 1. The teacher shows a subject picture, asks the children to name what is shown (pronounce the word), and then divide it into syllables in the process of scanned pronunciation and make a syllabic scheme. It is necessary to consider the use of words of different syllabic structure.
• 2. The teacher prepared subject pictures, which depict a tiger, an elephant,

giraffe, zebra, lion, crocodile, hippopotamus. I attached syllabic schemes of one-syllable, two-syllable and three-syllable words to the board: _, __, ___. Task for students: match the words - the names of animals with syllabic patterns.

3. The teacher has prepared syllabic schemes, presents them to the children with the task of picking up (naming, not inventing!) words with the number of syllables indicated in the model.

The above examples of phonetic exercises are aimed at developing the ability of first-graders to divide words into syllables and fix the result in a syllabic scheme. The sequence of using such tasks is determined by the increasing degree of complexity of each.

Scanned pronunciation can be accompanied (but not replaced!) by clapping, rhythmic tapping and other additional methods of fixing word division. That is why in these literacy lessons, for children to master this pronunciation technique, it is appropriate to use counting rhymes, short children's poems that can be pronounced by syllables (“I love my lo-shad-ku, at-che-shu her sher-stku smooth-to..." or " Together ee-ce-lo gia-gat ... ").

Learning to distinguish a stressed syllable is an important stage not only in mastering the phonetic image of a word, but also in propaedeutic work related to teaching spelling. At familiarity with the concept of "stress"

it is necessary to organize work on the formation of the following skills: determine the place of stress in a word and select words with a given place of stress. The first of these skills provides schoolchildren with the detection of the most frequent spelling of Russian spelling (the spelling of a letter in the place of an unstressed vowel), and the second - the selection of a test word.

Let us give examples of the corresponding phonetic exercises.

Exercises

• 1. The game of "echo". The teacher pronounces the word with emphasis on the stressed syllable, the children listen, and in response they reproduce only the stressed syllable, like an echo.
• 2. Sequential movement of stress in a word from syllable to syllable. (The technique was proposed by P. S. Zhsdek.) Only after the student learns to pronounce the same word, artificially shifting the stress, can we assume that he has formed a mode of action in determining the stressed syllable. It is quite difficult for children to master this technique. The best remedy- game "Russian, Polish, French". We give a description, an approximate scenario for this game.
• - In the words of the Russian language, guys, any syllable can be stressed. But in some other languages ​​​​of the world, only a certain syllable in a word can be stressed. For example, in Polish it is always the penultimate syllable (if there are more than two of them in a word), and in French it is the last one. Let's play: let's try to pronounce Russian words the way the French and Poles who study Russian would pronounce them.

3. Students need to develop conscious control skills: learn to evaluate not only the result of the completed task, but also the process of its implementation. When using word models, it should be remembered that the more specific the scheme, the more difficult it is to find words for it. It is important to involve children in assessing the correctness of the choice of the word for the model and in explaining the error, if any. For example, when choosing words for the model =_ 0_ 0_, the children named names Lena, Nina, Mila, Valya. Student,

appointed by the controller, does not accept the last of the named words, because the consonants in it do not correspond to those indicated in the model.

Exercises formulated in the form of tasks are important not only for the language development of younger students. They teach compliance with the conditions of the task (i.e., act in a certain way), analysis and evaluation of the actions of classmates, the ability to correct their mistakes, which, in turn, will contribute to a critical attitude towards their own actions and the results of their work.

Working with speech sounds. The ability to establish a sequence of sounds in a word using a special pronunciation is not an easy task for a first grader. All the more important for his further education is the developed ability to hear the sounding word.

Preparation for performing a complete phonetic analysis is provided by a system of analytical exercises. In order to recognize a sound, one must pronounce and listen to it. Children make many mistakes when isolating a sound from a word. So, if you ask a child what is the first sound in a word forest, he will answer [l "e]. This combination of a consonant with a vowel is an articulatory connection that is difficult to destroy without mastering a special pronunciation technique. Also, when mastering the reading mechanism, children almost always “slip” from the phonetic composition of the word to the letter. In this case in the word lea, the children will highlight the second sound E, replacing it with the letter.

The ability to isolate a sound from a word is formed through exercises.

Exercises

• 1. By training children in the exaggerated pronunciation of each sound in a word, the teacher organizes joint work in the lesson.
• - Let's find all the sounds in the word "peace" together. I start: [m"m"m"m"ir]. What is the first sound? ([m "]). Mark it with a chip (Q). Now pronounce the word so as to highlight the second sound. What is this sound? Let's mark it (Q). Continue highlighting the sounds in the word. Pronounce the word so as to highlight the last sound What sound is this? Label it (Q). How many sounds are there in the word "world"? (Three.)
• 2. To implement a game technique, the teacher often uses images (illustrations, puppets) of characters from books and cartoons known to children. It is important that the chosen character not be a passive observer in the lesson, but act together with the children: complete tasks, make mistakes, correct students' mistakes, ask questions, encourage the correct answer, etc. First graders make the rules similar games. This is how a phonetic game that has the same methodological goal can be organized.
• - Today at the lesson we have a guest - Vasilisa the Wise. She's good at asking tough questions. Can you handle it? (Next, the teacher "plays the role" of this character.)
• - In my magical garden there are only those flowers and trees, in the names of which there is the first sound from the name Vasilisa. Who's to say if a willow grows in my garden? (Yes.) How did you know? (The word "willow" has a B sound.) What else is growing in my garden? Say and highlight this important sound with your voice! (Children should say, for example, the words plum, cornflowers, GRASS, dandelions etc.) I will ask a difficult question: do grapes and cherries grow in the garden? (Pet, in these words the first sound is [in "], not [in]).

As a material for exercises in isolating sounds, it is advisable to use tongue twisters and tongue twisters: when they are pronounced, not only diction is worked out, but the identification of repeated sounds is also ensured. For example: Stomp yes stomp, stomped to the poplar. Or: Valerik ate a dumpling, and Valyushka - cheesecake.

The actions of analysis, including phonetic ones, act as the basis for many other mental operations: comparisons, classifications, generalizations. Therefore, the importance of analytical skills in the development of a younger student can hardly be overestimated.

The ability to distinguish between vowels and consonants is formed in the systematic application of the correct mode of action: pronouncing sounds and observing the work of the articulatory apparatus and the "behavior" of the exhaled air.

Let us give examples of phonetic exercises that train students in using the method of action known to them to establish the characteristics of sounds.

Exercises

• 1. The teacher “silently” pronounces the sounds [o], [n], [y], [m], [w], and the students are invited to recognize each, determine whether it is a vowel or a consonant, and raise the corresponding chip (card with designation) .
• 2. The teacher asks to make a sound after him, listen to it and raise the O card if it is a vowel: [s’s’s’s’s’], [yyyyy], [zhzhzhzhzh]. The task can be complicated if, among individual sounds, the teacher “suddenly” pronounces a syllable - a combination of a consonant with a vowel sound. Children should not fall into the "trap" and guess to show two cards. Such methodological solutions - the use of tasks - "traps" - are very effective in the development of students.

In connection with the introduction of vowels and consonants, it is necessary to generalize children's ideas about syllables and stress.

Lesson fragment

• - What do you think, how many sounds can be in words? (And few and many.) And syllables? (And two, and three, and one, and four.) How many sounds are there in a word IRL? (Children highlight the sounds in the word, count and answer: three.) And in the word GOR77 (Acting similarly, the children establish that there are four sounds.) Now let's count how many syllables there are in each of these words. (Students divide words into syllables and make syllabic schemes.)
• “How did it happen,” the teacher continues, “that in such a short word IRA two syllables, and in a long word CAKE - one? To answer this difficult question, pay attention to the vowel sounds in each word. (Children establish a correspondence and draw a conclusion: how many vowels are in a word, so many syllables.)
• - And now let's determine the stress in each word and observe: which sound in the stressed syllable is pronounced louder and longer than others. (Students determine the stress, draw out a vowel sound in the stressed syllable and name it.)
• - What does a vowel become in a stressed syllable, who can guess? (The teacher leads the children to the word stressed.) In a stressed syllable, a stressed vowel, but in an unstressed one? (Unstressed.)
• - Now we will talk about vowel sounds: stressed and unstressed. And one more difficult question: how many stressed sounds can there be in a word? (Children guess - one). What about unbeaten ones? (All other vowel sounds of the word.)

The last two questions in this fragment require a high level of generalization from first graders. It is significant that the children "obtained" this information themselves, made important conclusions (the teacher only directed their thoughts). With this methodological solution, the teacher managed to “get away” from presenting information to students in finished form.

For the formation of conscious phonetic skills in younger students, their ability to controllably and arbitrarily isolate individual sounds in words and compare speech sounds is important. In the process of mastering literacy (reading and writing), the phonetic skills of the student in their development rise to a higher level. This is manifested in the confident decomposition of words into sounds, the correlation of sounds with letters, and the formation of new sound-letter images of letters when reading.

• See: Azimov E. G., Schukin A. I. New dictionary methodological terms and concepts (theory and practice of teaching languages). M., 2009. S. 340.
• See: Teaching reading according to the system of D. B. Elkonin. S. 66.

stressed called such a phonetic selection of one of the syllables of a non-monosyllabic word, which is carried out by a greater tension of the articulating organs, creating a greater distinctness of the timbre (and thus the distinctness of the quality of the distinguished vowel) and a greater duration of the vowel sound.

Under word stress is understood as the selection of one or two syllables as part of a polysyllabic word with the help of strength, height and duration of sounds. Accordingly, dynamic (power, or expiratory), musical (tonal, or melodic) and quantitative (quantitative, or longitudinal) stress are distinguished. Purely dynamic stress is represented in Czech. Purely musical stress is presented in Chinese, Korean, Japanese. Languages ​​with purely quantitative stress are rare. Modern Greek is an example of languages ​​with such an accent. In most languages, all these types of stress are usually used in combination with each other.

Place of stress in a word. There are languages ​​from free(various) and associated stress. In languages ​​with free stress, word stress can fall on any syllable of a word, as is the case, for example, in Russian. (city, gate, hammer). In languages ​​from related verbal stress emphasizes only a certain syllable of a word: in Czech it is the first syllable from the beginning, for example, jazyk, strana, in Polish it is the second from the end: rolak, smaragdowy.

Distinguish stress mobile And motionless. A fixed stress is one that always falls on the same syllable, regardless of the word form in which it appears.

The unstressed word form that is part of the phonetic word, which is located before the stressed word form, is called proclitic(at the brother), after the stressed word form - enclitic(bring me). With the same stressed word form, both the proclitic and the enclitic can be found: on the bank would. In some cases, word forms of significant words can also become enclitics: on the coast, on two, not was, not given.

Interaction of languages ​​and dialects. Languages ​​of international communication.

Dialect is a type of language used by the inhabitants of the same territory in which it is spoken given language. The set of dialects makes up a single whole of the language. Dialects are divided into territorial and social. Among the reasons for the emergence of dialects, one can name territorial disunity, as a result of which adverbs, groups of dialects appear. Dialects may differ in dialectisms (dialectisms are characteristic linguistic features). Differences can be sound (phonetic dialectisms), lexical (for example, the names of objects in a given area), in a particular area, residents can use prepositions in a special way ("came from Moscow").

LANGUAGE OF INTERNATIONAL COMMUNICATION - a concept used in relation to the language spoken by citizens of various nationalities living in a given state or in a particular area. Often I.m.o. is the state language or the official language.

In some areas of human activity, a dead or artificial language can act as a language of interethnic communication.

Phonemic and non-phonemic sound differences. Differential (distinctive) signs of phonemes.

Different phonemes must be heard by native speakers, i.e. should be realized with different sounds. Realizations of the same phoneme are very different in articulation and in sound. These different sounds, combined as varieties of the same phoneme, are called phoneme variants or its allophonemes.

According to the distinction between the concepts of "phoneme" and "phoneme variant", two transcriptions are distinguished: phonemic and allophonemic (actually phonetic). What is written in phonemic transcription is usually enclosed in oblique brackets / /, and what is written in allophonemic transcription - in straight brackets.

Differential feature of a phoneme- the “lowest” divisional unit, distinguished by linguistic analysis in the multi-tiered structure of the language expression plan

Each phonemic (non-syllabic) language has a small number of

quantity, a closed set of phonemes. They can carry out their

identifying and differentiating function due to the fact that they

differ from each other, being opposed paradigmatically.

The paradigmatic features of phonemes are revealed on the basis of phonological

oppositions, i.e. such oppositions between phonemes that distinguish

not just different sets of phonemes, but also using these sets as

its exhibitors different words(and morphemes).

The typology of phonological oppositions was first developed by N.S. Trubetskoy.

Syllable. Elements of its structure, types of syllables. different types syllables in different languages.

A syllable is the minimum phonetic unit of division of a speech flow, which includes, as a rule, one vowel with consonants adjacent to it. There are languages ​​in which the type of syllables consisting only of consonants can be represented, for example, Czech, in which there are quite a few monosyllabic words that do not contain vowels in their sound, for example: vlk - wolf, krk - neck. The core or top of the syllable in these words is formed by sonorant consonants l r. Depending on the number of syllables in a word, words are single-syllable, two-syllable, three-syllable, and so on.

Types of syllables

Depending on what sound, vowel or consonant, the syllable ends with, syllables are open, closed and conditionally closed.
open syllables end in a vowel sound, for example, in Russian. in-ro-ta, re-ka, in it. Du, Ra-be, Leh-re. A feature of German open syllables is the presence of only long vowels in them.
Closed syllables end in a consonant and cannot be opened, for example: ruble, fruit drink, Nacht, Berg. German closed syllables overwhelmingly contain short vowels, see examples above. However, some closed syllables may also have long vowels, such as Arzt, nun, Mond, wust.
Conditionally closed syllable can be opened with inflection, for example: pond - ponds, cat - cats, Tag - Ta-ge, schwul - schwu-le. The last type of syllables is interesting as evidence that the sound structure of the syllables included in the structure of modified words is not a constant value.
Depending on which sound, vowel or consonant, a syllable begins, syllables are covered and uncovered.
Covered syllables- these are syllables that begin with a consonant sound, for example: re-ka, mo-lo-ko, Tal, Raum.
Bare syllables- these are syllables that begin with a vowel sound, for example: tin, arena, Ei, aus, Uhr.
Various syllable theory.
There are several theories that seek to explain the nature of the syllable.
1. Sonor theory. According to this theory, a syllable is a combination of a more sonorous (or more sonorous) element with a less sonorous (less sonorous) element. (Otto Jespersen).
2. The expiratory theory, according to which a syllable is a sound combination that corresponds to one expiratory push. (Stetson).
3. The theory of muscular tension considers a syllable as the minimum segment of the speech flow, pronounced by one impulse of muscular tension. (Shcherba) 11. On the relationship between syllable and morpheme.

Between the syllable and the morpheme, as the shortest meaningful unit of the language, there are no correspondences in languages ​​such as Russian, German, French, English. For example, in the Russian word form dom, the root morpheme coincides with the syllable, and in the word form doma (genus), the first syllable includes only part of the root morpheme.
However, there are languages ​​in which the syllable is a stable sound formation. It does not change its composition or boundaries in the flow of speech. Such languages ​​are called syllabic, or syllabic languages, where a syllable is equal to a single morpheme and is never broken. Syllabary languages ​​include Chinese, Vietnamese, Burmese and some other languages.

The article proposes a scheme for implementing one of the methods for restoring speech in patients with efferent motor aphasia. Practical material is presented.

"Restoration of the sound-syllabic structure of the word in patients with efferent motor aphasia".

Efferent motor aphasia- this is a systemic speech disorder, which is expressed in its complete or partial loss, due to damage to the secondary fields of the cortex of the lower parts of the premotor zone of the left dominant (in right-handers) hemisphere of the brain.

The central mechanism of this form of aphasia is a violation of the ability to quickly and smoothly switch from one link of articulated speech to the next due to the pathological inertia of articulatory acts. This is expressed in the fact that the patient, who pronounces a separate sound well, cannot move on to the next one, as a result, the previous sound persists, or the previous sound is contaminated with the desired one.

Patients have defects in the articulation of words: literal paraphasias, omissions, rearrangements of sounds, perseverative additions of extra sounds, anticipations. When repeating words that are complex in sound composition and syllabic structure, a syllable-by-syllable pronunciation is noted (water supply - for - yes - ha - waters), often - a reduction in the syllabic structure.

Therefore, one of the methods of restoring speech in efferent motor aphasia is rhythmic melodic technique, which "works" to restore the sound-rhythmic structure of the word.

It consists in the fact that groups of words with the same syllable-rhythmic structure are selected (examples of words in the appendix). In each group, subgroups (5–7 words) of the same pattern (with similar vowels, the number of syllables, the same stressed syllable) are distinguished and recorded on a voice recorder.

The work begins with words with a simple sound-syllabic structure (monosyllabic words, two-syllable words from open syllables with stress on the first syllable, two-syllable words from open syllables with stress on the second syllable, etc.).

Work with each subgroup of words is designed for several lessons.

1 lesson. Listening to words.

Listening to words with "clapping".

Conjugated pronunciation of words with "clapping".

Composing words from the letters of the split alphabet, writing them in a notebook.

Ending phrases with a hard context with these words.

2 lesson. Conjugate reading of practiced words with "slamming".

Independent reading (if possible) of the practiced words with

"slamming".

Dividing written words into syllables, writing off these words by syllables.

Conjugate pronunciation of words with emphasis on the stressed syllable.

3 lesson. Pronunciation of used words with emphasis on the stressed syllable.

Fill in the missing letters and syllables in these words.

Recording the practiced words from dictation.

Making phrases with these words.

In parallel, it is necessary to carry out work on the conjugated-reflected pronunciation of phrases of everyday content, also recorded on a voice recorder, which are also pronounced with a “clapping”; read, used in dialogues.

This method of presenting the material allows the patient to pronounce speech material at home as often as possible, independently, without the help of a speech therapist, without visual support on the articulatory pattern of words, and if necessary, makes it possible to constantly return to the beginning of the material covered.

In the course of such work, improvements were noted in the state of the patients' speech function: the patients' active vocabulary expanded, and individual phrases of everyday content, primitive in logical structure, appeared in spontaneous speech. Patients more confidently began to participate in the dialogue, although the answers most often remained monosyllabic. In practiced words and some new ones, similar to them in sound-syllabic structure, the number of errors was significantly reduced.

Positive changes were also noted in writing: the patients quite easily composed the practiced words from letters, filled in the gaps in these words, read them aloud, wrote them down from dictation, although literal paraphasias were also noted.

APPLICATION

1. Monosyllabic words.

POPPY SOCK VOTS BOW WORLD FOREST

TANK NOSE MOUTH SUK PIR THING

LAC HOUSE POT BUK MIL DAY

RAK SOM BOR SHOWER SOAPED THE SLOT

BANK SCRAP KOM GUS TIRE SEVEN

2. Two-syllable words from open syllables with stress on the first syllable.

PAW FLY MELON LEATHER

MAMA DUMA HOLE LODGE

VASE PUDDLE LINDE FASHION

PAPA LUPA SHINA GROVE

WOUND CLOUD FOOD SONIA

MASHA SUSHA SAW NOTE

PORRIDGE COAT FOX SODA

3. Two-syllable words from open syllables with stress on the second syllable.

SAMA RUKA DEPO WINTER

LEG FLOUR FEATHER FOX

KOZA KUMA PILA VILLAGE

WATER ARC COUPE CHILD

MOUNTAIN MOON PURE WIFE

ZARYA GUBA DASH PRICE

4. Two-syllable words with a closed syllable with stress on the first syllable.

CORNER SMELL HUNGER SHORE

KNOT SUGAR GATE WIND

HIVE FINGER CITY EVENING

DINNER DANCE KOLOS NORTH

5. Two-syllable words with a closed syllable with stress on the second syllable.

EAGLE HIFT CAR Luggage

OATS CLEANING BATONS BAZAR

DONkey PATTERN FENCE RAM

FATHER LESSON BANANA PEOPLE

WALNUT ROCK STYLE GARAGE

6. Two-syllable words with a confluence in the middle of a word with stress on the first, on the second syllable. (Examples of one subgroup of each group of words)

BUCKET FRAME

LAMP OAR

STORE GRAIN

STICK METRO

BUTT SPOT

7. Three-syllable words from open syllables with stress on the first, second, third syllable. (Examples of one subgroup of each group of words)

CHICKEN MACHINE STRIP

MUSIC CABIN BEARD

RODINA RASPBERRY HEAD

GROVE VALLEY OF COLD

PUDDLE AVALANCHE FLUSH

In the future, the sound-syllabic structure of words becomes more complicated.

Literature:

• Tsvetkova L.S. "Neuropsychological rehabilitation of patients", 1985.
• Wiesel T.G. "Fundamentals of Neuropsychology", 2005
• Shklovsky V.M., Wiesel T.G. "Restoration of speech function in patients with different forms aphasia”, 2000

Sulimova Natalya Yurievna,
speech therapist-neurodefectologist
department "Hospital at home".
Center for Speech Pathology and Neurorehabilitation,
Moscow

FORMATION OF THE ABILITY TO FIND AND SELECT A STRESSED SYLLABLE IN A WORD

In Russian, a stressed syllable is distinguished by several phonetic means at the same time: by force, manifested in loudness, greater longitude, or duration; finally, timbre - a special quality of the sounds that make up the syllable. The stressed syllable is pronounced with greater force, hence the method of quickly and repeatedly pronouncing the word with shouting out the stressed syllable. G.P. Firsov describes this technique, usually practiced in primary school: “Pronounce a word several times at a fast pace, then shout it out - and then the stressed syllable should be sharply marked: car, car, car (Firsov G.P. How I teach literary pronunciation in phonetics lessons). Is there a lot of power in stress word if you pronounce the word not loudly, but quietly, even in a whisper? Yes, and with a whispered pronunciation, the stressed syllable will be perceived as the strongest due to the specific timbre of the sounds of the stressed syllable.

Highlighting a stressed syllable with a longer longitude is the basis for taking the stretching of a stressed syllable in a word. The word is pronounced slowly, in a singsong voice, the stressed syllable is drawn out: chaaayka, white, love. In school practice, this technique is the most popular and is used in the classroom in the form of completing the task “Call the word!”. This experience is not reliable enough at the early stages of the formation of the ability to determine the stressed syllable in younger schoolchildren: searching for the stressed syllable by stretching, children begin to pull all the syllables in the word, either losing the stressed syllable or choosing it randomly. The prolonged pronunciation of the stressed syllable is more appropriate to use at the stages of the student's more or less formed ability to isolate the stressed syllable. It is important to combine the technique of stretching a stressed syllable with the technique of artificially changing the place of stress in a word: pencil, pencil, pencil. In the use of this technique lie large reserves for improving the skills of students primary school. Words for exercises different parts speech: nouns, adjectives, verbs, adverbs. It is effective to include proper names in the exercises: first and last names of students, well-known geographical names: Dima, Pirogov, Neva, Murmansk.

Tasks for working with such words (written on the board) can be as follows:

Read the words as required by the stress mark.

What word is funny, funny, unusual?

Which word is familiar, familiar?

Which word has the most stressed syllable?

Thus, in search of a stressed syllable, both methods are combined: the method of drawing out the stressed syllable and the method of artificially changing the place of stress in a word.

In the practice of primary school teachers, in addition to those mentioned, there are other methods of highlighting the stressed syllable: beating, tapping, and also slamming either only the stressed syllable in a word, or all syllables with an underlined stress.

Independent determination of the stress in a word, independent setting of the stress sign in it involves the student performing a number of actions (operations) that make up the algorithm for determining the stressed syllable in the word:

1. I pronounce the word, highlighting the stressed syllable.
2. I call the stressed syllable.
3. I put an accent mark over the vowel of the stressed syllable.

I will give an example of reasoning: “Pilot - stressed syllable - lot, I put the stress sign over the vowel o; hedgehog - stressed syllable - e, we do not put the stress sign, this letter is under stress.

On the topic: methodological developments, presentations and notes

A lesson in Russian in the 3rd grade on the EMC "SCHOOL 2100" on the topic "Developing the ability to find the stem and ending in a word" ...

Development of the ability to find suffixes in words

Purpose: development of the ability to form new words, understanding their meaning. Enriching the vocabulary of children with the help of word formation, teaching the correct combination of words in phrases ....