For adults, reading is a natural process. But for most children, learning to read takes persistence and effort. Adults rarely remember how difficult it was to learn to read. Pronounce the letter, one by one, keeping their sequence in your head and trying to understand what this word is, then in the same way read the next word ...

Yes, very often a child takes a lot of effort to read even one single word, and when he reads the next, he often forgets the previous one. Try turning the text upside down and reading it. Will you remember a lot of what you read? Is it easy and interesting to read in this way? .. But at first a child reads all the same that it is upside down, he is not yet accustomed to grasping several words at once and to understand the meaning of what he is reading, therefore he remembers little of what he read, and therefore reading for him at first is - more fun than getting new information.

Many Methodists are busy trying to come up with a method that would be easy to teach a child to read fluently and grasp the meaning. Many parents want their child to learn to read quickly and well, and think that it depends on intelligence - but in reality it is not. Reading ability has little to do with IQ. What's more, research has shown that children who have difficulty learning to read often have above-average IQs ...

There is an opinion that no matter how well a child has learned to read by the first grade, if he learns a posture, over the years the difficulties in reading will come to naught. This is not true. Reading success in first grade is largely determined by the reading level in grade 11. Good reading is about practice first, so those who are better at reading first read more in general. Thus, the difference only grows over the years. Ability to read well in early years helps to develop a lifelong reading habit.

Let's see what reading training programs currently exist, and what results they lead to.

Phonetic method

Phonetic method is a system of teaching reading, which is based on the alphabetical principle and the central component of which is teaching the ratio of honey to letters or groups of letters and their pronunciation. It is based on teaching the pronunciation of letters and sounds (phonetics), and when the child accumulates sufficient knowledge, he moves first to syllables, then to whole words.

The phonetic method is divided into two areas:

1. Systematic phonetics method are programs in which phonetics is systematically taught from the outset, usually (but not always) before whole words are read. The approach is most often based on synthesis: children are taught the sounds of letters and train them to connect these sounds. Sometimes these programs include phonetic analysis - the ability to manipulate phonemes.
2. Internal phonetics method- These are programs that emphasize visual and semantic reading, and in which phonetics is introduced later and in smaller quantities. Children enrolled in these programs learn letter sounds by analyzing familiar words. More attention is paid to another way of identifying words (by context or picture) in these programs than word analysis. There is usually no specific period of time allocated for phonetics training. The effectiveness of this method in terms of the main parameters is lower than that of the method of systematic phonetics.

Linguistic method

Linguistics - the science of nature and the structure of language; her observations and conclusions are used in methods of teaching reading. Children come to school already with a large vocabulary, and this method offers to teach them to read familiar words, especially those that are used most often. First, children are encouraged to learn to read in words that are read as they are written. Reading such words, the child learns to determine the correspondences to honey with letters and sounds.

Whole word method

This method consists in the fact that children are taught to recognize words as whole units and do not explain the letter-sound ratios. Learning is based on the principle of visual recognition of whole words. The child is not taught either the names of the letters or the letter-sound ratio; he is shown whole words and pronounced them, that is, they teach the child to recognize words as a whole, without splitting them into letters and syllables. After the child learns 50-100 words in this way, he is given texts in which these words are often found.

This method was very popular in the 20s of the 19th century.

Whole-language method

In some ways it resembles the whole word method, but here they rely more on the language experience of the child. For example, children are given a book with a fascinating storyline and asked to read it. Children read, meet unfamiliar words, and children are asked to guess the meaning of these words using context or illustrations, but not through the pronunciation of these words aloud. In order to stimulate a love of reading, children are encouraged to write stories.

One of the goals of the whole-language approach is to make the reading experience enjoyable. One of the salient features of this method is phonetic rules are not explained. The connection between letters and sounds is learned through the reading process, in an implicit way. If a child reads words incorrectly, they do not correct him. The philosophical aspect of this teaching is that learning to read, like mastering the spoken language, is a natural process and children are able to comprehend it themselves.

Zaitsev's method

Zaitsev defined the warehouse as the unit of structure of the language. A warehouse is a pair of a consonant with a vowel, or a consonant with a hard or soft sign, or one letter. Zaitsev wrote these warehouses on the edges of the cubes. He made the cubes different in color, size and the sound they make. It helps children to feel the difference between vowels and consonants, voiced and soft. Using these warehouses (each warehouse is on a separate edge of the cube), the child begins to form words.

This technique can be attributed to phonetic methods: a warehouse is nothing more than a phoneme (with the exception of two warehouses: "b" and "b"). Thus, Zaitsev's technique teaches to read immediately by phonemes, and at the same time also explains the letter-sound correspondence - not only combinations of consonants and vowels are written on the edges of the cubes, but also the letters themselves.

Moore's method

The basis of training is an interactive environment. Moore begins by teaching a child letters and sounds. He takes the child into a laboratory where there is a special typewriter that pronounces sounds or names of symbols when you press them. This is how the child learns the names of letters and symbols (punctuation marks and numbers). The next step - the child is shown a series of letters or symbols on the screen, and he types them on the same typewriter, and the typewriter pronounces these series, for example, short simple words... Moore then asks you to write, read, and type words and sentences. His curriculum also includes speaking, listening and dictation.

"Lesson development for teaching literacy. Grade 1" O.E. Zhirenko, L.A. Obukhov

Before proceeding to performing phonetic analysis with examples, we draw your attention to the fact that letters and sounds in words are not always the same.

Letters- these are letters, graphic symbols, with the help of which the content of the text is conveyed or the conversation is outlined. Letters are used to convey meaning visually, we will perceive them with our eyes. The letters can be read. When you read letters out loud, you form sounds - syllables - words.

The list of all letters is just the alphabet

Almost every student knows how many letters are in the Russian alphabet. That's right, there are 33 of them in total. The Russian alphabet is called the Cyrillic alphabet. The letters of the alphabet are arranged in a specific sequence:

Russian alphabet:

In total, the Russian alphabet uses:

• 21 letters for consonants;
• 10 letters - vowels;
• and two: b (soft sign) and b ( hard mark), which indicate properties, but do not themselves define any sound units.

You often pronounce sounds in phrases differently from how you write them down in writing. In addition, more letters can be used in a word than sounds. For example, "childish" - the letters "T" and "C" merge into one phoneme [c]. Conversely, the number of sounds in the word "blacken" is greater, since the letter "U" in this case is pronounced as [yu].

What is phonetic parsing?

We perceive the sounding speech by ear. Phonetic parsing of a word means the characteristic of the sound composition. In the school curriculum, such analysis is often called "sound-letter" analysis. So, in phonetic analysis, you simply describe the properties of sounds, their characteristics depending on the environment and the syllabic structure of the phrase, united by a common verbal stress.

Phonetic transcription

For sound-letter parsing, a special transcription in square brackets is used. For example, the spelling is correct:

• black -> [ч "О́рный"]
• apple -> [yablaka]
• anchor -> [yakar "]
• tree -> [yolka]
• sun -> [sontse]

The phonetic parsing scheme uses special characters. Thanks to this, it is possible to correctly identify and distinguish between the letter notation (spelling) and the sound definition of letters (phonemes).

• the phonetically parsed word is enclosed in square brackets -;
• a soft consonant is indicated by the transcription sign ['] - an apostrophe;
• shock [´] - stress;
• in complex word forms from several roots, the secondary stress sign [`] is used - gravis (not practiced in the school curriculum);
• the letters of the alphabet Y, Y, E, E, L and B are NEVER used in the transcription (in the curriculum);
• for doubled consonants, [:] is used - the sign of the longitude of the pronunciation of the sound.

Below are detailed rules for spelling, alphabetic and phonetic and parsing of words with examples online, in accordance with the school-wide norms of the modern Russian language. For professional linguists, the transcription of phonetic characteristics is distinguished by accents and other symbols with additional acoustic signs of vowels and consonant phonemes.

How to do phonetic parsing of a word?

The following scheme will help you carry out a letter analysis:

• Write out the necessary word and say it out loud several times.
• Count how many vowels and consonants it contains.
• Indicate a stressed syllable. (Stress with the help of intensity (energy) selects a certain phoneme in speech from a number of homogeneous sound units.)
• Divide the phonetic word by syllables and indicate their total number. Remember that the syllable section in differs from the hyphenation rules. The total number of syllables is always the same as the number of vowels.
• In transcription, sort the word by sound.
• Write the letters from the phrase in a column.
• In front of each letter in square brackets, indicate its sound definition (as it is heard). Remember that sounds in words are not always the same as letters. The letters "b" and "b" do not represent any sounds. The letters "e", "e", "u", "i", "and" can mean 2 sounds at once.
• Analyze each phoneme separately and separate its properties with commas:
  • for a vowel we indicate in the characteristic: vowel sound; percussive or unstressed;
  • in the characteristics of consonants we indicate: consonant sound; hard or soft, voiced or voiceless, sonorous, paired / unpaired in hardness-softness and voiced-deafness.
• At the end of the phonetic analysis of the word, draw a line and count the total number of letters and sounds.

This scheme is practiced in the school curriculum.

An example of phonetic parsing of a word

Here is a sample of phonetic analysis for the word "phenomenon" → [yivl'en'n'iye]. In this example, there are 4 vowels and 3 consonants. There are only 4 syllables here: I-vle′-no-e. The stress falls on the second.

Sound characteristic of letters:

i [y] - acc., unpaired soft, unpaired voiced, sonorous [and] - vowel, unstressed in [v] - acc., paired hard, paired zv.l [l '] - acc., paired soft, unpaired ... sound, sonorous [e ′] - vowel, stressed [n '] - agree, paired soft., unpaired. zv., sonorous and [and] - vowel., unstressed [y] - acc., unpaired. soft, unpaired zv., sonorous [e] - vowel., unstressed ________________________ In total in the word phenomenon - 7 letters, 9 sounds. The first letter "I" and the last "E" stand for two sounds.

Now you know how to do sound-letter analysis on one's own. Further, the classification of the sound units of the Russian language, their interrelationships and the rules of transcription for sound-letter parsing is given.

Phonetics and sounds in Russian

What sounds are there?

All sound units are divided into vowels and consonants. Vowel sounds, in turn, are percussive and unstressed. The consonant sound in Russian words is: hard - soft, sonorous - deaf, hissing, sonorous.

How many sounds are there in Russian living speech?

The correct answer is 42.

By doing phonetic analysis online, you will find that 36 consonants and 6 vowels are involved in word formation. Many people have a reasonable question, why is there such a strange inconsistency? Why does the total number of sounds and letters differ in both vowels and consonants?

All this is easy to explain. A number of letters, when participating in word formation, can mean 2 sounds at once. For example, pairs of softness-hardness:

• [b] - cheerful and [b '] - squirrel;
• or [d] - [d ’]: home - to do.

And some do not have a pair, for example [h '] will always be soft. If you doubt, try to say it firmly and make sure that this is impossible: stream, pack, spoon, black, Chegevara, boy, rabbit, bird cherry, bees. Thanks to this practical solution, our alphabet has not reached dimensionless scales, and the sound units are optimally complemented, merging with each other.

Vowel sounds in the words of the Russian language

Vowel sounds in contrast to the melodic consonants, they flow freely from the larynx, as it were, in a chant, without obstacles and tension of the ligaments. The louder you try to pronounce the vowel, the wider you will have to open your mouth. Conversely, the louder you try to pronounce the consonant, the more energetically you will close your mouth. This is the most striking articulatory difference between these classes of phonemes.

The stress in any word forms can only fall on the vowel sound, but there are also unstressed vowels.

How many vowels are there in Russian phonetics?

In Russian speech, fewer vowel phonemes are used than letters. There are six percussion sounds: [a], [and], [o], [e], [y], [s]. Let us remind you that there are ten letters: a, e, e, and, o, y, s, e, i, y. The vowels Е, Е, Ю, Я are not "pure" sounds and in transcription are not used. Often, when parsing words in letters, stress falls on the listed letters.

Phonetics: characteristics of stressed vowels

The main phonemic feature of Russian speech is the clear pronunciation of vowel phonemes in stressed syllables. Stressed syllables in Russian phonetics are distinguished by the force of exhalation, increased duration of sounding and are pronounced undistorted. Since they are pronounced clearly and expressively, sound analysis syllables with stressed vowel phonemes are much easier to draw. The position in which the sound does not undergo changes and retain its basic appearance is called strong position. Only a stressed sound and a syllable can take this position. Unstressed phonemes and syllables remain in a weak position.

• The vowel in the stressed syllable is always in a strong position, that is, it is pronounced more clearly, with greatest strength and duration.
• A vowel in an unstressed position is in a weak position, that is, it is pronounced with less strength and not so clearly.

In the Russian language, only one phoneme "U" retains its unchangeable phonetic properties: ku kura za, tablet, u chu si, u lov, - in all positions it is pronounced distinctly like [u]. This means that the vowel "U" does not undergo a qualitative reduction. Attention: on the letter, the phoneme [y] can also be denoted by another letter "U": muesli [m'u ´sl'i], key [kl'u ´ch ’] and so on.

Parsing the sounds of stressed vowels

The vowel phoneme [o] occurs only in the strong position (under stress). In such cases, "O" is not subject to reduction: cat [ko' t'ik], bell [kalako' l'ch'yk], milk [malako '], eight [vo'c'im'], search [paisko' vaya], dialect [go' var], autumn [o's'in '].

An exception to the rule of a strong position for "O", when unstressed [o] is also pronounced clearly, are only some foreign words: cocoa [cocoa "o], patio [pa" tio], radio [ra "dio], boa [bo a "] and a number of service units, for example, union no. The sound [o] in writing can be reflected by another letter "ё" - [o]: turn [t'o'rn], fire [cas't'o'r]. It is also not difficult to parse the sounds of the remaining four vowels in the position under stress.

Unstressed vowels and sounds in the words of the Russian language

It is possible to make the correct sound analysis and accurately determine the characteristics of the vowel only after the stress is placed in the word. Do not forget about the existence in our language of homonymy: for "mok - zamo" to and about the change of phonetic qualities depending on the context (case, number):

• I'm home [ya to ma].
• New houses [but "vie da ma"].

V unstressed position the vowel is modified, that is, pronounced differently than it is written:

• mountains - mountain = [go "ry] - [gara"];
• he is online = [o "n] - [a nla" yn]
• wit t flax = [s'id'e "t'i l'n'itsa].

Similar vowel changes in unstressed syllables are called reduction. Quantitative when the duration of the sound changes. And a high-quality reduction, when the characteristic of the original sound changes.

The same unstressed vowel can change phonetic characteristics depending on the position:

• primarily with respect to the stressed syllable;
• at the absolute beginning or end of a word;
• in naked syllables (they consist of only one vowel);
• by the influence of neighboring signs (b, b) and a consonant.

So, it differs 1st degree of reduction... It is exposed to:

• vowels in the first pre-stressed syllable;
• an overt syllable at the very beginning;
• repetitive vowels.

Note: To make a sound-letter analysis, the first pre-stressed syllable is determined not from the "head" of the phonetic word, but in relation to the stressed syllable: the first to the left of it. In principle, it can be the only pre-shock: not-local [n'iz'd'e'shn'iy].

(naked syllable) + (2-3 pre-stressed syllable) + 1st pre-stressed syllable ← stressed syllable → stressed syllable (+2/3 stressed syllable)

• vpe-re -di [fp'ir'i d'i '];
• e-natural-nno [yi s't'e's't'v'in: a];

Any other pre-stressed syllables and all post-stressed syllables when parsing sound refer to 2nd degree reduction. It is also called “second degree weak position”.

• kiss [pa-tsy-la-wa't ’];
• to model [ma-dy-l'i'-ra-wat '];
• swallow [la'-sta -ch'ka];
• kerosene [k'i-ra-s'i'-na-yy].

The reduction of vowels in a weak position also differs in degrees: the second, third (after hard and soft agree., - this is outside curriculum): to learn [uch'i'ts: a], to be numb [acyp'in'e't '], hope [over'e'zhda]. In literal analysis, the reduction of a vowel in a weak position in the final open syllable (= at the absolute end of the word) will appear very slightly:

• cup;
• goddess;
• with songs;
• turn.

Sound letter parsing: iotated sounds

Phonetically, the letters E - [ye], E - [yo], Yu - [yu], I - [ya] often denote two sounds at once. Have you noticed that in all the indicated cases, the additional phoneme is "Y"? That is why these vowels are called iotated. The meaning of the letters E, Y, Y, Y is determined by their positional position.

When parsing phonetically, the vowels e, e, yu, i form 2 sounds:

◊ Yo - [yo], Yu - [yu], E - [ye], I - [ya] in cases where there are:

• At the beginning of the word "Yo" and "YO" are always:
  • - hedgehog [yo' zhyts: a], Christmas tree [yo'lach'ny], hedgehog [yo' zhyk], capacity [yo' mkast '];
  • - jeweler [yuv 'il'i'r], yula [yu la'], skirt [yu' pka], Jupiter [yu p'i't'ir], briskness [yu ´rkas't '];
• at the beginning of the word "E" and "I" only under stress *:
  • - spruce [ye'l '], I go [ye'w: y], huntsman [ye' g'ir'], eunuch [ye' vuh];
  • - yacht [ya'khta], anchor [ya'kar '], yaki [ya'ki], apple [ya' blaka];
  • (* to perform sound-literal analysis of unstressed vowels "E" and "I", a different phonetic transcription is used, see below);
• in the position immediately after the vowel "E" and "U" always. But "E" and "I" in stressed and unstressed syllables, except for cases when these letters are located behind the vowel in the 1st pre-stressed syllable or in the 1st, 2nd post-stressed syllables in the middle of words. Phonetic analysis online and examples for specified cases:
  • - the receiver [pr'iyo'mn'ik], singing t [payot], pecking t [klyuyo ´t];
  • -yu rveda [ayu r'v'eda], sing t [payu ´t], melt [t'yu t], cabin [kayu ´ta],
• after the dividing solid "b" the sign "E" and "U" - always, and "E" and "I" only under stress or at the absolute end of the word: - volume [ab yo'm], shooting [syo'mka], adjutant [adyu "ta'nt]
• after the dividing soft "b" sign "E" and "U" - always, and "E" and "I" under stress or at the absolute end of the word: - interview [intyrv'yu´], trees [d'ir'e´ v'ya], friends [druz'ya'], brothers [brat'ya], monkey [ab'iz'ya'na], blizzard [v'yu'ha], family [s'em'ya' ]

As you can see, in the phonemic system of the Russian language, stress is crucial. Vowels in unstressed syllables undergo the greatest reduction. Let's continue the sound analysis of the remaining iotated ones and see how they can still change their characteristics depending on the environment in the words.

◊ Unstressed vowels"E" and "I" stand for two sounds and in phonetic transcription and are written as [YI]:

• at the very beginning of a word:
  • - unity [yi d'in'e'n'i'ye], spruce [yilovy], blackberries [yizhiv'i'ka], his [yivo'], egoza [yigaza'], Yenisei [yin'is 'hey], Egypt [yig'i'p'it];
  • - January [yi nva'rsky], core [yidro´], sarcastic [yiz'v'i't '], label [yirli'k], Japan [yipo'n'iya], lamb [yign'o'nak ];
  • (The only exceptions are rare foreign-language word forms and names: Caucasian [ye wrap'io'idnaya], Evgeny [ye] vgeniy, European [ye wrap'e'yits], diocese [ye] par'archia, etc.).
• immediately after the vowel in the 1st pre-stressed syllable or in the 1st, 2nd post-stressed syllables, except for the location at the absolute end of the word.
  • timely [svayi vr'e'm'ina], trains [payi zda '], we will eat [payi d'i'm], run over [nayi w: a't'], Belgian [b'il'g'i´ yi ts], students [uch'a'sh'iyi s'a], sentences [pr'idlazhe'n'iyi mi'i], vanity [suyi ta'],
  • bark [la'yi t '], pendulum [ma'yi tn'ik], hare [z'yi ts], belt [po'yi s], declare [zayi v'i't'], I will manifest [prayi in 'l'u´]
• after the dividing hard "b" or soft "b" sign: - intoxicates [p'yi n'i't], express [izyi v'i't '], announcement [abyi vl'e'n'iye], edible [this is good].

Note: The St. Petersburg phonological school is characterized by “hiccups”, and for the Moscow school, “hiccups”. Previously, the iotrated "Yo" was pronounced with a more accented "ye". With the change of capitals, performing sound-letter parsing, adhere to the Moscow norms in orthoepy.

Some people in fluent speech pronounce the vowel "I" in the same way in syllables with a strong and weak position. This pronunciation is considered a dialect and is not literary. Remember, the vowel "I" under stress and without stress is sounded differently: fair [ya ´rmarka], but an egg [yi yzo´].

Important:

The letter "I" after soft sign"B" also represents 2 sounds - [YI] in sound-letter analysis. ( This rule relevant for syllables in both strong and weak positions). Let's conduct a sample of sound-letter online parsing: - nightingales [salav'yi´], on chicken legs [on k'r'yi 'x "socks], rabbit [kro'l'ich'yi], no family [s'im 'yi´], judges [su´d'yi], nobody's [n'ich'yi´], streams [ruch'yi´], foxes [l´s'yi]. But: Vowel "O" after a soft sign "B" is transcribed as an apostrophe of softness ['] of the preceding consonant and [O], although when pronouncing the phoneme, iotation can be heard: broth [bul'o'n], pavilion n [pav'il'o'n], similarly: postman n , champignon n, chignon n, companion n, medallion n, battalion n, guillotine, karagno la, minion n and others.

Phonetic parsing of words when the vowels "U" "E" "E" "I" form 1 sound

According to the rules of phonetics of the Russian language, at a certain position in words, the indicated letters give one sound when:

• sound units "E" "U" "E" are under stress after an unpaired consonant in hardness: w, w, c. Then they denote phonemes:
  • ё - [o],
  • e - [e],
  • yu - [y].
  Examples of online parsing by sounds: yellow [yellow], silk [sho 'lk], whole [whole], recipe [r'itse'ft], pearl [zhe'mch'uk], six [she'st '], hornet [she´ rshen'], parachute [parashu´ t];
• The letters "I" "U" "E" "E" and "I" denote the softness of the preceding consonant [’]. The only exception is for: [w], [w], [c]. In such cases in striking position they form one vowel sound:
  • ё - [o]: voucher [put'o´ fka], easy [l'o´ hk'iy], honey mushroom [ap'o´ nak], actor [act'o'r], child [rib ' o'nak];
  • e - [e]: seal [t'ul'e'n '], mirror [z'e'rkala], smarter [umn'e' ye], conveyor [canv'e' yir];
  • I - [a]: kittens [kat'a'ta], softly [m'a'hka], oath [k'a'tva], took [v'a'l], mattress [t'u f'a ´ k], swan [l'ib'a´ zhy];
  • yu - [y]: beak [kl'u'f], people [l'u' d'am], gateway [shl'u'c], tulle [t'u'l '], costume [cas't 'mind].
  • Note: in words borrowed from other languages, the stressed vowel "E" does not always signal the softness of the previous consonant. This positional softening has ceased to be a mandatory norm in Russian phonetics only in the XX century. In such cases, when you make phonetic analysis of the composition, such a vowel sound is transcribed as [e] without the preceding apostrophe of softness: hotel [ate'l '], shoulder strap [br'ite'l'ka], test [te'st] , tennis [te´ n: is], cafe [cafe´], mashed potatoes [p'ure´], ambre [amber´], delta [de´ l'ta], tender [te´ nder], masterpiece [shede´ vr], tablet [tablet 't].
• Attention! After soft consonants in pre-stressed syllables the vowels "E" and "I" undergo a qualitative reduction and are transformed into the sound [and] (excl. for [c], [g], [w]). Examples of phonetic parsing of words with similar phonemes: - zerno [z'i rno´], earth [z'i ml'a´], ve sely [v'i s'o'ly], ringing [z'v 'and n'i't], forest [l'i sleep'y], metitsa [m'i t'e'l'itsa], per po [p'i ro'], brought weak [pr' in'i sl'], knit [v'i z't '], la gat [l'i g't'], five grater [p'i t'o'rka]

Phonetic analysis: consonants of the Russian language

There is an absolute majority of consonants in the Russian language. When pronouncing a consonant sound, the air flow encounters obstacles. They are formed by the organs of articulation: teeth, tongue, palate, vibrations of the vocal cords, lips. Due to this, noise, hiss, whistle or sonority occurs in the voice.

How many consonants are there in Russian?

The alphabet is used to designate them 21 letters. However, when performing sound-letter analysis, you will find that in Russian phonetics consonants more, namely - 36.

Sound-letter analysis: what are the consonant sounds?

In our language, consonants are:

• hard - soft and form the corresponding pairs:
  • [b] - [b ’]: b anan - b tree,
  • [in] - [in ’]: in height - in yun,
  • [g] - [g ’]: city - duke,
  • [d] - [d ’]: da acha - d dolphin,
  • [z] - [z ']: z von - z ethere,
  • [to] - [to ’]: to onfeta - to yangaroo,
  • [l] - [l ']: l odka - luks,
  • [m] - [m ’]: magic - dreams,
  • [n] - [n ']: new - n ectar,
  • [p] - [p ’]: p alma-p yosik,
  • [p] - [p ’]: pomashka - p poison,
  • [s] - [s ’]: s ovenir - yurprise,
  • [t] - [t ’]: t uchka - t yulpan,
  • [f] - [f ’]: f lag - f evral,
  • [x] - [x ’]: x nut - x seeker.
• Certain consonants do not have a hard-soft pair. Unpaired include:
  • sounds [f], [c], [w] are always solid (life, cycl, mouse);
  • [h ’], [sch’] and [th ’] are always soft (daughter, more often yours).
• The sounds [w], [h ’], [w], [u’] in our language are called hissing.

The consonant can be voiced - deaf, as well as sonorous and noisy.

It is possible to determine voicedness-deafness or sonority of a consonant by the degree of noise-voice. These characteristics will vary depending on the method of formation and the involvement of the organs of articulation.

• Sonorous (l, m, n, p, d) are the most sonorous phonemes, they contain a maximum of voice and a little noise: lev, r ai, nol.
• If, when pronouncing a word during sound parsing, both a voice and a noise are formed, then you have a voiced consonant (g, b, z, etc.): zavod, b people o, zn.
• When pronouncing voiceless consonants (n, s, t and others), the vocal cords do not tense, only noise is emitted: st opka, f ishka, kost yum, ts irk, zashit.

Note: In phonetics, consonant sound units also have a division according to the nature of the formation: bow (b, p, d, t) - gap (w, w, h, s) and the method of articulation: labial (b, p, m) , labiodental (f, v), front lingual (t, d, z, s, c, w, w, sch, h, n, l, r), middle lingual (d), posterior lingual (k, g, x) ... The names are given based on the organs of articulation that are involved in sound production.

Hint: If you are just starting to practice phonetic parsing of words, try pressing your palms to your ears and pronouncing the phoneme. If you managed to hear a voice, then the sound under study is a voiced consonant, if you hear noise, then it is deaf.

Hint: For associative communication, remember the phrases: "Oh, we haven't forgotten a friend." - this sentence contains absolutely the entire set of voiced consonants (excluding soft-hardness pairs). “Styopka, do you want to eat some shchets? - Fi! " - similarly, these cues contain a set of all voiceless consonants.

Positional changes of consonants in Russian

The consonant, like the vowel, undergoes changes. One and the same letter phonetically can mean a different sound, depending on the position occupied. In the flow of speech, the sounding of one consonant is likened to the articulation of a consonant located next to it. This effect facilitates pronunciation and is called assimilation in phonetics.

Positional stunning / voicing

In a certain position, the phonetic law of deafness-voiced assimilation operates for consonants. A voiced paired consonant is replaced by a voiceless one:

• at the absolute end of the phonetic word: but w [no'sh], snow [s'n'e'k], vegetable garden [agaro't], club [klu'p];
• before voiceless consonants: forget-me-not a [n'izabu't ka], obh vatit [apkh vat'i't ’], tu ornik [ft o'rn'ik], pipe a [corpse a].
• doing sound literal parsing online, you will notice that a voiceless paired consonant in front of a voiced consonant (except for [th '], [v] - [v'], [l] - [l '], [m] - [m'] , [n] - [n '], [p] - [p']) also voiced, that is, it is replaced with its own sonorous pair: surrender [zda'ch'a], mowing [kaz'ba'], threshing [malad 'ba'], request [pro'z'ba], guess [adgada't'].

In Russian phonetics, a voiceless noisy consonant is not combined with the subsequent voiced noisy one, except for the sounds [в] - [в ']: whipped cream. In this case, the transcription of both the phoneme [s] and [s] is equally permissible.

When parsing the sounds of words: total, today, today, etc., the letter "G" is replaced by the phoneme [v].

According to the rules of sound-literal analysis in the endings "-th", "-his" adjectives, participles and pronouns, the consonant "Г" is transcribed as a sound [in]: red [krasnava], blue [s'i'n'iva] , white [b'e'lava], sharp, full, former, that, this, whom. If, after assimilation, two consonants of the same type are formed, they merge. In the school curriculum on phonetics, this process is called consonant contraction: separate [hell: 'il'i't'] → the letters "T" and "D" are reduced to the sounds [d'd '], bessh clever [b'ish: u ´mny]. When parsing the composition of a number of words in the sound-letter analysis, dissimilation is observed - the process is the opposite of assimilation. In this case, changes common feature for two adjacent consonants: the combination "GK" sounds like [xk] (instead of the standard [kk]): light [l'oh'kh'k'iy], soft [m'a'kh'k'iy].

Soft consonants in Russian

In the phonetic parsing scheme, the apostrophe ['] is used to indicate the softness of consonants.

• The softening of paired solid consonants occurs before "b";
• the softness of a consonant sound in a syllable in writing will help determine the following vowel letter (e, e, i, y, i);
• [u ’], [h’] and [th] are only soft by default;
• the sound [n] is always softened before soft consonants "Z", "S", "D", "T": claim [pr'iten'z 'iya], review [r'iceen'z' iya], pension [pen 's' iya], ve [n'z'] fir, face [n'z '] iya, ka [n'd'] idat, ba [n'd '] it, and [n'd'] ivid , blo [n'd '] in, stipe [n'd'] ia, ba [n't '] ik, vi [n't'] ik, zo [n't '] ik, ve [n' t '] il, a [n't'] ichny, ko [n't '] text, rem [n't'] irovat;
• the letters "H", "K", "P" during phonetic analysis of the composition can be softened before soft sounds[h '], [u']: glass ik [stack'n'ch'ik], change ik [sm'en'n'sh'ik], ponch ik [po'n'ch'ik], mason ik [kam'en'n'sh'ik], boulevard ina [bul'va'r'shch'ina], borsch [bo'r'shch '];
• often the sounds [z], [s], [p], [n] before a soft consonant undergo assimilation by hardness-softness: wall [s't'en'nka], life [zhyz'n '], here [ z'd'es'];
• in order to correctly perform sound-letter parsing, take into account the words of the exception, when the consonant [p] is pronounced firmly in front of soft teeth and lips, as well as before [h ’], [u’]: artel, feed, cornet, samovar;

Note: the letter "b" after a consonant unpaired in hardness / softness in some word forms performs only a grammatical function and does not impose a phonetic load: study, night, mouse, rye, etc. In such words, during letter analysis, in square brackets, a [-] dash is put in front of the letter "b".

Positional changes in paired voiced-voiceless in front of hissing consonants and their transcription during sound-letter parsing

To determine the number of sounds in a word, it is necessary to take into account their positional changes. Paired voiced-voiceless: [d-t] or [z-s] before hissing (f, w, w, h) are phonetically replaced by a hissing consonant.

• Alphabetic analysis and examples of words with hissing sounds: come [pr'iye'zhzhii], rebellion [vash e'stv'iye], izzh elta [i'zhzh elta], squeeze [zh a'l'its: a].

The phenomenon when two different letters pronounced as one, is called complete assimilation in all respects. Performing sound-letter parsing of a word, you must designate one of the repetitive sounds in transcription with the longitude symbol [:].

• Combinations of letters with a hissing "szh" - "zzh" are pronounced as a double hard consonant [w:], and "ssh" - "zsh" - as [w:]: squeezed, sew, without a tire, climbed in.
• Combinations "zzh", "zzh" inside the root during sound-letter parsing is written in transcription as a long consonant [w:]: I drive, squeal, later, reins, yeast, burnt.
• The combinations "mid", "zh" at the junction of the root and the suffix / prefix are pronounced like a long soft [ш ':]: score [ш': о´т], scribe, customer.
• At the junction of the preposition with the next word in place of "mid", "zch" is transcribed as [uch'ch ']: without number [b'esh' h 'isla´], with something [uch'ch' emta] ...
• When parsing sound-lettering, the combinations "pt", "dch" at the junction of morphemes are defined as double soft [h ':]: pilot [l'o'ch': hik], molod ik [little'h ': ik], report [ach ': o´t].

Cheat sheet for the assimilation of consonants at the place of education

• nt → [ny ':]: happiness [ni': a's't'ye], sandstone [n'isch ': a'n'ik], peddler [different'sh': uk], cobbled, calculations, exhaust, clear;
• zch → [uch ’:]: carver [r’e’sch’: uk], loader [gr’sch ’: uk], narrator [rask’sch’: uk];
• zh → [u ':]: defector [p'ir'ibe' u': uk], man [musch ': i'na];
• shh → [u ':]: freckled [v'isn'shch': ity];
• stch → [u ':]: tougher [jo'sh': e], whip, snap;
• zd → [u ':]: buster [abye'sh': uk], furrowed [baro'sh ': ity];
• ssch → [ny':]: split [rasch ': ip'i't'], generous [rasch ': edr'ils'a];
• vain → [h'ch ']: to split off [ach'sh' ip'it '], to snap off [ach'sh' o'lk'ivat '], in vain [ch'ch' etna], thoroughly [h ' sh 'at'el'na];
• pm → [h ’:]: report [ach’: o′t], homeland [ach ’:‘ zna], ciliated [r’is’n’ ’h’: it’s];
• dch → [h ’:]: to underline [pach’: o'rk’ivat ’], stepdaughter [pach’: ir’itsa];
• squeeze → [f:]: compress [f: a't ’];
• zzh → [f:]: get rid of [il: y't ’], ignite [ro'zh: yk], leave [uyizh: a't’];
• ssh → [w:]: brought [pr'in'osh: th], embroidered [rush: y'ty];
• zsh → [w:]: lower [n'ish: y'y]
• thu → [pc], in word forms with “what” and its derivatives, making a sound-letter analysis, we write [pc]: so that [pc o'by], not at all [n'e ′ zasht a], something [ piece about n'ibut '], something;
• Thu → [h't] in other cases of literal analysis: dreamer [m'ich't a't'il '], mail [po'ch't a], preference [pr'itpach't' e'n ' iye] and TP;
• chn → [shn] in words-exceptions: of course [kan'eshn a ′], boring [sku'shn a ′], bakery, laundry, scrambled eggs, trifling, birdhouse, bachelorette party, mustard plaster, rag, as well as in female patronymics ending in "-ichna": Ilyinichna, Nikitichna, Kuzminichna, etc .;
• chn → [ch'n] - alphabetic analysis for all other options: fabulous [skazach'n], dacha [da'ch'n th], strawberry [z'im'l'in'i'ch'n th], wake up, cloudy, sunny, etc .;
• ! zhd → in place of the literal combination "zhd", double pronunciation and transcription [ш ’] or [pcs’] in the word rain and in the word forms formed from it are permissible: rainy, rainy.

Unpronounceable consonants in the words of the Russian language

During the pronunciation of a whole phonetic word with a chain of many different consonant letters, one or another sound may be lost. As a result, in the orthograms of words there are letters devoid of sound meaning, the so-called unpronounceable consonants. To correctly perform phonetic parsing online, an unpronounceable consonant is not displayed in transcription. The number of sounds in similar phonetic words will be fewer than letters.

In Russian phonetics, unpronounceable consonants include:

• "T" - in combinations:
  • stn → [sn]: local [m'es'n'y], reed [trans'n''i'k]. By analogy, you can perform a phonetic analysis of the words flattering, honest, famous, joyful, sad, participatory, well-known, rainy, furious and others;
  • stl → [sl]: happy ive [sch ': asl ’and'vy"], happy ive, conscientious, boastful (exception words: bony and post, in them the letter "T" is pronounced);
  • ntsk → [nsk]: giant [g'iga'nsk'y], agency, presidential;
  • sts → [s:]: sixs from [shes: o't], eat me [vzye's: a], I swear [cl'a's: a];
  • sts → [s:]: tourist cue [tour'i's: c'y], maximalist cue [max'imal'i's: c'y], racist [ras'i's: c'y] , bests yeller, propaganda, expressionist, hindu, careerist;
  • ntg → [ng]: roentgen [r'eng 'e'n];
  • “–Sat”, “–sat” → [c:] in verb endings: smile [smile'ts: a], wash [my'ts: a], looks, fits, bows, shaves, fits;
  • ts → [c] for adjectives in combinations at the junction of the root and suffix: childish [d'e'ts k'iy], brotherly [bra'tskiy];
  • ts → [ts:] / [ts]: sports men [spark: m'en'n], send [acs yyl'at '];
  • tts → [ts:] at the junction of morphemes during phonetic parsing online is written as a long "ts": bratz a [bra'ts: a], father to drink [ats: yp'i't '], to father u [to ac: y´];
• "D" - when parsing the sounds in the following letter combinations:
  • zdn → [zn]: late [pos'z'n 'iy], starry [z'v'o'zniy], festive ik [pra'z'n' ik], free [b'izvazm ' e'zn th];
  • ndsh → [nsh]: mouthsh tuk [munsh tu'k], landsh aft [lansh a'ft];
  • ndsk → [nsk]: Dutch [gala'nsk'ii], Thai [thaila'nsk''ii], Norman [narma'nsk''ii];
  • zd → [ss]: under the bridle [pad usts'];
  • ndc → [nts]: Dutch [gala'ants];
  • rdc → [rts]: heart e [s'e'rts e], heart of evin [s'irtz yv'i'na];
  • rdch → [rh "]: heart ishko [s'erch 'and'shka];
  • dts → [c:] at the junction of morphemes, less often in the roots, are pronounced and, when parsing the sound, the word is written as double [c]: subtrip [pats: ep'i't '], twenty [two'ts: yt'] ;
  • ds → [c]: factory [zavats k'y], family [rats], means [sr'e'ts tva], Kislovods k [k'islavots k];
• "L" - in combinations:
  • lnts → [nts]: suns e [so'nts e], suns state;
• "B" - in combinations:
  • vstv → [st] literal parsing of words: hello [hello uyt'e], feelings about [h'stv a], feelings [ch'u'stv 'inas't'], pampering about [dances o´], virgin [d'e´stv 'in: th].

Note: In some words of the Russian language, with the accumulation of consonants "stk", "ntk", "zdk", "ndk", the phoneme [t] is not allowed to fall out: trip [payestka], daughter-in-law, typist, agenda, laboratory assistant, student , patient, bulky, Irish, tartan.

• Two identical letters immediately after a stressed vowel are transcribed as a single sound and a longitude symbol [:] when parsing literally: class, bath, mass, group, program.
• Doubled consonants in pre-stressed syllables are denoted in transcription and pronounced as one sound: tunnel [tanël ’], terrace, apparatus.

If you find it difficult to perform phonetic parsing of a word online according to the indicated rules, or you have an ambiguous analysis of the word under study, use the help of a reference dictionary. Literary norms of orthoepy are regulated by the publication: “Russian literary pronunciation and stress. Dictionary - reference book ". M. 1959

References:

• Litnevskaya E.I. Russian language: a short theoretical course for schoolchildren. - Moscow State University, Moscow: 2000
• Panov M.V. Russian phonetics. - Education, Moscow: 1967
• Beshenkova E.V., Ivanova O.E. Russian spelling rules with comments.
• Tutorial. - "Institute for Advanced Training of Educators", Tambov: 2012
• Rosenthal D.E., Dzhandzhakova E.V., Kabanova N.P. Reference book on spelling, pronunciation, literary editing. Russian literary pronunciation. - M .: CheRo, 1999

Now you know how to parse a word by sounds, make a sound-letter analysis of each syllable and determine their number. The described rules explain the laws of phonetics in the format school curriculum... They will help you phonetically characterize any letter.

1) anatomical and physiological (articulatory) - examines the sound of speech from the point of view of its creation: What organs of speech are involved in its pronunciation; active or passive vocal cords; etc

2) acoustic (physical) - considers sound as a vibration of air and fixes its physical characteristics: frequency (height), strength (amplitude), duration.

3) functional aspect (phonological) - studies the functions of sounds in the language, operates with phonemes.

4) perceptual - studies the perception of speech by the listener, establishes the relationship between the spoken and heard sounds.

Phonetic research methods:

Articulation aspect:

1 . Introspection; You can listen attentively to your speech and the speech of others, comparing sounds and establishing their difference. You can analyze your muscle sense and determine how sounds are produced. Many linguists made important discoveries in this way.

2. Palatography: Recently, the method of direct palatography using a photographing device has been increasingly used. In direct palatography, the tongue is stained with an aqueous solution of carbolene. After the subject has pronounced the sound under study, a special mirror is inserted into his mouth; the sky reflected in it with traces of the tongue touching it is filmed with a camera. The palatogram method can only be used to study the articulation of consonants in the pronunciation of which the language is involved, and high-rise vowels; in addition, only the place (i.e., the passive organ) and partly the way of articulation are recorded on the palatogram.

3. Linguography; This method is used to determine the shape and area of ​​contact of the tongue with the hard palate.

4 . Odontography; To analyze the position of the tip of the tongue, its touch to the back wall of the front lower teeth is fixed on a special plate worn on these teeth.

5. Taking pictures; To photograph the articulations of organs located inside (tongue, soft palate, small uvula, etc.), microphotography is used, when a small camera equipped with a lighting device is inserted into the oral cavity on a wire (which can be brought to a nylon thread); this microcamera can be placed above and below the tongue, next to the tongue, etc., and when the button is pressed by the subject's hand, several simultaneous shots (up to eight) are taken at once. Of course, due to the presence of a foreign body in the mouth, the naturalness of articulation suffers somewhat, and the comparison of images directed in different directions, but not giving the whole image, presents great difficulties.

6 . Filming for andlearning labial articulations... To get not only the shape of the labial opening and the distance between the lips, but also the degree of their protrusion forward, two pictures are taken simultaneously: from the front and from the side.

7. X-ray photography; Film x-ray pictures give a clear picture of the movements of the tongue, lips, lower jaw, as well as movement palatine curtains and changes in the volume of the pharyngeal cavity.

eight . artificial palate A specially made, individual for each test subject, a thin plastic plate with a transducer. The palate is sprinkled with a thin layer of talcum powder (sometimes covered with a special emulsion) and inserted into the mouth of the speaker, who pronounces a separate syllable (or word), selected so that it does not contain other sounds pronounced with the participation of the tongue. In those places where the tongue touches the palate, talcum powder will be licked off and a drawing will be obtained on the palate, which is transferred to the projection of the palate (either by redrawing by hand, or using a camera), and n a palatogram of this sound is obtained.

Acoustic aspect:

1 . Oscillography to determine the frequency of sound;

2. Spectrography; These are dynamic spectrograms of the "visible speech" type, where the linearity of the sound chain goes from left to right, and the countdown is located at the bottom; the formant characteristic, which is measured in hertz, is indicated by the vertical position of the spots: low formants at the bottom, high -- up. The intensity of the spots (from white through gray to black) corresponds to the amplitude, which can be converted into decibels by making a spectral cut (or cut) using a special device.

Oscillograms and spectrograms allow obtaining various acoustic characteristics of sounds necessary for studying the phonetic aspect of speech.

3. Intonography – aautomatic analysis of changes in the frequency of the main tone and the intensity of sounds in time carried out by a device called an intonograph. The results of the analysis are recorded on photographic paper or on film in the form of a series of vertical lines, each of which corresponds to the frequency of a separate period, or in the form of a curve, which is the envelope of the upper points of these lines.

Functional aspect:

1 . Distributive method includes: the establishment of sounds, the identification of the phonemic belonging of a certain sound and the classification of phonemes. (this method is mainly used abroad)

2. Semantic method is widely used in Russian linguistics. The method is based on the ability of a phoneme in the same phonetic position to distinguish between morphemes and words. The application of this method consists in the constant substitution of different sounds in one phonetic context. This procedure is called the switching or substitution test. The purpose of such an analysis is to find out in which cases the phonetic context remains unchanged, and in which cases the substitution leads to a change in meaning. The end result of the semantic method is to find the minimum pairs of words and their grammatical forms. A minimum pair is understood as a pair of words or morphemes that differ in one phoneme. For example, replacing the sound [p] with the sound [b] in the word pin -, we can conclude that these sounds belong to different phonemes, since the substitution led to a change in meaning. Opposition is phonological opposition.

Perceptual, in other words, receptive, related to sensory perception.

Perceptual phonetics designed to study the features of the perception of sound units. She explores the functions of various parts of the auditory system and the higher nervous activity in the process of perceiving speech sounds, as well as what characteristics determine the belonging of a sound to a certain phoneme, how the sounds of an unfamiliar language are perceived, what sound characteristics are essential for the subject who perceives a person's speech, and which are not (the effect of voice color on perception, telephone noises, errors in speech, interference). Perceptual phonetics is of considerable interest to all learners of pronunciation, both teachers and students.

The main stages of sound perception of speech can be represented by the following diagram:

1. Acoustic signal reception;
2. Primary auditory analysis;
3. Isolation of acoustic events and signs;
4. Linguistic interpretation of the sound side of a speech message.

For perceptual phonetics(from Lat. "perception") are of interest primarily in the second and third of the above stages.

The main methods of research of perception: segmentation, transplantation, synthesis, imitation. Segmentation is the separation from the sound of a speech segment of those sounds, the perception of which is of interest to us. Transplant is a manipulation with a sound signal, which allows the sound extracted from one word to be placed in another context. Synthesis of speech-like sounds of signals - the creation of sounds, syllables, words, phrases and whole texts using special devices - speech synthesizers.

To some extent, all teachers use it, but in different ways. The phonetic method in working with children is one of the ways to tune the voice to one or another type of timbre sound.

Difficult to compose overall plan exercises, appropriate for the development of all voices, or even the same type, due to individual characteristics students. However, it was noticed that the vowel sound is distinguished by the least variety of ways of its articulation, which led to its most frequent use in collective training in singing in a choir.

With individual training, options are possible: if the vowel a sounds good, then you should start with it, with a deep sound it is better to use and, and with a flat sound - o or y. in the process of singing, it is customary to level the vowels in order to achieve an even timbre sound. An indispensable condition for this is the stabilization of the position of the larynx when singing various phonemes - a sign of a well-placed voice.

In exercises performed with the aim of aligning vowels, one vowel sound should be poured into another, as it were, without a push or break in the sound. An exercise with pauses between phonemes is considered more difficult, since the student must be able to fix in consciousness the location of the articulatory organs when singing the first phoneme and maintain this location both during a pause and when singing other vowels. Thus, the skill of singing different vowels in one position is formed. Therefore, the chanting of a number of vowels in one sequence or another always pursues the goal of achieving a certain timbre sound of the voice on the model of the first phoneme.

The manner of articulation is of great importance for the timbre of the voice: how wide the mouth opens, the activity of the articulatory organs, the phonetic purity of pronunciation, the location of the lips - on a smile or round. To level the vowels, in addition to the stable position of the larynx, it is necessary to maintain a uniform manner of articulation.

Pronunciation of the first vowel among others included in the exercises requires a pronounced phonetic certainty. The location of the articulatory organs, specific to each phoneme, is associated with the corresponding energy consumption of the sub-lining air. According to research by specialists, the air pressure under the vocal folds increases with a decrease in the volume of the oral cavity in the following sequence: a - o - y - e - u. gradually thickens in the same direction working part vocal folds, i.e. the register mode changes, which is reflected in the timbre of the voice. That is why, in order to equalize the timbre sound of vowels according to the model of one of them, it becomes necessary to level, i.e. smoothing, their phonetic certainty. As already mentioned, this is achieved by stabilizing the position of the larynx and the way of articulation.

Achieving sonority of the timbre of the voices of children is associated with the full sounding of the vocal resonators, in particular with the resonance of the mask, which also depends on the method of articulation in singing. When judged by ear, the resonating sound of the voice is characterized as singing in a close vocal position. A number of factors contribute to its finding:

• · Assessment by students of qualitative differences in the sounding of a singing voice with and without resonance;
• · Pronunciation of words in singing with a single articulatory way of lips: "on a smile";
• · Singing with a closed mouth on the consonants m or n;
• · Vocal training exercises for syllable combinations with sonoric consonants l, p, m, n, as well as z, where the voice prevails over noise;
• • retention of distended nostrils while singing;
• · Self-control over resonance in the area of ​​the mask;
• If you slightly pull down the upper lip with the tips of the fingers of your right hand, this will enhance the feeling of resonance;
• · An articulatory way of singing with rounded lips is possible, but subject to constant monitoring of the full-fledged inclusion of resonators, which refers to later stages of work.

The phonetic method in vocal pedagogy is necessary not only to tune the singing voice for correct sound production, but also to correct its various shortcomings, for which certain combinations of phonemes are used. In this case, it is necessary to take into account the degree of difficulty in pronunciation of consonants, which depends on the place of their formation. As you know, consonants are divided into voiced and voiceless. As the place of their formation moves away from the lips to the larynx, they line up in the following sequence:

• Voiced - m, b, c, d, z, n, l, p, g, g;
• Deaf - p, f, s, t, c, sch, k, x;

The polar consonants m, r are most easily articulated. The further from them to the middle of the row, the more difficult articulation becomes. Therefore, articulation defects are associated with the pronunciation of all consonants, except for m, n, r, x, i.e. polar. As you move away from the poles, more and more complex combinations of working articulatory organs begin to take part in the formation of consonants: teeth, root of the tongue, soft palate. The shortcomings should be corrected according to the principle of sequential introduction of adjacent sounds into the exercises according to the table below.

Deaf consonants require special attention, where the voice is completely turned off. They pull the vocal apparatus towards the speech apparatus, not the singing apparatus. Therefore, it is recommended to pronounce them in singing especially quickly, as if "compressed" by the surrounding vowels, so that the larynx does not have time to deviate from the singing position. This will save breath consumption and promote cantilena production. With sluggish articulation, the pronunciation of voiceless consonants slows down. At the same time, the glottis remains in the open position for a longer time, as a result of which a vulture appears. That is why, from the very beginning of vocal work, it is necessary to take care of the speed of transient processes when changing syllables and pitch. This requires a special activity of articulation in singing, but without unnecessary tension and muscle clamps.

The phonetic method is used not only in exercises, but also at the stages of learning and further work on song material. For this, the vocalization of the melody of the song in different vowels, most often y, o, and, is used in order to develop a cantilena and equalize the timbre of the voice.

ACADEMY OF PEDAGOGICAL SCIENCES OF THE USSR SCIENTIFIC RESEARCH INSTITUTE OF ART EDUCATION The work was performed at the Scientific Research Institute of Art Education of the USSR Academy of Pedagogical Sciences. Scientific supervisor: Candidate of Pedagogical Sciences, Senior Researcher OVCHINNIKOVA T.N. On the rights of a manuscript UDC 373.31: 372.878 (477) Official statements: Doctor of Philology, Associate Professor R.K. POTAPOVA Candidate of Pedagogical Sciences, Associate Professor N.G.BORISOVA KOMISSAROV Oleg Vadimovich PHONETIC METHOD IN THE FORMATION OF VOCAL-ARTICULATIVE SKILLS IN PUPILS OF YOUNGER CLASSES (on the material of schools of the Ukrainian SSR) Institute 13.00.02 - Methods of teaching music The defense will take place on May 10, 1984 at 12.00 at a meeting of the Specialized Council К.018.12.01 for awarding the academic degree of candidate of pedagogical sciences in the specialty 13.00.02 (methodology of teaching music) at the Research Institute of Art Education APN USSR at the address: 119034, Moscow, K-34, Kropotkinskaya embankment, 15. ABSTRACT The dissertation can be found in the library of the Research Institute of Art Education of the APN USSR. dissertation for the degree of candidate of pedagogical sciences Abstract was sent on March 23, 1984 Scientific secretary of the Specialized Council, candidate of pedagogical sciences Moscow 1984 KUSHAEV NA music at school, the majority of students implement vocal sound education according to the “speech” type, since they do not possess the elementary auditory-motor coordinations necessary to fulfill the requirements of the school curriculum, which are realized in vocal-articulatory skills (D.L. Aspelund, I.I. Levidov) ... The absence of the latter in children, as practice shows, negatively affects not only the singing teaching of schoolchildren, their attitude to music lessons, but also, in general, their musical development. The development of singing coordinations of the vocal apparatus in primary schoolchildren in singing is carried out by many methods, including the often used phonetic. Its prevalence is primarily due to the nature of singing, organically linking music and words. However, the content of this method, which concerns, first of all, the selection of speech sounds for solving various educational problems, as a rule, is based on the subjective feelings of the authors, is not supported by objective data, and therefore it can be incorrect and even contradictory. In the practice of bilingualism that has developed in Ukraine (Russian-Ukrainian, Ukrainian-Russian), the organization of the sound material of the phonetic method, carried out on the basis of the Russian language, is also more often transferred to the Ukrainian area. This is unacceptable, since although the Russian and Ukrainian languages ​​are closely related, each of them has its own articulatory-acoustic specifics (N.I. Totskaya). The study of the Russian language in Ukrainian schools starts from the 1st grade. In this regard, an objective study of the articulatory-acoustic influence of the sounds of the dominant language on the singing sound formation becomes even more important, since the differentiated consideration of the features native language when teaching singing in music lessons, it contributes to the solution of an important social task of the school - the development of the purity of speech in both languages ​​in the system schooling(Sh.B. Kulmanova). І. General characteristics of the dissertation problem Relevance. Improving the artistic culture of the younger generation of Soviet people as a powerful means of shaping the personality of a new person is one of the leading activities of the CPSU and the Soviet state. "And where, if not at school, - stressed at the June (1983) Plenum of the Central Committee of the CPSU Secretary General Of the Central Committee of the CPSU, comrade Yu.V. Andropov, - can a person receive the beginnings of aesthetic education, acquire a sense of beauty for the rest of his life, the ability to understand and appreciate works of art, to join artistic creativity? 1). Due to this great importance has musical education in the classroom, where choral singing is an integral component. From the 1st grade, in music lessons, a systematic, with all the features of school education, singing training of children begins. Different sides primary education singing of junior schoolchildren were the subject of study of many researchers: E.I. Almazov and N.D. Orlova, O.A. Apraksina, V.A.Bagadurov, E.Ya. Gembitskaya, I.I. Levidov, E.M. Malinina , T.N. Ovchinnikova, as well as N.G. Borisova, S.N. Gladkoy, B.D.Kritsky, O.P. Sokolova, G.P. Stulova, V.K. Tevlina. Revealing the content, methods, dynamics, features of the formation of singing sounds in primary schoolchildren, these and many other authors note that one of the important aspects of primary education of children is taking into account the influence of speech articulations on the quality of singing sound education. The need for a comprehensive study of this phenomenon is emphasized. This is due to the fact that starting singing lessons in the classroom 1) Materials of the Plenum of the Central Committee of the CPSU, June 14-15, 1983. M .: Politizdat, 1983, p. 18.2 and state documents on the need to improve the efficiency and quality of education, strengthen its connection with life in modern conditions developed socialism; data on general and special (musical, vocal) pedagogy; physiological, acoustic, psychological, linguistic methodological positions of the consideration of speech and singing sound formation of a person. In our work, we used the following research methods2): 1. Generally accepted in didactics - the method of theoretical study and analysis of literature; conversations with music teachers and students; direct pedagogical observation; natural pedagogical experiment. 2. Special research methods used in the experimental work: direct palatography, lingo-, labiography, oscillography, vibrometry in combination with audit analysis, inverse listening and removal; method of qualitative and quantitative data processing. The research was carried out during 1974-1983; conditionally passable in several periods: 1st (1974-1980) - experimental work in music lessons in the secondary school of Kiev, study of literature and design of the research concept; 2nd (1977-1981) - search and modification of special research methods; 3rd (1980-1982) - laboratory experiment; 4th (1981-1983) - analysis of laboratory experiment data, development of teaching methods, preparation and conduct of a pedagogical experiment, analysis of its results, verification of the effectiveness of the developed methodology, its implementation into practice. The scientific novelty of the research is determined by the fact that the problem of developing the content and using the phonetic in conditions of bilingualism using the phonetic method. The purpose of our work is to identify the conditions for the effective formation of vocal and articulatory skills in primary schoolchildren in music lessons, taking into account the peculiarities of bilingualism in Ukraine. In this regard, the objectives of the research were: 1. To study the features of the phonetic method in teaching singing to children of 6-8 years old and determine their impact on the course of this process. 2. To identify articulatory-acoustic phenomena in the sound system of the Russian, Ukrainian languages, selectively and involuntarily affecting the singing sound formation of 68-year-old children in the volume of vocal-articulation skills. 3. To develop a methodology for primary teaching singing for junior schoolchildren in music lessons in a bilingual environment in Ukraine and check its effectiveness. The study of scientific and methodological literature, the analysis of the practice of primary singing teaching of younger schoolchildren in music lessons in bilingual conditions made it possible to formulate a research hypothesis: if in teaching singing to children of 6-8 years old, when using the phonetic method, take into account the involuntary and selective nature of the articulatory-acoustic influence of vowels and consonants the dominant language for singing sound education, this will increase the effectiveness of primary singing training for younger students. The methodological basis of the research was formed by the positions of the classics of Marxism-Leninism on upbringing, education, on the relationship between the sensual and the rational in any kind of activity; materials of the XXV and XXVI congresses of the CPSU, party 2) The list of research methods is given in the classification of A.D. Botvinnikov (1981). Three methods in primary teaching of singing to junior schoolchildren in music lessons in conditions of bilingualism in Ukraine was for the first time the topic of a special study. Revealed the reasons that determine the main difficulties in primary teaching singing of junior schoolchildren in music lessons in these conditions. For the first time, methods of objective research of the physiology of speech and singing sound formation were adapted to study these processes in younger schoolchildren. The singing vowels of the Russian and Ukrainian languages ​​are articulately classified and the sequence of mastering them is scientifically substantiated. The features of the selective and involuntary influence of the sounds of the Ukrainian and Russian languages, elements of the intonation sphere - the modulation of dynamics, pitch (according to the literature, an emotional state of "tenderness" was found, which determines the occurrence of singing articulation) on the correct singing articulation (taking into account the phenomenon of coarticulation3)), organization singing attack, resonance in children 6-8 years old, taking into account the different levels of their singing training, and the optimality of these phenomena in singing was revealed. The necessity and ways of development of vocal articulation and voluntary mastering of it by children in the process of their initial training in singing are shown. The practical significance of the work lies in the development of the content and methods of primary teaching to singing for junior schoolchildren in music lessons in a bilingual environment in Ukraine; in determining the "starting point" and the direction of work on the initial singing education of students; in concrete proposals for revising the content of the singing component of the school music curriculum for primary grades, creating a screen manual; in recommendations for the selection of illustrative material for textbooks for grade 1 concerning speech and singing articulation of vowels with differentiation in accordance with the dominant language of students; in the transformation of objective methods for studying the physiology and acoustics of speech and singing sound formation of 6-8 years old children into logo and phonopedic practice and the use of data on the peculiarities of the influence of the sounds of the Russian and Ukrainian languages ​​on the operation of the vocal apparatus during speech and singing in the designated areas. The following provisions are put forward for defense: 1. The phonetic method is an effective means of forming vocal-articulating skills in children of 6-8 years old in music lessons. It allows you to ensure the completeness, generalization, strength, effectiveness of these skills as the most important conditions for the singing activity of schoolchildren. 2. The development of the sound quality of the singing voice of younger students at the initial stage of training is carried out taking into account the articulatory-acoustic side of the individual speech experience of students, using the involuntary and selective influence of the sounds of the dominant language on singing articulation, attack, resonance and in organic connection with development work purity of singing intonation (in terms of creating an artistic image). 3. The material of the phonetic method is systematic in terms of structure. This is realized in the development of vocal-articulatory skills based on the location of the mastered vowel vowels in a cyclical sequence of increasing difficulty, in the development of the volition of students' possession of their articulators, in the varied use of articulatory and vocal-articulatory exercises, which provides for hidden and open control of the student's singing sound formation. All this allows optimally, without violating the integrity of the singing act, to purposefully regulate the singing sound formation of students, especially at the initial stage. 3) An involuntary change in some sounds under the influence of others (adjacent in the stream of speech). 4 conclusion, bibliography (228 p.); the second is an appendix containing the initial materials of the research (270 p.). The introduction substantiates the relevance of the selected research topic; a review of previous works and a statement of the research problem is carried out; the object, subject, purpose, objectives of the study are indicated; a hypothesis is put forward; research methods are highlighted; the methodological basis of the work is indicated; the scientific novelty, practical significance is revealed; the provisions for the defense are formed. The first chapter "Theoretical prerequisites for the use of the phonetic method in the formation of vocal-articulating skills in younger schoolchildren in conditions of bilingualism in the Ukrainian SSR" provides an analysis scientific literature in the aspect of identifying and justifying approaches to the development of this problem. The importance of the initial stage of teaching children to sing is due to the fact that it lays the foundations of their singing development, which largely determine its further character. The importance of the initial teaching of singing in music lessons at school is that this stage covers all students, the overwhelming majority of whom still do not know how to reproduce the singing sound in an elementary way. It is on such a majority of children, in principle, that the method of teaching singing in music lessons at school is usually oriented. A great deal of material has been accumulated on the organization of the singing development of children under these conditions. Based on the analysis of the literature, it can be seen that this process has been studied by a significant number of researchers in many ways; all of them attached great importance to the fact that initially the singing skills included in the “singing ability” complex were laid down correctly and firmly. However, a study by S.N. Gladkoy (1975) showed that some stability of the skills being formed is found only by the end of grade 2. Here it is worth noting the fact that in the future, the progress revealed by the author leads the majority of students to the fact that they never master. Approbation of the main provisions and results of the research was carried out in the process of the author's pedagogical activity (school №№ 177, 115, 97); in discussions at the meetings of the Laboratory of Music and Dance of the Research Institute of KhV APN USSR (1980-1983); at the meeting of the Scientific Council of the Research Institute of KhV (1980); in the speeches of a dissertation candidate at teachers' councils of schools where experimental work was carried out, a meeting of the department of voice training methodology of the music pedagogical faculty of the Kiev Pedagogical Institute (1981), while giving lectures at the All-Union faculty of advanced training of teachers of musical disciplines at higher educational institutions at the Kiev Pedagogical Institute (1982), at The All-Union conference on the development of musical ear, singing voice and musical and creative abilities of students of a secondary school (Moscow, 1982), at the Republican scientific and practical conference "Actual problems of aesthetic education of children and youth" (Mogilev, 1982), as well as through the publication of scientific and methodological works in the journals of the Ministry of Education of the Ukrainian SSR, Ukrainian scientific society otolaryngologists. The research results have been introduced and are being introduced into the practice of primary education in singing of primary school students at music lessons in Kiev schools with Russian (No. 177.7), Ukrainian (No. 115, 149) as the language of instruction, in the work of the preparatory and main groups of the choir of younger students Children's Music School No. 27; in a lecture course on "Methods of musical education", read to students of the music and pedagogical faculty of the Kiev Pedagogical Institute; in the work of the Republican Scientific and Practical Phoniatric Center of the Scientific Research Institute of Otolaryngology named after V.I. A.I.Kolomiychenko. II. Structure and main content of the thesis The thesis consists of two parts. The first part contains the main text of the work, which includes an introduction, two chapters, 5 correct singing sound formation. This, as practice shows, is often one of the significant reasons that negatively affect the singing development of students in general. Consequently, it is extremely important to search for ways to improve the methods of teaching singing to junior schoolchildren. One of the conditions for effective singing development is the formation of vocal-articulatory skills (D.L. Aspelund, I.I. Levidov, etc.). It is known that the development of vocal hearing is the basis of vocal development. However, developing in children the correct auditory perception of the singing sound and control over it, it is also recommended to use the “experience” of other senses involved in the singing process - visual, tactile, motor (V.P. Morozov, V.K. Tevlina), so how the development of auditory perception with such “reinforcement” will certainly be more effective (II Levidov, VA Bagadurov and many others). Speech and vocal hearing, as you know, are interconnected (A. N. Leontiev, V. P. Morozov, N. G. Borisova). Each child has not only a speech hearing, but also a vocal one. The latter, however, is not developed enough for most of them to ensure the correct perception and reproduction of singing sounds (V.P. Morozov, S.F. Ivanova). Therefore, at the very first attempt to sing something, children most often reproduce the sound in a verbal way, albeit with the help of the means that they already own (LB Dmitriev). This also happens because the singing “language” is perceived by them through the prism of speech (SI Bernstein, LA Chistovich, VP Morozov). Research by I.I.Levidov, A.I. Maksakov suggests that if a student does not notice any inaccuracies in sound production, then it is advisable to correct his perception and reproduction of the singing sound in the direction of a vocal pattern by activating the motor component in the act of singing sound formation, the importance of which is emphasized by all researchers of these processes (A. Sokolov, B.M. Teplov, A.N. Leontiev, O.V. Ovchinnikova, V.P. Morozov and many others). It should also be noted that the overwhelming majority of first-graders, in the absence of pathological abnormalities in the structure and functioning of the vocal apparatus, have a defective pronunciation caused by the general lethargy of articulation (M.E. Khvatsev, G.V. Chirkina, etc.). This drawback, although it is eliminated by the end of the first grade (N.A. Nikashina), but in the process of intensive study of the sound side of speech in the lessons (L. Volkova). It is in this case that singing articulation can provide effective assistance. Meanwhile, at the initial stage of training, children are poorly developed in singing. They find it difficult to find the correct singing coordination. These moments, due to the close relationship and interdependence, can be considered as a background against which it is necessary to form the correct singing sound formation in the vast majority of children 6-8 years old. At the same time, ignoring one of the moments that make up this background is inevitable, as practice confirms, leads to the actualization of others. So, one of the essential moments of children's singing development at the initial stage of singing training is insufficient development of auditory-motor coordination. In it, the articulatory apparatus stands out, since as a result of special training it can become, to a certain extent, voluntarily controlled (V.A.Bagadurov, I.I.Levidov, R.Yusson, LB.Dmitriev, V.P. Morozov) , which always directly or indirectly affects the work of the vocal apparatus as a whole (M.S. Gracheva, V.G. Ermolaev, A. Mitrinovich-Modzheevska). In principle, this allows us to make the phonetic method of teaching singing more effective (while hearing retains its leading place in this process). The phonetic method of teaching singing based on a certain phonetic material presupposes management, mainly, of the qualitative aspect of sound production. It is based on phonetic data and is implemented in the direction of influencing the articulatory activity of the student's sound-generating apparatus when singing, since there is a causal part between articulation and sound quality (acoustic result) (N.I. Zhinkin, R. Jusson, L.R. Zinder and etc.). In practice, the phonetic method is realized through demonstration, illustration (generally referred to in vocal pedagogy as a show), oral explanation, and exercise. In addition, in this method, in principle, there is the possibility of algorithmic learning, since the material of the method - vowels, their combination with consonants - is an articulatory-acoustic model that “rigidly” limits vocal sound production. The control of the work of the vocal apparatus by means of the phonetic method, as the analysis of the literature shows, is carried out by means of an open (direct indication of what and how to do) and covert (use of the influence of speech sounds on singing sound production for "singing purposes") impact on the vocal apparatus. One of the main principles of this method is the students' awareness of the optimal possibilities of motor-sound self-correction while singing (II Levidov, VA Bagadurov, LV Shcherba, PK Nozdrovskaya). Therefore, both paths are feasible, provided that the capabilities of children 6-8 years old are taken into account and special preparatory work. Analyzing the numerous material of the phonetic method, placed in almost every methodological manual on teaching children to sing, it is not difficult to be convinced of its inconsistency. For example, in the textbooks of music for elementary grades we have considered, illustrations or a description of a vowel are given, but it is not said what is the difference between it. speech articulation from the singing; in relation to the conditions of bilingualism in Ukraine, it is not mentioned which language this material belongs to. The foregoing is due to the fact that the problem has not been sufficiently developed, there are no objective data on the physiology of the formation of singing vowels, since objective methods for studying the singing articulation of children 6-8 years old have not yet been developed. Accordingly, there is no theoretical substantiation of the educational "vocal-articulatory" (VA Bagadurov, SA Pavlyuchenko) material specially prepared for children of this age, although VA Bagadurov has long emphasized the relevance of its creation. In the second chapter "An experimental study of the formation of vocal-articulatory skills in primary schoolchildren by means of the phonetic method in conditions of bilingualism in the Ukrainian SSR", the organization, course, methodology of laboratory and pedagogical experiments are revealed, their results are described and the data obtained are discussed. The experimental work was carried out in line with the positions of the Laboratory of Music and Dance of the Research Institute of KhV APN USSR, the Laboratory of Experimental Phonetics of the Kiev University, the Republican Scientific and Practical Phoniatric Center of the Kiev Research Institute of Otolaryngology. Two experiments were performed - laboratory and pedagogical. The purpose of the first one is to study the peculiarities of the influence of the sounds of the Russian and Ukrainian languages ​​on the singing sound formation of children 6-8 years old in the volume of vocal articulation skills; the second to develop and experimentally test the methodology of primary teaching of singing in bilingual conditions in music lessons at school. In a laboratory experiment, somatic methods were used: for the first time, direct palatography, linguo-, labiography were used and adapted on a group of children to study the physiology of the formation of Russian and Ukrainian vowels in speech and singing in children-vocalists and students who do not know the correct 7 singing sound education, for research features of articulation motor skills in these groups of subjects. To obtain data on the influence of Russian and Ukrainian vowels and consonants on the attack, we used oscillography and vibrometry on resonance. These methods were used by us in combination with the method of audit analysis, personal auditory observations of the speech and singing sound formation of younger schoolchildren, inverse listening and removal. The number of subjects for the laboratory experiment was selected in accordance with the thesis of B.A. Ashmarin on the ratio of the number of types of research to the number of subjects. In the articulatory cycle of the experiment, the data were obtained on the material of two groups consisting of 12 children, pupils of secondary schools who do not know the correct singing sound education, and children-vocalists (each group had an equal number - six - children for whom Russian or Ukrainian was relatives). In the acoustic cycle - the data were obtained on the material of two groups, consisting of 4 children: two who do not know vocal sound education and two children-vocalists (for each of them Russian or Ukrainian language was dominant). The laboratory experiment was carried out at the LEF KSU (scientific consultant - Doctor of Philological Sciences, Prof. N.I.Totskaya), where the chamber-, lingo-, labio-, oscillograms were obtained; at RSPFC SRI ENT ​​(scientific consultant - dr honey ... Sciences V.A. Trinos) - vibrograms. The research material was selected in connection with the specifics of these methods, taking into account the singing syllabus, the vocabulary of the Russian, Ukrainian languages, the expediency of repetition. In the physiological cycle of the experiment, more than three thousand experimental units were obtained, in the acoustic one - two thousand. Preparatory work, interpretation and interpretation of experimental data was carried out in accordance with the principles adopted and developed at the LEP KSU (N.I.Totskaya, L.G. Skalozub, L.I. Prokopova), RSPFC (V.A. Trinos) the mainstream of the works of the experimental-phonetic direction (L.V. Bondarko, N.I. Dukelsky, L.R. Zinder, R.K. Potapova), special acoustic research of non-stationary transient processes, which include sound attack (G. Bakgauz, N.L. Plotkina, G. Fant, A. A. Volodin, V. K. Labutin and A. P. Molchanov, M. Derkach et al., R. K. Potapova, L. A. Chistovich, A. Maak ), resonance (Yu.I. Iorish, G.G. Kulikovsky, V.P. Morozov). In order to eliminate as much as possible errors in recording and subsequent measurements of the data of the acoustic cycle of the experiment, the equipment was calibrated. The material of the laboratory experiment programs was considered in the generally accepted articulatory-acoustic classification (A.A. Reformatsky, M.I. Matusevich, N.I. Totskaya), taking into account the physiological modifications of the oropharyngeal canal that are important for the attack (A.V. Ventsov, S. Keiser and M. Halle, N. I. Totskaya, P. Ladefoged) and resonance (N. I. Zhinkin, L. V. Bondarko, N. I. Totskaya, L. B. Dmitriev). The results obtained in a laboratory experiment lead to the following conclusions. The articulatory characteristics of the vowels of the Russian and Ukrainian languages ​​in the speech of primary schoolchildren do not differ significantly from those of adult speakers of these languages. Although the speech and singing modes of sound formation in children of 6-8 years old are to a certain extent similar, the latter has its own articulatory specificity. It is due to the peculiarities of the sound structure of the language, the pitch of the vowel in which the vowel is sung, the degree of children's mastery of singing sound formation. 8 3. Vowels, formed with a complete restructuring of all three elements of speech articulation - tongue, lips, lower jaw. Thus, the Russian vowels I, Y, Ukrainian vowels I, I, we consider as three-element. The data of the physiological cycle of the experiment indicate that when singing, the organs of articulation of children-vocalists work much more actively than those of those untrained in singing and when speaking. In addition, it was revealed that the normal mobility of the organs of articulation in children-vocalists, in contrast to untrained ones, is noted in all cases. The results of the acoustic cycle suggest the following. The data on the attack (correlated with the vowels and consonants of the Russian and Ukrainian languages ​​when speaking and singing) showed that the oropharyngeal canal has a masking effect on the perception of a genuine attack. The attack can be objectively determined by a signal recorded at the level of the vocal folds. It turned out to be typical for younger schoolchildren: a) in the speech pronunciation of isolated vowels of Russian and Ukrainian languages, a firm attack prevails in all children; b) child vocalists, in contrast to those untrained in singing, when singing vowels, use a softer version of a firm attack, which is apparently optimal for vocal correct singing; c) the attack can be regulated by changing the dynamics of the sound of vowels, voiced and voiceless consonants: a decrease in dynamics leads to a softening of the attack, and an increase in it - to its strengthening. It was revealed that on vowels the main tone of the spoken voice of children 6-8 years old is within the tones C-sharp1 - Фа1. It was not possible to identify vowels that unambiguously lead the student to the optimal attack in any of the languages. When a voiced consonant changes into a vowel in speech and singing of younger schoolchildren, the attack is entirely determined by the voiced consonant. Conclusions on the influence of voiced consonants of Russian and 1, 2. According to the differences in speech and singing articulation and their manifestation in Russian and Ukrainian languages, singing vowels can be grouped as follows: similar elements between speech and singing articulation. The group of single-element vowels can be attributed to Russian and Ukrainian U, O. That is why these vowels are so popular at the beginning of training: it is easier to form one element of singing articulation than all three; 2. Vowels formed during singing by changing two elements of articulation - the position of the tongue and the position of the lips, and the position of the lower jaw during speech and singing is similar. Therefore, two-element can be considered Russian A, E, Ukrainian - A, E; Table 1. Articulatory classification scheme of Russian speech percussion and singing4) vocalism. 4) Legend: 1 Table 2. Articulatory classification scheme of Ukrainian speech percussion and singing vocalism. - decay; 1 vowel at the pitch "re"; - on the tone "la"; variants of vowel singing articulation. - speech vowel; 2 - on the tone "before"; - 9 Ukrainian languages ​​for the optimal attack when singing in children 6-8 years old are reflected in Table 3 5). Summarizing what has been said, apparently, we can assume that it is not always possible to direct the student to the optimal attack when teaching singing solely with the help of all speech sounds. A reliable help in this regard is the use of modulation of the loudness of the sound of vowels and consonants. The results of vibrometry of isolated vowels, voiced consonants in combination with vowels during speech and singing showed the following. In all children, not only the head resonator is sounded, but also the chest one. However, the intensity of vibration of the head resonator significantly (more than 3 times) prevails over the intensity of the chest resonator. Therefore, the head sound of the singing voice of children 6-8 years old can be considered as mixed, but with a predominance of the falsetto type of vibration of the vocal folds. The singing of the program in both languages ​​by all subjects was characterized by an increase in head resonance with an increase in pitch. But in child vocalists, it, being optimal, is usually more pronounced. Therefore, the change in pitch (its increase) can be considered as one of the auxiliary means of guiding the trainee to the optimal head resonance. The data obtained on Russian and Ukrainian vowels when speaking and singing indicate that open vowels, to a greater extent than closed ones, contribute to optimal head resonance, which is explained by the higher loudness of the former. The correlation of Russian and Ukrainian sounds with optimal head resonance when singing is presented in Table 5. Table 3 Comparative data of the meaning of voiced consonants for a singing attack Voiced consonants, contributing Voiced consonants, not conducive to guiding the student to guide the student to the optimal optimal singing attack singing attack Russian Ukrainian. language Russian language Ukrainian language B 'E' D 'C Z F M N M' N 'B D G L L' R R 'E B B' E 'D Z F G' V 'Z' M N M 'N' Z 'J' L V L 'V' R R 'In the speech of all subjects in the experiment, it was revealed that any voiceless consonant causes a firm attack when the next vowel is reproduced. At the same time, it softens in singing for children vocalists, while for untrained people it becomes more solid. Data on the influence of voiceless consonants on the attack in singing are shown in Table 4. Table 4 Comparative data on the value of combinations of voiceless consonants with vowels for a singing attack Voiceless consonants, contributing to guiding the student to the optimal singing attack of the subsequent vowel Russian Ukrainian language concord. vowel acc. vowel PTKTS A A - O - O - E - E - I - I - U - U P T Y - I Voiceless consonants, incapable of guiding the student to the optimal singing attack of the subsequent vowel Russian Ukrainian Ukrainian concord. vowel consonant vowel CH 'F S SH A PTKTSCH A X PTKTSF O PTKTSCHF O Sshkh Sshkh Ts Ch' Sh E PTKTSCHF E SSH P 'T' K 'I P' T 'K' Ts' I Ch 'F' S 'Ch' F 'S' W 'X' X 'P T K Ts Ch' U PTKTSCHF U SSH FSSH TSSH Y PTKTSCH S I SHX M N D Z W L R D 'M' N 'B' C 'E' Z 'Z' Z 'L' Z 'L' R 'G G' R 'G G' 5) In the group of soft, soft and semi-soft Ukrainian consonants; the sign “’ ”indicates soft,“ ’” - semi-soft. 10 Non-conducive to head resonance Russian language Ukrainian language EI AOE M ’N’ B V B ’V’ NBVDZZHLR The data obtained in the laboratory experiment and the theoretical principles of our work allowed us to reasonably develop the content of the phonetic method. In the pedagogical experiment, we used the method of pedagogical observation and natural pedagogical experiment. In this experiment, in combination with the phoniatric examination of the subjects, we used the method of studying the singing development of children, which is a modified version of the method developed in the music laboratory of the Research Institute of Chemistry of the USSR Academy of Pedagogical Sciences, St. sotr. T.N. Ovchinnikova. Assessment according to the statuses of the methodology was carried out using characteristic scales (A.P. Zhuravlev). Subjects were also selected for the laboratory experiment using this technique. The experimental work was carried out with children of 6-8 years old, pupils of 1-2 grades of secondary schools in Kiev with Russian (No. 177), Ukrainian (No. 115) languages ​​of instruction. In each of the schools, two classes were allocated - experimental and control (a total of 138 children). A repeated experiment (120 children) according to our method was conducted by music teachers in schools with Russian (No. 7), Ukrainian (No. 149) as the language of instruction, as well as in the preparatory and main groups of the choir of junior schoolchildren of the Children's Music School No. 27. The pedagogical experiment was carried out in stages in the form of ascertaining (February-March 1982), teaching, having the character of a search (April-November 1982), controlling (November-January 1982-1983). The analysis of its results was carried out using comparative method ; data processing - by methods of qualitative and quantitative (using a computer) analysis, taking into account the zones of significant deviations (A.P. Zhuravlev). The reliability of the data was ensured by the use of delayed information (the training experiment was deliberately started at the end of the 1st grade and continued in the 2nd grade), the repeated verification of the methodology carried out by other teachers on a different contingent of students, a lottery examination of students in control and experimental classes by somatic methods, the introduction of “weight coefficients ”, by equalizing the experimental conditions by highlighting the data obtained on the material of students with assessments on the statuses of the methodology for studying singing development within the“ neutral zone ”of significant deviations (Ya.A. Mikk), the ratio of indicators of the teaching methodology in the control classes to the experimental ones (V. Zavyalov, A. Usova). The "purity" of these data was achieved by the variability of the methodology of one component of the lesson - teaching to sing. When differentiating students in the experimental classes, the data of the methods of studying the singing development of children, obtained in the ascertaining experiment, were taken into account: the working singing range, the language is dominant, the appropriateness of support either on the activation of vocal motor skills, or on auditory control (according to the method of A.I. Maksakov modified by us). The originality of our methodology, along with the aforementioned, consisted in the fact that teaching a second language, in addition to special language lessons, logically continued while teaching singing. This was reflected in the differentiated use of "texts" of vocal-articulatory exercises, phonetic analysis of speech vowels, which preceded their singing "processing". The analysis was carried out as follows: first, the children who knew the dominant Russian or Ukrainian language analyzed “their” vowels, then the children with the dominant Ukrainian language analyzed Russian sounds, and vice versa. The music lessons in the experiment were built taking into account the fact that teaching singing, along with musical literacy, listening to music (to which due attention was paid) was a component of the lesson. In the experimental class, the main teaching material for children who did not notice any inaccuracies in the sound of the singing voice were vocal-articulation exercises specially written by the composer 11; for children with normally developed auditory differentiation, along with the above material, songs of the school repertoire were used. In addition, articulation exercises were performed by all. Vocal-articulatory skills were formed in children in the vowels of the dominant language, arranged in cycles - one-, two-, three-element. The skills were developed gradually in the assuming hierarchical variable repetition of material in the system of basic conditions and contexts, namely: facilitating, not hindering and hindering the guidance of students to all (or some) elements of correct singing articulation, to optimal singing attack, head resonance. This made it possible to carry out the formation of these skills through introductory, preparatory, standardizing - and lay the foundation for the final stage. The implementation of the open path of control of singing sound formation was carried out with the help of amplification of kinesthesia and the use of transparencies specially made by us (based on the data of the physiological cycle of the laboratory experiment) in combination with the differentiated development of motor and visual images of correct singing articulation in children. Their constant correlation with the acoustic result (by means of generally understandable definitions: soft, gentle, beautiful sound) made it possible to form a differentiated auditory perception of a high-quality singing sound, eliminate the lethargy of articulation, and speech interpretation of the perception of singing vowels. The use of transparencies made it possible to lead children to independent conclusions about the peculiarities of singing articulation, their verbal description. The phonetic method, as noted earlier, is a means of controlling mainly the quality of vocal sound production. Therefore, in parallel with the work in this direction, attention was constantly paid to the purity of intonation, which was carried out in a developed, justified, tested well-known way. The open path of sound production control was realized with the help of practical (articulation exercises), visual (demonstrations, illustrations), verbal (explanation) techniques, as well as techniques of stimulation and self- and mutual control (pedagogical games). The hidden and open paths were used in close interconnection, which made it possible to flexibly control the singing sound education of children. Much attention was constantly paid to obtaining data on the assimilation of students educational information (M.I. Eretsky, E.S. Porotsky). For this purpose, a dense survey of students was carried out, their solution of direct and inverse problems (E.N. Kabanova-Meller). Thus, the formation of the entire volume of vocal-articulation skills in children was realized during the period of 2 academic quarters. At the same time, the time for mastering each vowel of the subsequent group decreased, and the last three-element (Russian I, Ukrainian I) was mastered by the children during one lesson. During this time, we failed to form vocal-articulatory skills in the children of the control classes. The tables below summarize the results of the pedagogical experiment on the statuses of the methodology for studying the singing development of students, according to the data on the advisability of relying on singing either on vocal motor skills or on auditory control. Table 6 Results of experimental training according to the status “Sound quality of the singing voice” (in the form of “progress” value) Experimental classes with Russian language training. with Ukrainian language training 77.9% 77.7% 12 Control classes with Russian language training with Ukrainian language training 3.3% 2.4% differentiating the means of their implementation), strength (when mastering each subsequent group of vowels, they kept in memory the vocal-articulatory skills developed on the previous one), effectiveness (these skills were preserved in children when singing a song). The results of the final survey of students convince in the correctness and effectiveness of the path we have chosen and the developed teaching methodology, which corresponds to the purpose of the research. The analysis of the data of the pedagogical experiment showed that the phonetic method of teaching singing should be considered not only as a means of controlling the singing sound education of primary schoolchildren, but also as a way to activate their musical development: the progressing tendency in children to singing, musical self-development, increased interest in music lessons were encouraging facts. beyond the school lesson. In addition, the teachers of the experimental classes noted an improvement in the clarity of students' speech in their native and second languages, an increase in the level of literacy. On the basis of a theoretical study of the problem posed, the results of laboratory and pedagogical experiments, we came to the following conclusions (since the main focus of the work is methodological, the conclusions are drawn by us mainly in this vein): the current program in bilingual conditions, students must already possess a minimum of the initial singing vocal-articulatory skills: correct singing articulation, pure intonation, singing attack, head resonance, which determines the sound quality of the singing voice. Children should have properly developed motor skills of the articulatory apparatus, correct reproduction of singing vowels, their correct perception, and hearing should be developed. training. with Ukrainian language training 62.95 72.7% Control classes with Russian language training. with Ukrainian language training 0.0% 0.0% Table 8 Data on the status “Working range of the singing voice” (the number of students is expressed in %%) Working range 1 2 re-up to 1 1 re-1 (salt) 1 1 rem 1 1 salt-la Experimental classes before experiment after experiment with rus. with ukr. from rus. with ukr. 12.8 12.1 51.3 54.5 38.5 42.4 48.7 45.5 Control classes before after the experiment experiment with rus. with ukr. from rus. with ukr. 40 32.3 14.3 25.8 42.8 48.4 60 48.4 48.7 17.2 45.5 - - 19.3 25.7 25.8 Table 9 Data on the feasibility of relying on the relevant components of the act singing sound education Classes counter. from rus. exp. from rus. counter. with ukr. exp. with ukr. The number of students (in %%), in whose teaching it is advisable to rely on: auditory control, vocal motor skills to expert. after expert. to expert. after expert. 11 3 89 97 10 100 90 29 10 71 90 15 100 85 - The above material is fully consistent with the data of examination of students by somatic methods: children in the experimental classes mastered the correct singing articulation in full, the motor skills of their articulatory apparatus corresponded to the norm. As a result of training, the vocal-articulatory skills of the pupils of these classes were characterized by completeness (children differentiatedly noticed inaccuracies in their own and other people's singing), generalization (they reasonably reproduced vowels, 13 motor coordination. correct singing sound education) is possible in music lessons using the phonetic method 2. The material of this method should be based on objectively identified differences between speech and singing articulation, selective and involuntary influence of the sounds of the dominant language of students on correct singing articulation, attack, head resonance. 3. The phonetic method is realized in the hidden and open control of singing sound education, which involves a combination of verbal, visual, practical teaching methods on the systemically located material of original musical art miniatures (vocal articulation exercises), an article lation exercises, technical teaching aids - banners. 4. The developed methodology for the initial teaching of singing to junior schoolchildren in music lessons is not only of great importance for the development of correct quality singing sound education, but also has a positive effect on the general musical development of children, their acquisition of literacy, the purity of pronunciation in the native and second languages ​​studied. 5. Younger schoolchildren can, within the limits allowed by their age characteristics, deliberately differentiate the singing sound of the voice, without violating the naturalness of the singing sound formation in terms of quality (timbre), purity of intonation, dynamics, and arbitrarily correct them during their own singing. 6. The stated methodology, educational material can be used in the work of the choir of younger schoolchildren in the formation of qualitatively correct singing sound education. The data of this study, special objective methods of studying the physiology and acoustics of vowel formation during speech and singing in younger schoolchildren can find application in speech therapy, phonopedics based on the material of the Russian, Ukrainian languages, and as a result of original research and on the material of other languages. The developed technique can, to a certain extent, be considered not only as a means of protection, but also as prevention of diseases of the vocal apparatus of children 6-8 years old. 7. When teaching singing to junior schoolchildren in music lessons, it is necessary to highlight the initial stage. All of the above allows us to consider the phonetic method as dominant and effective at this stage of teaching a large part of 6-8 year old students in music lessons in a comprehensive school in a bilingual environment. Experimental research has confirmed our hypothesis. ІІІ. Published works on the research topic. 1. Sound education in speech and singing among younger students. Pochatkova school, 1979, No. 4, p. 44-49 (in Ukrainian). 2. Direct palatography as a method of studying singing articulations in younger schoolchildren. - In the book: Abstracts of the Republican scientific-practical conference "Actual problems of aesthetic education of children and youth." Part 2. Mogilev: Ministry of Education of the BSSR, 1982, pp. 207-209. 3. Articulatory characteristics of vowel formation in speech and singing in primary school children according to experimental data. - In the book: Abstracts of the VI All-Union Scientific Conference on the development of ear for music, singing voice and musical and creative abilities of students of secondary schools. M., 1982, pp. 189-191. 4. Study of the physiological characteristics of the formation of vowel sounds of speech and singing in younger students. - Journal of Ear, Nasal and Throat Diseases, 1982, No. 4, p. 49-55. 14 Rotaprint NIIOP APN USSR 129327, Moscow, Lenskaya, 4 Order No. 026 circulation 100 15