1) anatomical and physiological (articulatory) - explores 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 an air vibration and captures 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 sounds spoken and heard.
Methods of phonetic research:
Articulating aspect:
1 . Introspection; You can listen to your speech and the speech of others, comparing sounds and establishing their difference. You can analyze your muscle feeling and determine how sounds are generated. Many linguists have come to important discoveries in this way.
2 . Palatography: Recently, the method of direct palatography using a photographic device has been increasingly used. With direct palatography, the tongue is stained with an aqueous solution of carbolene. After the subject pronounces 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 removed by a camera. The palatogram method can only be used to study the articulation of consonants that involve the tongue and high vowels.; in addition, only the place (i.e., the passive organ) and partly the method 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. Photographing; To photograph the articulations of the organs located inside (tongue, soft palate, small tongue, 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 microphotographic camera 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 pictures (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 a whole image, presents great difficulties.
6 . filming for andlearning lip articulations. To obtain 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: in front and from the side.
7. X-ray photography; Film x-ray images give a clear idea of the movements of the tongue, lips, lower jaw, as well as the movement of the palatine curtain and changes in the volume of the pharyngeal cavity.
8 . artificial palate A specially made, individual for each subject thin plastic plate as a deliverer. The palate is sprinkled with a thin layer of talc (sometimes covered with a special emulsion) and inserted into the speaker's mouth, 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 is in contact with the palate, the talc will be licked off and a pattern will be obtained on the palate, which is transferred to the projection of the palate (either by manually redrawing or using a camera), and 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 circuit goes from left to right, and the time reading is located along the bottom; the formant characteristic, which is measured in hertz, is indicated by the location of the spots along the vertical: 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 to decibels by making a spectral cut (or cut) using a special device.
Oscillograms and spectrograms make it possible to obtain a variety of acoustic characteristics of sounds necessary for studying the phonetic side of speech.
3. Intonography – Aautomatic analysis of changes in pitch frequency and intensity of sounds over 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 that represents the envelope of the upper points of these lines.
Functional aspect:
1 . distribution method includes: the establishment of sounds, the identification of the phonemic affiliation of a particular sound and the classification of phonemes. (this method is mainly used abroad)
2 . Semantic method 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 a 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 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 minimal pair is a pair of words or morphemes that differ by one phoneme. For example, replacing the sound [p] with the sound [b] in the word pin - , one can conclude that these sounds belong to different phonemes, since the substitution led to a change in meaning. Contrasting is a phonological opposition.
Perceptual, in other words receptive, pertaining to sensory perception.
Perceptual phonetics designed to study the characteristics of perception sound units. It explores the functions of various departments 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 particular phoneme, how the sounds of an unfamiliar language are perceived, which sound characteristics are essential for a subject who perceives a person’s speech, and which are not (the effect of voice color on perception, telephone noise, errors in speech, interference). Perceptual phonetics is of considerable interest to all students of pronunciation, both teachers and students.
The main stages of sound perception of speech can be represented by the following scheme:
- Acoustic signal reception;
- Primary auditory analysis;
- Isolation of acoustic events and features;
- Linguistic interpretation of the sound side of a speech message.
For perceptual phonetics(from Latin "perception") are of interest primarily to the second and third of the above stages.
The main methods of studying perception: segmentation, transplantation, synthesis, imitation. Segmentation is the selection from the sound of a speech segment of those sounds, the perception of which interests us. Transplantation 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 signal sounds - the creation of sounds, syllables, words, phrases and entire texts using special devices- speech synthesizers.
Concentric method, phonetic method, phonopedic method, mental singing method, explanatory-illustrative method, comparative analysis method.
concentric method- the founder of this method was M.I. Glinka. This method is rightly used for teaching both adult and children's voices.
M. I. Glinka recommended "... first to improve natural tones, that is, those that are taken without any effort." “... Exercises develop from natural tones, the center of the voice, on which the calm speech of a person rests, to the tones surrounding the center of the voice.”
1) smooth singing and without aspiration (to ensure a sufficiently tight closing of the vocal folds, preventing irrational air leakage.
2) when vocalizing to a vowel, for example “A”, a pure phoneme should sound, without “ga-ga”
4) Moderately open your mouth while singing (in order to create optimal acoustic conditions for the operation of the sound source, since the subglottic pressure, reflexively reacting to the degree of opening of the mouth, makes the vocal folds work in one or another register mode.
5) do not make any grimaces and efforts.
6) sing not loudly and not softly. (The use of f or p respectively tunes the vocal apparatus to a chest or falsetto type of sound, and mf provides a mixed register. However, this should not be taken to mean that f and p cannot be used at all.
But mf is a relative concept for various voices, and even more so for children's. Therefore, the strength of the voice must be commensurate with the individual and age capabilities of the student. - G.S.)
7) be able to draw a note for a long time with an even voice in strength (which is much more difficult than changing strength.
8) sing a scale down and up with a sound that is even in timbre
9) without portamento and ugly "porches" to hit the note directly.
10) observe the sequence of tasks when constructing vocal exercises: first, exercises are built on one sound within the primary zone, then on two, adjacent, which must be smoothly connected, the next stage is tetrachords as preparation for the jumps,
gradually expanding jumps followed by stepwise fills, arpeggios and scales.
11) fatigue should not be allowed, since it, except for damage to the voice, will not bring anything. Singing for a quarter of an hour with attention is much more effective than four hours without it.
From the above provisions of M.I. Glinka, we see that this method will develop a mixed sound very well, and it is useful to use it when working on mixing registers. For children with normal voices, it will be helpful to start with a simpler sound production method that develops natural registers.
[phonopedic method.
The founder of the phonopedic method of voice development is V. Emelyanov. His technique is built on the conscious control of voice registers. One of the main principles of the method is the separate development of natural registers.
Exercises for the chest register are given in the range "G" of the small octave to "E flat" of the first octave. This allows the child to feel the work of the chest register muscularly.
Development of a sense of the register threshold at the junction of the chest and falsetto registers. In order to muscularly feel the restructuring of the vocal apparatus into a falsetto type of voice formation.
Then the falsetto register is trained. After that, the teacher, having convinced the student's ability to use the chest and falsetto modes, works to smooth out the register thresholds, achieving a mixed sound of the voice, i.e. mixed. This method is especially good for use with children whose voice is not yet developed.]Irina Georgievna, is this necessary?
Phonetic method:
Various speech sounds and their combinations allow you to influence the work of the vocal cords in the desired direction.
In vocal pedagogy, the phonetic method is the impact on voice formation through the use of individual speech sounds and syllables. The phonetic method of voice education is one of the most common. The teacher needs to know the property of speech sounds in order to consciously use them to develop the necessary qualities of the voice.
Consonant sounds, depending on which organs are involved in their formation, are divided into:
Labial ("B", "M", "P", "F");
Lingual ("D", "L", "R", "T", "C", "H");
Place of education in oral cavity consonants are:
Back way ("K", "G");
Middle order ("X", "W", "P");
Front order ("D", "Z", "L") and other structures
It should be noted that voiced consonants are high-impedance sounds, and, therefore, they enhance the work of the vocal cords. Voiceless consonants turn off the work of the vocal cords. Therefore, in the presence of tightness of the muscles of the larynx, deaf consonants should be used. Changing syllables trains diction and restrains exhalation. Start the formation and development of voice with the vowel that is best obtained, on which best qualities vote. The selection of vowels and syllables for vocal exercises should be carried out with a clear understanding of the nature of their influence on the functioning of the vocal apparatus.
Vowels in combination with sonorous consonants ("M", "N", "L", "P") are easier to round, soften the work of the larynx.
With a nasal sound, the vowels "A", "E", "I" are used in combination with labial consonants ("P", "B", "C", "F").
With passive singing - voiced consonants in combination with vowels "F", "I", "E".
Noisy or "white" sounds - vowels "U", "O" in combination with sonorous consonants "M", "L".
The throat sound is the vowel "O", "U" with voiceless consonants.
Consonant labials "B", "V", "M", "P", "F" - do not affect the work of the larynx.
Consonants "Г", "Д", "Ж", "З", "К", "Л", "С", "Х", "Ц", "Ч", "Ш", "Ш" - influence for the work of the larynx.
Consonant "D" - finding chest resonance, hard attack.
Consonant "P" - rounds the vowel.
Consonants "F", "S", "R", "L" - enlighten the sound.
Consonants "L", "S" - finding an aspirated attack.
Consonants "K", "F", "G" - raise the larynx.
The sounds of the front way bring the sound closer, therefore they are used with a deep, dull sound.
Rear-lay sounds correct the "white" sound.
Consonants "G", "K" - raise the soft palate, activate it. The combinations "KU", "GU", "KO", "GO" are used.
Consonants "B", "M", "P" - activate the lips.
Consonants "Ж", "В", "Ф" - activate the language.
Consonants "T", "P" - explosives activate the respiratory function.
Consonant "L" - activates the root of the tongue, forms a soft attack.
Sonorants "M", "N" (palatal) - lower the soft palate, increase the resonance of the nasal cavity, are contraindicated in sluggish soft palate, especially with nasal sound.
Consonant "R" - well activates breathing and the work of the vocal cords.
This method is very gentle and works well with children. You need to start work from the middle section of the range (mixed zone) and gradually expand it. Move from simple to complex, keeping the principle of gradualness. At the first stage, it is advisable to divide the work on mastering sound formation into parts, but only very carefully and skillfully: how to breathe, how to open your mouth, free your throat, make a yawn, loosen your lower jaw, etc. But such work is advisable only at the first stage of mastering voice formation as a preparatory stage.
ACADEMY OF PEDAGOGICAL SCIENCES OF THE USSR SCIENTIFIC RESEARCH INSTITUTE OF ART EDUCATION The work was done at the Research Institute of Art Education of the Academy of Pedagogical Sciences of the USSR. Academic supervisor pedagogical sciences, Senior Researcher OVCHINNIKOVA T.N. As a manuscript UDC 373.31:372.878(477) Official opponents: Doctor of Philology, Associate Professor POTAPOVA R.K. Candidate of Pedagogical Sciences, Associate Professor BORISOVA N.G. KOMISSAROV Oleg Vadimovich PHONETIC METHOD IN FORMING VOCAL-ARTICULATION SKILLS IN JUNIOR GRADE STUDENTS (on the material of Ukrainian SSR schools) Institute 13.00.02 - Music teaching methods APN of the USSR at the address: 119034, Moscow, K-34, Kropotkinskaya embankment, 15. ABSTRACT The dissertation can be found in the library of the Scientific Research Institute of Artistic Education of the APN of the USSR. dissertations for the degree of Candidate of Pedagogical Sciences Abstract sent March 23, 1984 Scientific Secretary of the Specialized Council, Candidate of Pedagogical Sciences Moscow 1984 KUSHAEV N.A. music at school, the majority of students realize singing sound formation according to the “speech” type, since they do not possess the elementary auditory-motor coordinations necessary to fulfill the requirements of the school program, which are realized in vocal-articulation skills (D.L. Aspelund, I.I. Levidov) . The absence of the latter in children, as practice shows, has a negative effect not only on the singing education of schoolchildren, their attitude to music lessons, but also on their musical development in general. Development of singing coordination of the vocal apparatus in junior schoolchildren in elementary education, singing is carried out by many methods, including the frequently used phonetic. Its prevalence is primarily due to the nature of singing, which organically connects music and words. However, the content of this method, which concerns primarily the selection of speech sounds to solve different learning objectives, 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, moreover, is most 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 specificity (N.I. Totskaya). The study of the Russian language in Ukrainian schools starts from grade 1. In this regard, an objective study of the articulatory-acoustic influence of the sounds of the dominant language on singing sound formation becomes even more important, since a differentiated consideration of the features mother tongue when teaching singing in music lessons, it contributes to the solution of an important social task of the school - the development of speech purity in both languages in the system schooling(Sh.B. Kulmanova). I. general characteristics dissertation problems Actuality. Improving the artistic culture of the rising 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, the Soviet state. “And where, if not at school,” stressed at the June (1983) Plenum of the Central Committee of the CPSU, Comrade General Secretary of the Central Committee of the CPSU Comrade Yu.V. aesthetic education, for life to acquire a sense of beauty, the ability to understand and appreciate works of art, to join in artistic creativity? 1). Due to this great importance has a 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 for children begins. Various parties primary education The singing of younger schoolchildren was the subject of study by many researchers: E.I. Almazova and N.D. Orlova, O.A. Apraksina, V.A. Bagadurova, E.Ya. , T.N. Ovchinnikova, as well as N.G. Borisova, S.N. Gladkaya, B.D. Kritsky, O.P. Sokolova, G.P. Stulova, V.K. Revealing the content, methods, dynamics, features of the formation of singing sounds in younger students, these and many other authors note that one of the important aspects of primary education for children is to take into account the influence of speech articulations on the quality of singing sound formation. The need for a comprehensive study of this phenomenon is emphasized. This is due to the fact that starting singing classes 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 of general and special (musical, vocal) pedagogy; physiological, acoustic, psychological, linguistic methodological positions of consideration of human speech and singing sound formation. In our work, the following research methods were applied2): 1. Common in didactics - the method theoretical study and analysis of the literature; conversations with music teachers and students; direct pedagogical observation; natural pedagogical experiment. 2. Special research methods used in the experimental work: direct palatography, linguo-labiography, oscillography, vibrometry in combination with audit analysis, the method of inverse listening and removal; method of qualitative and quantitative data processing. The study was carried out during 1974-1983; conditionally passable in several periods: 1st (1974-1980) - experimental work at music lessons in the secondary school in Kiev, the study of literature and the 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 in practice. The scientific novelty of the study is determined by the fact that the problem of developing the content and using phonetic In connection with the foregoing, the object of the study was children aged 6-8 years old at music lessons at school, and the subject was the process of forming vocal-articulation skills in primary teaching of singing to younger students at music lessons in terms of bilingualism using the phonetic method. The purpose of our work is to identify the conditions for the effective formation of vocal-articulation skills in younger students in music lessons, taking into account the peculiarities of bilingualism in Ukraine. In this regard, the objectives of the study were: 1. To study the features of the phonetic method in teaching children 6-8 years old to sing and determine their impact on the course of this process. 2. Reveal in sound system Russian, Ukrainian articulatory-acoustic phenomena that selectively and involuntarily affect the singing sound formation of 68-year-old children in the scope of vocal-articulatory skills. 3. Develop a methodology for primary teaching of singing to younger schoolchildren in music lessons in a bilingual environment in Ukraine and test 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 aged 6-8 years, using the phonetic method, one takes into account the involuntary and selective nature of the articulatory-acoustic influence of vowels and consonants of the dominant language on singing sound formation, this will increase the effectiveness of the initial singing education of younger students. The methodological basis of the study was the position of the classics of Marxism-Leninism on upbringing, education, 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 AD Botvinnikov (1981). 3 methods in primary teaching of singing to younger schoolchildren in music lessons in the conditions of bilingualism in Ukraine was the subject of a special study for the first time. The reasons that determine the main difficulties in the initial teaching of singing to younger schoolchildren at music lessons under these conditions are revealed. For the first time, the methods of objective research of the physiology of speech and singing sound formation were adapted to study these processes in younger schoolchildren. Singing vowels of the Russian and Ukrainian languages are articulatory 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 - modulation of dynamics, pitch (according to the literature, the emotional state “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, resonation in children 6-8 years old, taking into account different levels their singing training and revealed the optimality of these phenomena in singing. The necessity and ways of development of vocal articulation and arbitrary mastery of it by children in the process of their initial learning to sing are shown. The practical significance of the work lies in the development of the content and methodology of primary teaching of singing to younger students in music lessons in the conditions of bilingualism in Ukraine; in determining the “starting point” and direction of work on the initial singing education of students; in specific proposals to revise the content of the singing component of the school music program for primary grades, to create screen guide ; in the recommendations for the selection of illustrative material of textbooks for grade 1 regarding the speech and singing articulation of vowels with differentiation in accordance with the dominant language of the students; in the transformation of objective methods for studying the physiology and acoustics of speech and singing sound formation in children aged 6-8 years 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 functioning of the vocal apparatus during speech and singing in the indicated areas. The following provisions are put forward for defense: 1. An effective means of forming vocal articulation skills in children aged 6-8 in music lessons is the phonetic method. 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, resonation, and in organic connection with developmental work purity of singing intonation (in terms of creating an artistic image). 3. The material of the phonetic method is systemic in structure. This is realized in the development of vocal-articulation skills based on the arrangement of the mastered singing vowels in a cyclic sequence of increasing difficulty, in the development of students' arbitrariness in mastering their articulation, in the varied use of articulation and vocal-articulation exercises, providing for covert and open control of the student's singing sound formation. All this allows you to optimally, without violating the integrity of the singing act, purposefully regulate the singing sound formation of students, especially at the initial stage. 3) Involuntary change of some sounds under the influence of others (neighboring in the flow of speech). 4 conclusion, bibliography (228 pages); the second is an appendix containing the source materials of the study (270 pages). The introduction substantiates the relevance of the chosen research topic; a review of previous works and a statement of the research problem are carried out; the object, subject, purpose, objectives of the study are indicated; a hypothesis is put forward; research methods are covered; the methodological basis of the work is indicated; scientific novelty, practical significance is revealed; provisions for defense are formed. The first chapter "Theoretical prerequisites for the use of the phonetic method in the formation of vocal articulation skills in younger schoolchildren in the conditions of bilingualism in the Ukrainian SSR" provides an analysis scientific literature in terms 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 future character. The significance of the initial teaching of singing in music lessons at school is that this stage covers all students, the vast majority of whom still do not know how to reproduce the singing sound in an elementary way. It is for such a majority of children, in principle, that the method of teaching singing at music lessons at school is usually oriented. Much 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 “ability to sing” complex were laid down correctly and firmly. However, research by S.N. Here, the fact deserves attention that in the future, the progress revealed by the author leads most of the students to the fact that they never master. Approbation of the main provisions and results of the study was carried out in the process pedagogical activity the author (school №№ 177, 115, 97); in discussions at the meetings of the laboratory of music and dance of the Research Institute of the Arts of the Academy of Sciences of the USSR (1980-1983); at a meeting of the Academic Council of the Scientific Research Institute of Chemical Art (1980); in the speeches of the dissertation student at the teachers' councils of the schools where the experimental work was carried out, the meeting of the Department of Methods of Setting the Voice of the Musical Pedagogical Faculty of the Kiev Pedagogical Institute (1981), while lecturing at the All-Union Faculty of Advanced Training of Teachers of Musical Disciplines of Higher Educational Institutions at the Kiev Pedagogical Institute (1982), at All-Union Conference on the development of musical ear, singing voice and musical and creative abilities of students secondary school (Moscow, 1982), at the Republican scientific-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, the Ukrainian Scientific Society of Otolaryngologists. The results of the study have been introduced and are being introduced into the practice of primary singing teaching for primary school students at music lessons in schools in Kiev with Russian (No. 177.7), Ukrainian (No. 115, 149) teaching languages, in the work of the preparatory and main groups of the choir of younger students Music School No. 27; in a lecture course on “Methods of Musical Education”, read to students of the Musical and Pedagogical Faculty of the Kyiv Pedagogical Institute; in the work of the Republican Scientific and Practical Phoniatric Center of the Research Institute of Otolaryngology named after. A.I. Kolomiychenko. II. Structure and main content of the dissertation The dissertation 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. Therefore, it is extremely important to find ways to improve the methods of teaching younger students to sing. One of the conditions for effective singing development is the formation of vocal-articulation skills (D.L. Aspelund, I.I. Levidov, etc.). It is known that the development of vocal ear is the basis of singing development. However, developing in children the correct auditory perception of singing sound and control over it, it is also recommended to use the “experience” of other sense organs involved in the process of singing - visual, tactile, motor (V.P. Morozov, V.K. Tevlina), so how the development of auditory perception with such “reinforcement” will certainly be more effective (I.I. Levidov, V.A. 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 speech hearing, but also vocal. The latter, however, in most of them is not developed enough to ensure the correct perception and reproduction of singing sounds (V.P. Morozov, S.F. Ivanova). Therefore, at the first attempt to sing something, children most often reproduce the sound in speech, although with the help of the means that they already own (L.B. Dmitriev). This also happens because the singing “language” is perceived by them through the prism of speech (S. I. Bernshtein, L.A. Chistovich, V.P. Morozov). The studies of I.I. Levidov, A.I. Maksakov allow us to consider that if a student does not notice inaccuracies in sound formation either in himself or in others, then it is advisable to correct his perception and reproduction of singing sound in the direction of a vocally correct sample by activating the motor component in the act of singing sound formation, the significance of which is emphasized by all researchers of these processes (A.N. Sokolov, B.M. Teplov, A.N. Leontiev, O.V. Ovchinnikova, V.P. Morozov and many others). It should also be noted that the vast majority of first-graders, in the absence of pathological abnormalities in the structure and functioning of the vocal apparatus, have defective pronunciation caused by general lethargy of articulation (M.E. Khvattsev, G.V. Chirkina, etc.). This drawback, although eliminated by the end of the first grade (N.A. Nikashina), but in the process of intensive study in the lessons of the sound side of speech (L. Volkova). It is in this case that vocal articulation can provide effective assistance. Meanwhile, children at the initial stage of education are not very developed in terms of singing. They find it difficult to find the right 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 aged 6-8. At the same time, ignoring one of the moments that make up this background inevitably, as practice confirms, leads to the actualization of others. So, one of the essential moments of the singing development of children at the initial stage of learning to sing is the insufficient development of auditory-motor coordination. The articulatory apparatus stands out in it, since as a result of special training it can become arbitrarily controlled to a certain extent (V.A.Bagadurov, I.I.Levidov, R.Yusson, L.B.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 makes it possible 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 on a certain phonetic material involves controlling, mainly, the qualitative side of sound formation. It relies on phonetics data and is implemented in the direction of influencing the articulatory activity of the student's sound-producing apparatus when singing, since there is a causal part between articulation and sound quality (acoustic result) (N. I. Zhinkin, R. Yusson, L.R. Zinder and others). In practice, the phonetic method is implemented through demonstration, illustration (generally called a show in vocal pedagogy), oral explanation, and exercises. In addition, this method, in principle, has the possibility of learning algorithms, since the material of the method - vowels, their combinations with consonants - is an articulatory-acoustic model that "hard" limits singing sound formation. The control of the vocal apparatus by means of the phonetic method, as the analysis of the literature shows, is carried out by open (direct indications of what and how to do) and hidden (use for “singing purposes” of the influence of speech sounds on singing sound formation) influence 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 during singing (I.I.Levidov, V.A.Bagadurov, L.V.Shcherba, P.K.Nozdrovskaya). Therefore, both ways are feasible, provided that the capabilities of children 6-8 years old and special preparatory work are taken into account. Analyzing the numerous material of the phonetic method, placed in almost every methodological guide on teaching children to sing, it is easy to see its inconsistency. For example, in the music textbooks we reviewed for elementary grades, illustrations or descriptions of the vowel are given, but it is not said what is the difference between its speech articulation and singing; in relation to the conditions of bilingualism in Ukraine, it is not mentioned which language this material refers to. The foregoing is due to the fact that the problem has not been developed enough, 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 justification for the educational “vocal-articulation” (V.A.Bagadurov, S.A.Pavlyuchenko) material specially prepared for children of this age, although V.A.Bagadurov has long emphasized the relevance of its creation. The second chapter "Experimental study of the formation of vocal-articulation skills in primary schoolchildren using the phonetic method in conditions of bilingualism in the Ukrainian SSR" reveals the organization, course, methodology of laboratory and pedagogical experiments, describes their results and discusses the data obtained. Experimental work was carried out in line with the positions of the Music and Dance Laboratory of the Research Institute of the KhV APS of the USSR, the Laboratory of Experimental Phonetics of the Kyiv University, the Republican Scientific and Practical Phoniatric Center of the Kyiv 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 aged 6-8 years in the scope of vocal articulation skills; the second is to develop and experimentally test a methodology for the initial teaching of singing in conditions of bilingualism in music lessons at school. In a laboratory experiment, somatic methods were used: for the first time applied and adapted to a group of children, direct palatography, linguo-labiography 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 formation, for research features of articulation motility in these groups of subjects. To obtain data on the influence of Russian and Ukrainian vowels and consonants on the attack, oscillography was used, 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 studies 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 general education schools who did not know the correct singing sound formation, and children-vocalists (in each group there were 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 children who did not know singing sound formation and two children who were vocalists (for each of them, Russian or Ukrainian was dominant). The laboratory experiment was carried out at the LEF KSU (scientific consultant - Doctor of Philology, Prof. N.I. Totskaya), where palato-, linguo-, labio-, oscillograms were obtained; at RNPFC Research Institute of ENT (scientific consultant - dr honey . Sciences V.A. Trinos) - vibrograms. The material of the study was selected in connection with the specifics of these methods, taking into account the singing syllabic division, the vocabulary of the Russian, Ukrainian languages, and the expediency of repetition. In the physiological cycle of the experiment, more than three thousand experimental units were obtained, in the acoustic cycle - two thousand. Preparatory work, interpretation and interpretation of experimental data was carried out in accordance with the principles adopted and developed in the LEF KSU (N.I. Totskaya, L.G. Skalozub, L.I. Prokopova), RNPFTs (V.A. Trinos), in line with the works of the experimental phonetic direction (L.V. Bondarko, N.I. Dukelsky, L.R. Zinder, R.K. Potapova), a special acoustic study of non-stationary transient processes, which include the sound attack (G. Backhaus, 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 ), resonation (Yu.I. Iorish, G.G. Kulikovsky, V.P. Morozov). In order to eliminate errors as much as possible during 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. Keyser and M. Halle, N.I. Totskaya, P. Ladefoged) and resonation (N.I. Zhinkin, L.V. Bondarko, N.I. Totskaya, L.B. Dmitriev). The results obtained in the laboratory experiment allow us to draw the following conclusions. The articulatory characteristics of the vowels of the Russian and Ukrainian languages in the speech of younger schoolchildren do not differ significantly from those of adult speakers of these languages. Although the speech and singing modes of sound production in children aged 6-8 are close to a certain extent, the latter has its own articulatory specificity. It is due to the peculiarities of the sound structure of the language, the pitch in which the vowel is sung, and 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, Russian vowels I, Y, Ukrainian - 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 child vocalists work much more actively than in those who have not been taught to sing and speak. In addition, it was found that the normal mobility of the organs of articulation in children-vocalists, unlike untrained ones, is noted in all cases. The results of the acoustic cycle allow us to speak about the following. Attack data (correlated with Russian and Ukrainian vowels and consonants in speech and singing) showed that the oropharyngeal canal had a masking effect on the perception of a genuine attack. An attack can be objectively determined by a signal recorded at the level of the vocal folds. For younger schoolchildren, it turned out to be characteristic: a) in the speech pronunciation of isolated vowels of the Russian and Ukrainian languages, a hard attack prevails in all children; b) children-vocalists, in contrast to those who are not taught to sing, use a more softened version of a hard attack when singing vowels, which, apparently, is optimal for vocally correct singing; c) you can regulate the attack by changing the dynamics of the sound of vowels, voiced and deaf consonants: a decrease in dynamics leads to a softening of the attack, and an increase - to its strengthening. It was revealed that on vowels the main tone of the spoken voice of children aged 6-8 years is within the tones of C-sharp1 - f1. Vowels that unambiguously lead the student to the optimal attack were not identified in any of the languages. When a voiced consonant turns into a vowel in the speech and singing of younger students, the attack is entirely determined by the voiced consonant. Conclusions on the influence of the voiced consonants of Russian and Summarized data on the correct articulation of singing vowels by younger students are presented in Table. 1, 2. According to the differences in speech and singing articulation and their manifestation in the Russian and Ukrainian languages, singing vowels can be grouped as follows: similar elements between speech and singing articulation. The group of single-element vowels includes Russian and Ukrainian U, O. That is why these vowels are so popular at the beginning of learning: it is easier to form one element of singing articulation than all three; 2. Vowels that are formed when 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. Consequently, Russian A, E can be considered two-element, Ukrainian - A, E; Table 1. Articulatory classification scheme of Russian speech percussive and singing vocalism. 4) Symbols: 1 Table.2. Articulatory classification scheme of Ukrainian speech percussion and singing vocalism. - ruin; 1 vowel at the pitch “re”; - on the tone “la”; variants of vocal articulation of the vowel. - speech vowel; 2 - on the tone “to”; - 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, it can be considered that it is not always possible to lead a student to the optimal attack when teaching singing exclusively with the help of all speech sounds. A reliable help in this regard is the use of modulation of the volume of the sound of vowels and consonants. The results of vibrometry of isolated vowels, voiced consonants in combination with vowels in speech and singing showed the following. In all children, not only the head resonator is voiced, but also the chest. However, the intensity of the vibration of the head resonator significantly (more than 3 times) prevails over the intensity of the chest. Therefore, the head sounding of the singing voice of children 6-8 years old can be considered as mixed, but with a predominance of the falsetto type of vocal fold vibrations. Singing by all subjects of the program in both languages was characterized by an increase in head resonance with an increase in pitch. But in children-vocalists, it, being optimal, is usually expressed to a greater extent. Therefore, changing the pitch (raising it) can be considered as one of the auxiliary means of guiding the student to optimal head resonance. The obtained data on Russian and Ukrainian vowels during speech and singing indicate that open vowels, to a greater extent than closed ones, contribute to optimal head resonance, which is explained by the greater loudness of the former. The correlation of Russian and Ukrainian sounds with optimal head resonation during singing is presented in Table 5. Table 3 Comparative data on the value of voiced consonants for a singing attack Voiced consonants that contribute Voiced consonants that do not help the trainee to guide the trainee to the optimal optimal singing attack singing attack Russian Ukr. language Russian Ukrainian Z' Zh' L V L' V' R R' In the speech of all subjects in the experiment, it was revealed that any voiceless consonant causes a hard attack when the next vowel is reproduced. At the same time, for children vocalists in singing, it softens, and for untrained people it becomes more solid. Data on the influence of deaf consonants on the attack in singing are shown in Table 4. Table 4 Comparative data on the value of combinations of deaf consonants with vowels for a singing attack vowel acc. vowel PTKTS A A - O - O - E - E - I - I - U - U P T Y - I Deaf consonants that do not help to guide the student to the optimal singing attack of the subsequent vowel Russian language Ukrainian language agree. vowel consonant vowel Ch' F S W A PTKTSCH A X PTKCF O PTKTSCHF O SSHKh SHKh T Ch' Sh E PTKTSCHF E SShKh P' T' K' I P' T' K' C' І Ch' F' S' Ch' Table 5 Influence of vowels and consonants on head resonation during singing in younger schoolchildren M N D H L R D' M' N' B' C' D' Z' F' L' W' L' R' G G' R' G G' 5) Soft and semi-soft Ukrainian consonants; sign "'" - soft, "'" - semi-soft. 10 The Russian language Ukrainian language, which does not contribute to head resonation, EI AOE M’ N’ B C B’ C’ NBVDZZhLR The data obtained in the laboratory experiment and the theoretical provisions of our work made it possible 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 a phoniatric examination of the subjects, we used a method for studying the singing development of children, which is a modified version of the method developed in the music laboratory of the Research Institute of the KhV APS of the USSR, senior scientific. collaborator T.N. Ovchinnikova. Evaluation according to the status of the methodology was carried out using indicative scales (A.P. Zhuravlev). Subjects were also selected for the laboratory experiment using this method. Experimental work was carried out with children aged 6-8 years, students of grades 1-2 of the secondary school in Kiev with Russian (No. 177), Ukrainian (No. 115) as the language of instruction. In each of the schools, two classes were allocated - experimental and control (total 138 children). A repeated experiment (120 children) according to our methodology 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 Music School No. 27. The pedagogical experiment was carried out in stages in the form of ascertaining (February-March 1982), teaching, exploratory (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 zones of significant deviations (A.P. Zhuravlev). The reliability of the data was ensured by the use of delayed information (the learning experiment was deliberately started at the end of the 1st grade and continued in the 2nd grade), by re-testing the methodology carried out by other teachers on a different contingent of students, by examining students in the control and experimental classes by the lottery method using somatic methods, by introducing “weight coefficients”, by equalizing the experimental conditions by highlighting the data obtained on the material of students with assessments of the status of the methodology for studying singing development within the “neutral zone” of significant deviations (J.A. Mikk), the ratio of the 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 changing the methodology of one component of the lesson - learning to sing. When differentiating the students of the experimental classes, the following methods of studying the singing development of children, obtained in the ascertaining experiment, were taken into account: the working singing range, the dominant language, the expediency of relying either on the activation of vocal motor skills, or on auditory control (according to A.I. Maksakov's method modified by us). The peculiarity of our methodology, along with the above, was that the teaching of the second language, in addition to special language lessons, logically continued with the teaching of singing. This was reflected in the differentiated use of “texts” of vocal-articulation exercises, the phonetic analysis of speech vowels, which preceded their singing “processing”. The analysis was carried out as follows: first, children who spoke Russian or Ukrainian as the dominant language analyzed “their” vowels, then children with the Ukrainian language as dominant analyzed Russian sounds, and vice versa. Music lessons in the experiment were built taking into account the fact that learning to sing, along with musical literacy, listening to music (which was given due attention) was a component of the lesson. In the experimental class, the main educational material for children who did not notice inaccuracies in the quality of the sound of their singing voice were 11 vocal-articulation exercises specially written by the composer; for children with normally developed auditory differentiation, along with the mentioned material, songs from the school repertoire were used. In addition, all performed articulation exercises. Vocal-articulatory skills were formed in children on the vowels of the dominant language, arranged in cycles - one-, two-, three-element. Skills were developed gradually in a hierarchical variant repetition of the material in the system of basic conditions and contexts, namely: facilitating, not hindering and interfering with directing students to all (or some) elements of correct singing articulation, to optimal singing attack, head resonation. 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 way of controlling singing sound formation was carried out by strengthening kinesthesias and using specially made by us (based on the data of the physiological cycle of a laboratory experiment) banners in combination with differentiated development in children of motor and visual images of correct singing articulation. Their constant correlation with the acoustic result (by means of generally understood definitions: soft, gentle, beautiful sound) made it possible to form a differentiated auditory perception of high-quality singing sound, to eliminate articulation sluggishness, speech interpretation of the perception of singing vowels. The use of banners made it possible to lead the children to independent conclusions about the features of singing articulation, their verbal description. The phonetic method, as noted earlier, is a means of controlling, mainly, the quality of singing sound formation. Therefore, in parallel with work in this direction, attention was constantly paid to the purity of intonation, which was carried out in a developed, justified, and tested well-known way. An open way to control sound formation was realized with the help of practical (articulation exercises), visual (demonstrations, illustrations), verbal (explanation) techniques, as well as stimulation techniques and self- and mutual control ( educational games). Hidden and open paths were used in close relationship, which made it possible to flexibly control the singing sound formation of children. Much attention was constantly paid to obtaining data on the assimilation of students educational information(M.I. Yeretsky, 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 children in the course of one lesson. During this time, we failed to form vocal and articulatory skills in children of the control classes. The tables below summarize the results of the pedagogical experiment on the status of the methodology for studying the singing development of students, according to the data on the expediency of relying when teaching singing either on vocal motor skills or on auditory control. Table 6 The results of experimental training according to the status “Sound quality of the singing voice” (in the form of the “progress” value) Experimental classes with Russian language education. with Ukrainian language education 77.9% 77.7% 12 Control classes with Russian language education. with Ukrainian language education 3.3% 2.4% differentiating the means of their implementation), strength (when mastering each subsequent group of vowels, they kept in memory the vocal articulation skills developed on the previous one), effectiveness (these skills were preserved in children when singing a song). The results of the final examination of students convince us of the correctness and effectiveness of the path we have chosen and the developed teaching methodology, which corresponds to the purpose of the study. An 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 formation of younger students, but also as a way to enhance their musical development: the progressive tendency in children to singing, musical self-development, increased interest in music lessons were encouraging facts. , out of bounds school lesson . In addition, the teachers of the experimental classes noted an improvement in the purity of speech of students in their native and second languages, and 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, we draw conclusions mainly in this direction): In the current program in terms of bilingualism, students should already have a minimum of initial singing vocal and articulation skills: correct singing articulation, clean intonation, singing attack, head resonance, which determines the sound quality of a singing voice. Children should properly develop the motor skills of the articulatory apparatus, develop the correct reproduction of singing vowels, their correct perception, hearing. training with Ukrainian language education 62.95 72.7% with Ukrainian language education 0.0% 0.0% Table 8 Data on the status “Working range of the singing voice” (the number of students is expressed in %%) salt -la Experimental classes before the experiment after the experiment with Rus. from Ukrainian from Russian from Ukrainian 12.8 12.1 51.3 54.5 38.5 42.4 48.7 45.5 Control classes before after experiment with Rus. from Ukrainian from Russian from Ukrainian 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 singing sound formation Classes counter. from Russian exp. from Russian counter. from Ukrainian exp. from Ukrainian The number of students (in %), in whose training it is advisable to rely on: auditory control vocal motor skills up to expert. after exp. to expert after exp. 11 3 89 97 10 100 90 29 10 71 90 15 100 85 - The presented material is fully consistent with the data of the examination of students by somatic methods: children in the experimental classes mastered the correct singing articulation in full, the motor skills of their articulation apparatus corresponded to the norm. As a result of training, the vocal-articulatory skills of the students of these classes were characterized by completeness (the children differentiatedly noticed inaccuracies in their own and other people's singing), generalization (they meaningfully reproduced singing vowels, motor coordination. It is possible to achieve all this (especially for those children who do not yet have the correct singing sound formation) 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, the selective and involuntary influence of the sounds of the dominant language of students on the correct singing articulation, attack, and head resonance. 3. The phonetic method is implemented in the hidden and open control of singing sound formation, which involves a combination of verbal, visual, practical teaching methods on a systematically located material of original musical art miniatures (vocal articulation exercises), articulation exercises, technical teaching aids - banners. 4. The developed methodology for the initial teaching of singing to younger schoolchildren in music lessons is not only of great importance for developing the correct quality of singing sound formation, but also has a positive effect on the overall musical development of children, their mastery of literacy, purity of pronunciation in their native and second languages. 5. Younger schoolchildren can, within the limits allowed by their age characteristics, consciously differentiate the singing sound of the voice, without violating the naturalness of singing sound formation in terms of quality (timbre), purity of intonation, dynamics, and arbitrarily correct them during their own singing. 6. The described methodology, educational material can also be used in the work of the choir of younger schoolchildren in the formation of a qualitatively correct singing sound formation. The data of this study, special objective methods for studying the physiology and acoustics of vowel formation in speech and singing among younger schoolchildren can be used in speech therapy, phonopedia on the material of the Russian, Ukrainian languages, and as a result of original research on the material of other languages. The developed technique can be considered to a certain extent not only as a means of protection, but also the prevention of diseases of the vocal apparatus of children 6-8 years old. 7. When teaching younger students to sing in music lessons, it is necessary to single out the initial stage. All of the above allows us to consider the phonetic method as the 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. The experimental study confirmed our hypothesis. III. Published works on the research topic. 1. Sound formation in speech and singing among younger schoolchildren. Pochatkova School, 1979, No. 4, pp. 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 and Practical Conference “Actual Problems of Aesthetic Education of Children and Youth”. Part 2. Mogilev: Ministry of Education of the BSSR, 1982, p.207-209. 3. Articulatory characteristics of the formation of vowels in speech and singing among younger schoolchildren according to experimental data. - In the book: Abstracts of the VI All-Union Scientific Conference on the Development of Musical Ear, Singing Voice and Musical and Creative Abilities of School Students. M., 1982, pp. 189-191. 4. The study of the physiological characteristics of the formation of vowel sounds of speech and singing in younger students. - Journal of ear, nose and throat diseases, 1982, No. 4, p. 49-55. 14 Rotaprint NIIOP APN USSR 129327, Moscow, Lenskaya, 4 Order No. 026 edition 100 15
For adults, reading is a natural process. But for most children, learning to read requires perseverance and effort. Adults rarely remember how difficult it was to learn to read. Pronounce the letter one after the other, keeping their sequence in mind and trying to figure out what the word is, then read the next word in the same way...
Yes, very often a child takes a lot of effort to read even a single word, and when he reads the next, he often forgets the previous one. Try turning the text upside down and read it. How much of what you read do you remember? Is it easy and interesting to read in this way? .. But at first a child reads like upside down, he is not yet used to grasping several words at once and understanding the meaning of what he reads, so he remembers little of what he read, and therefore reading for him at first - rather some kind of fun than getting new information.
Many methodologists are busy trying to come up with a method by which it would be easy to teach a child to read fluently and grasping the meaning. Many parents want their child to learn to read quickly and well, and they think that this depends on intelligence - but in fact it is not. Ability to learn to read is little dependent on IQ. What's more, studies have 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 pose, over the years, difficulties in reading will come to naught. This is not true. Success in reading in the first grade is largely determined by the level of reading in the 11th grade. Good reading is all about practice, so those who are better at reading first read more overall. Thus, over the years, the difference only increases. Learning to read well in the early years helps develop an important lifelong habit of reading.
Let's take a look at what reading programs currently exist, and what results they lead to.
Phonetic method
The phonetic method is a system of teaching reading that is based on the alphabetic principle and whose central component is teaching the relationships between 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 proceeds first to syllables, then to whole words.
The phonetic method is divided into two areas:
- Method of systematic phonetics are programs that systematically teach phonetics from the start, usually (but not always) before being given whole words to read. The approach is most often based on synthesis: children are taught the sounds of letters and train them to combine these sounds. Sometimes these programs also include phonetic analysis - the ability to manipulate phonemes.
- Method of internal phonetics- 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 the sounds of letters as they analyze familiar words. Another way of identifying words (by context or pattern) in these programs is given more attention than the analysis of the word. Usually there is no set time period for practicing phonetics. The effectiveness of this method in terms of the main parameters is lower than that of the method of systematic phonetics.
Linguistic Method
Linguistics is the science of the nature and 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 suggests teaching 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 correspondence of 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. Training 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; they show him whole words and pronounce them, that is, they teach the child to recognize words as a whole, without dividing 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 XIX years century.
"whole language" method
In some ways it resembles the whole words method, but here they rely more on the language experience of the child. For example, children are given a book with a fascinating story and are asked to read it. Children read, encounter unfamiliar words, and children are encouraged to guess the meaning of these words with the help of 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 reading an enjoyable experience. One of the characteristic features of this method is that phonetic rules are not explained. The relationship between letters and sounds is learned through the process of reading, 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 learning a spoken language, is a natural process and children are able to comprehend it themselves.
Zaitsev method
Zaitsev defined the warehouse as the unit of the structure of the language. Warehouse - this pair is from a consonant with a vowel, or from a consonant with a hard or soft sign, or one letter. Zaitsev wrote these warehouses on the faces of the cubes. He made the cubes different in color, size and sound they make. This helps children feel the difference between vowels and consonants, voiced and soft. Using these warehouses (each warehouse is on a separate face of the cube), the child begins to compose 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 explains the letter-sound correspondence - not only combinations of consonants and vowels are written on the faces of the cubes, but also the letters themselves.
Moore method
The basis of learning is an interactive environment. Moore begins by teaching the child letters and sounds. He takes the child into a laboratory where there is a special typewriter that makes sounds or names of characters when you press them. So 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. Further, Moore asks to write, read and print words and sentences. His program also includes oral speech, listening and writing from dictation.
"Pourochnye development on teaching literacy. Grade 1" O.E. Zhirenko, L.A. Obukhov