phonetic approach. Overview of the main methods of teaching reading

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 a 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 various 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:

1. Acoustic signal reception;
2. Primary auditory analysis;
3. Isolation of acoustic events and features;
4. 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.

Academic vocal teacher

Vocal and choral department

MAU DO MEC

Dobrovolskaya Ulyana Alexandrovna

"Phonetic method of learning to sing"

The history of vocal art dates back to ancient times. Artistic singing existed before our era in Egypt, Asia Minor, in Eastern countries, in Ancient Greece. There is information about the existence of Ancient Rome singing teachers who were engaged in expanding the range and developing the power of the voice, there were also teachers of vocal resonance (articulation), and singing teachers who taught the correct intonation and artistic shades.

As long as there is solo singing, there are as many methods of teaching singing, methods, schools. With the spread and development of professional singing art in European countries, national singing schools began to form: Italian, French, German. The formation of these schools is connected with the phonetic features of these languages ​​and national temperaments.

In the XVI - XVII centuries Appeared interesting essays about the technique of artistic singing, attempts to scientifically substantiate the process of sound formation. The first authors of such works are D. Tsarlino, L. Zaccone, D. Caccini, M. Petrorius.The most interesting and valuable works on the method of teaching singing by such authors as Porpora, U. Mazzettit, M. Garcia (son), J. Dupre, M. Glinka and others have come down to our time.

In Russia, a significant contribution to the development of the theory of vocal art in XX century, relying on Scientific research Contributed by: D.L. Aspelund, F.F. Zasedatelev, L.D. Rabotnov, V.P. Morozov, L.B. Dmitriev, I.P. Kozlyaninova, E.M. Chareli and others.

The main task of all existing methods and techniques of teaching singing is to identify and develop the best vocal qualities of the voice.

The development and preservation of the singing voice are organically interconnected: the physiologically incorrect development of the vocal complex inevitably leads to the deterioration of its natural qualities and rapid wear, and also hinders the development of the artistic and performing abilities of a young singer. Therefore, the vocal-technical development of the voice, taking into account the distinctive natural and age data, should be given, especially at the beginning, great attention.

In vocal pedagogy phonetic method of learning to sing is a method of influencing voice formation through the use of individual speech sounds and syllables. The formation of speech sounds (vowels and consonants) is the task of the articulatory apparatus, which is the most mobile and visual part of the vocal apparatus in the process of singing, which is fundamentally convenient in pedagogical terms.

Singing vowels differ from speech vowels, they are rounded, i.e. all vowels acquire a common formant, close in sound to the vowel "o", the sonority of vowels increases when deaf vowels are formed "OU" vowel "A" achieves amplification of high formants. Both of these techniques: the rounding of voiced vowels and the approximation of voiceless vowels to voiced, align the singing vowels in sound.

In Russian, there are six main ones (a, o, u, e, s, i) and four iotized ones (e, e, i, u), i.e. complex vowels. To educate the voice, it is recommended to use the following vowels ...

The vowel "A" is the most common sound on which most teachers begin to develop a voice. It is considered as such in the schools of Glinka, Varlamov, Garcia, Fora, Lamperti. When pronouncing the vowel "a", the oropharyngeal canal takes the most correct form, the position of the larynx is close to the singing one. It allows you to best liberate the vocal apparatus from unnecessary stress and reveal the natural timbre of the voice. But the academic manner of singing precludes the use of the open vowel "a". From the time of Glinka and even earlier, it was recommended to develop the voice “a” rounded (Glinka advised “to sing in the letter“ A ”Italian”), because. rounding gives the sound "a" a more voluminous character, at the same time increases the impedance (from lat. impeditio - obstacle) - the reverse acoustic resistance experienced by the vocal folds from the side of the oropharyngeal canal. Voice production is associated with finding such an impedance that ensures optimal functioning of the vocal folds.

The vowel “O” contributes to a good raising of the soft palate, induces a sensation of yawning and helps to relieve soreness and constriction. Recommended for extremely close, harsh and flat sounds. The vowel "o" has more impedance. Also used to cover sounds in the upper range of male voices.

The vowel "U" is the deepest and "darkest" in sound. This vowel activates the flaccid soft palate, lips and vocal cords. The “y” sound helps a lot in finding chest resonance, has a large impedance, which allows it to be used to cover the upper register of male voices. According to Ogorodnov D.E. this vowel is shown when working with children's voices to develop mixed voicing.

The vowel “I” is the most sonorous of all vowel sounds, helps to collect and bring the sound closer, is used with a deaf, dark sound background. "And" activates the closing of the folds, improves the intensity of the formation of high formants_ there is a clear sensation of head resonance (yawn).

The vowel "E" in articulation is not always convenient. It is advisable to use it in cases where the voice sounds better on this vowel than on the others. In low male voices, the vowel "e" is convenient in the formation of the head resonator. It promotes an active attack.

When singing ioted vowels, a more collected, close and high sounding of the voice is formed, and the work of the vocal cords is activated at the time of the attack. When burning and tight, these vowels should be used carefully.

The individual structure and adaptation of the vocal apparatus creates a different natural color of sound and convenience for singing on various vowels. In some cases, the best vocal qualities of the voice appear on the distant and low-sounding vowel "y". Therefore, different singers have their favorite ones, i.e. the most convenient vowels.

Consonants in singing and speech are formed in almost the same way, but in singing they are pronounced extremely clearly and clearly and as quickly as possible. The pharynx in singing takes on the function of creating the vocal qualities of vowels and their roundness, the larynx determines the degree of impedance, and the articulatory apparatus forms vowels and consonants. With singing voice formation, the work of the entire articulation apparatus is activated many times over when pronouncing both vowels and consonants.

With the help of phonetic exercises, we can influence the entire vocal apparatus. Achieving free, active work of these organs - to form correctly the function of all other organs of voice formation. Certain phonetic exercises allow you to develop breathing, develop the necessary sound attack, and also make singing diction more clear and legible.

By offering the child exercises, we temporarily free him from the distracting nervous load, which contains the emotional and semantic side of each individual word and the text of the song as a whole.

The goal of vocal teachers is the same - it is the development and preservation of the singing voice for its professional use.

In my solo singing lessons, I use the phonetic method of teaching singing not only in warming up the voice, singing, but also in learning pieces. For example: The Russian folk song “Hello, winter guest ...”, the downward movement of the melody, wide intervals should be sung in a high position, intonationally clear, close in sound, - we sing the melody into syllables: “da”, “le”, “tru-tu -tu" or "for", "zo", "zu", "bri". L. Knipper's song "Why the bear sleeps in winter", interval (re1-re2) - you need to sing the octave in one vocal position, we sing on the syllables "yes", "for", "zo" ... A. Mozart's song "Lullaby" , "Usnii..." - we sing on “u”, “zu”, “but” - the head resonator is connected, thus it is easier to achieve a clean intonation. Learning the melody into syllables helps to “sing” the piece quickly and efficiently and helps to achieve a beautiful singing tone, which is important...

All teachers use it to some extent, 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.

It is difficult to draw up a general plan of exercises that is appropriate for the development of all voices or even the same type, due to the individual characteristics of students. However, it has been noted that the vowel y is distinguished by the least variety of ways of its articulation, which led to its most frequent use in collective learning to sing in a choir.

With individual learning, 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 evenness of the 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 to align vowels, one vowel sound should be poured into another, as it were, without a push and a break in the sound. The exercise with pauses between phonemes is considered more difficult, since the student must be able to fix in his mind the location of the articulatory organs when singing the first phoneme and maintain this location both during the pause and when singing other vowels. Thus, the skill of singing different vowels in one position is formed. Therefore, singing a series of vowels in one sequence or another always pursues the goal of achieving some specific timbre sounding of the voice along the lines of the first phoneme.

Of great importance for the timbre of the voice is the manner of articulation: 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 rounded. To level vowels, in addition to the stable position of the larynx, it is necessary to maintain a single manner of articulation.

The pronunciation of the first vowel in a number of others included in the exercises requires a pronounced phonetic certainty. The location of the articulatory organs specific for each phoneme is associated with the corresponding energy consumption of the subglottic air. According to the research of 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 - and. in the same direction, the working part of the vocal folds gradually thickens, i.e. the register mode changes, which is reflected in the timbre of the voice. That is why, in order to equalize the timbre sounding 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 ensured by the stabilization of the position of the larynx and the method of articulation.

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

• - students' assessment of qualitative differences in the sound of a singing voice with and without resonance;
• pronunciation of words in singing with a single articulation of the lips: "on a smile";
• singing with closed mouth on consonants m or n;
• vocal training exercises for syllable combinations with sonorants consonants l, r, m, n, and also h, where the voice prevails over the noise;
• Keeping flared nostrils while singing
• self-control of resonance in the mask area;
• If you slightly pull down the upper lip with the fingertips of your right hand, this will enhance the sensation of resonation;
• · articulation in singing with rounded lips is possible, but under the condition of constant monitoring of the full inclusion of the resonators, which refers to the later stages of work.

The phonetic method in vocal pedagogy is necessary not only for tuning the singing voice to the correct sound formation, but also for correcting 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 pronouncing consonants, which depends on the place of their formation. Consonants, as you know, are divided into voiced and deaf. As the place of their formation is removed from the lips to the larynx, they line up in the following sequence:

• voiced - m, b, c, d, s, n, l, r, f, g;
• deaf - p, f, s, t, c, u, k, x;

The polar consonants m, g are most easily articulated. The farther from them to the middle of the row, the more difficult the articulation becomes. Therefore, articulation defects are associated with the pronunciation of all consonants, except m, p, g, 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. Deficiencies should be corrected according to the principle of sequential introduction of neighboring sounds into exercises according to the table below.

Deaf consonants require special attention, where the voice is completely turned off. They pull the vocal apparatus to the speech, not the singing installation. 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 breathing costs and promote cantilena production. With sluggish articulation, the pronunciation of deaf consonants slows down. At the same time, the glottis lingers 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 excessive tension and muscle clamps.

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

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

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 visually convey meaning, we will perceive them with our eyes. The letters can be read. When you read letters aloud, you form sounds - syllables - words.

A list of all letters is just an 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 Cyrillic. The letters of the alphabet are arranged in a certain sequence:

Russian alphabet:

In total, the Russian alphabet uses:

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

You often pronounce the sounds in phrases differently from how you write them down in writing. In addition, more letters than sounds can be used in a word. For example, "children's" - the letters "T" and "C" merge into one phoneme [ts]. Conversely, the number of sounds in the word "blacken" is greater, since the letter "Yu" in this case is pronounced as [yu].

What is phonetic parsing?

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

Phonetic transcription

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

• black -> [h"orny"]
• apple -> [yablaka]
• anchor -> [yakar"]
• tree -> [yolka]
• sun -> [sontse]

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

• the phonetically parsed word is enclosed in square brackets - ;
• a soft consonant is indicated by a transcription sign ['] - an apostrophe;
• shock [´] - with an accent;
• in complex word forms from several roots, a secondary stress sign [`] is used - grave (not practiced in the school curriculum);
• the letters of the alphabet Yu, Ya, E, Yo, b and b are NEVER used in transcription (in the curriculum);
• for double consonants, [:] is used - a sign of the longitude of pronouncing the sound.

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

How to make a phonetic parsing of a word?

The following diagram will help you conduct a letter analysis:

• Write down the necessary word and say it out loud several times.
• Count how many vowels and consonants are in it.
• Mark the stressed syllable. (Stress with the help of intensity (energy) singles out a certain phoneme in speech from a number of homogeneous sound units.)
• Divide the phonetic word into syllables and indicate their total number. Remember that the syllable division in differs from the hyphenation rules. The total number of syllables always matches the number of vowels.
• In transcription, disassemble the word by sounds.
• Write the letters from the phrase in a column.
• Opposite each letter, in square brackets, indicate its sound definition (how it is heard). Remember that sounds in words are not always identical to letters. The letters "ь" and "ъ" do not represent any sounds. The letters "e", "e", "yu", "I", "and" can mean 2 sounds at once.
• Analyze each phoneme separately and mark its properties with a comma:
  • for a vowel, we indicate in the characteristic: the sound is a vowel; shock or unstressed;
  • in the characteristics of consonants we indicate: the sound is consonant; hard or soft, voiced or deaf, sonorous, paired / unpaired in hardness-softness and sonority-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 an example of phonetic analysis by composition for the word "phenomenon" → [yivl'e′n'iye]. In this example, there are 4 vowels and 3 consonants. There are only 4 syllables: I-vle′-ni-e. The emphasis falls on the second.

Sound characteristic of letters:

i [th] - acc., unpaired soft, unpaired voiced, sonorous [and] - vowel, unstressed in [c] - acc., paired solid, paired sound [l '] - acc., paired soft, unpaired . sound, sonorous [e ′] - vowel, percussion [n '] - consonant, paired soft, unpaired. sound, sonorous and [and] - vowel, unstressed [th] - acc., unpaired. soft, unpaired sound, sonorant [e] - vowel, unstressed ____________________ In total, the phenomenon in the word is 7 letters, 9 sounds. The first letter "I" and the last "E" represent two sounds.

Now you know how to do sound-letter analysis yourself. The following is a classification of sound units of the Russian language, their relationship and transcription rules for sound literal parsing.

Phonetics and sounds in Russian

What are the sounds?

All sound units are divided into vowels and consonants. Vowel sounds, in turn, are stressed and unstressed. A consonant sound in Russian words can be: hard - soft, voiced - deaf, hissing, sonorous.

How many sounds are there in Russian live speech?

The correct answer is 42.

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

All this is easily explained. A number of letters, when participating in word formation, can denote 2 sounds at once. For example, pairs of softness-hardness:

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

And some do not have a pair, for example [h '] will always be soft. If in 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 a dimensionless scale, and the sound units are optimally complemented, merging with each other.

Vowel sounds in the words of the Russian language

Vowel sounds unlike melodic consonants, they flow freely, as if in a singsong voice, from the larynx, without barriers and tension of the ligaments. The louder you try to pronounce the vowel, the wider you will have to open your mouth. And vice versa, the louder you strive to pronounce the consonant, the more energetically you will close oral cavity. This is the most striking articulatory difference between these classes of phonemes.

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

How many vowels are in Russian phonetics?

Russian speech uses fewer vowel phonemes than letters. There are only six percussive sounds: [a], [i], [o], [e], [y], [s]. And, recall, there are ten letters: a, e, e, and, o, y, s, e, i, u. The vowels E, Yo, Yu, I are not "pure" sounds in transcription are not used. Often, when parsing words alphabetically, the letters listed are stressed.

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 sound duration and are pronounced undistorted. Since they are pronounced distinctly and expressively, the sound analysis of syllables with stressed vowel phonemes is much easier to perform. The position in which the sound does not undergo changes and retains the main form is called strong position. Only a stressed sound and a syllable can occupy such a 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 distinctly, with the greatest force and duration.
• A vowel in an unstressed position is in a weak position, that is, it is pronounced with less force and not so clearly.

In Russian, only one phoneme "U" retains unchanging phonetic properties: kuruza, plank, u chus, u catch - in all positions it is pronounced distinctly like [u]. This means that the vowel "U" is not subject to qualitative reduction. Attention: in writing, the phoneme [y] can also be indicated by another letter “Yu”: muesli [m’u ´sl’i], key [kl’u ´h’], etc.

Analysis of the sounds of stressed vowels

The vowel phoneme [o] occurs only in a 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´ s'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 [kaka "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 “e” - [o]: turn [t’o´ rn], fire [kas’t’o´ r]. Parsing the sounds of the remaining four vowels in the stressed position will also not be difficult.

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 placing the stress in the word. Do not forget also about the existence of homonymy in our language: for "mok - zamok" and about the change in phonetic qualities depending on the context (case, number):

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

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

• mountains - mountain = [go "ry] - [ga ra"];
• he - online = [o "n] - [a nla" yn]
• witness = [sv'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 qualitative reduction, when the characteristic of the original sound changes.

The same unstressed vowel can change its phonetic characteristic depending on its position:

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

Yes, different 1st degree of reduction. She is subject to:

• vowels in the first prestressed syllable;
• open syllable at the very beginning;
• repeated 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-here [n'iz'd'e´shn'y].

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

• forward-re -di [fp'ir'i d'i´];
• e-ste-ve-nno [yi s’t’e´s’t’v’in: a];

Any other pre-stressed syllables and all pre-stressed syllables in sound analysis refer to reduction of the 2nd degree. It is also called "weak position of the second degree."

• kiss [pa-tsy-la-va´t '];
• model [ma-dy-l’i´-ra-vat’];
• swallow [la´-hundred-ch'ka];
• kerosene [k'i-ra-s'i'-na-vy].

The reduction of vowels in a weak position also differs in steps: the second, third (after hard and soft consonants, - this is outside the curriculum): study [uch'i´ts: a], numb [atsyp'in'e´t '], hope [nad'e´zhda]. In a letter analysis, the reduction of a vowel in a weak position in a final open syllable (= at the absolute end of a word) will appear very slightly:

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

Sound letter analysis: iotized sounds

Phonetically, the letters E - [ye], Yo - [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, E, Yu, I is determined by their positional position.

During phonetic analysis, the vowels e, e, u, 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 "Yu" always:
  • - cringe [yo´ zhyts: a], Christmas tree [yo´ lach’ny], hedgehog [yo´ zhyk], capacity [yo´ mkast’];
  • - jeweler [yuv ’il’i´r], yule [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´ f: y], huntsman [ye´ g'ir '], eunuch [ye´ vnuh];
  • - yacht [ya´ hta], anchor [ya´ kar’], yaki [ya´ ki], apple [ya´ blaka];
  • (*to perform sound-letter analysis of unstressed vowels “E” and “I”, a different phonetic transcription is used, see below);
• in the position immediately after the vowel "Yo" and "Yu" always. But "E" and "I" in stressed and unstressed syllables, except when the indicated letters are located behind the vowel in the 1st pre-stressed syllable or in the 1st, 2nd stressed syllable in the middle of words. Phonetic analysis online and examples for specific cases:
  • - reception mnik [pr’iyo´mn’ik], sing t [payo´t], kluyo t [kl’uyo ´t];
  • -ay rveda [ayu r’v’e´da], sing t [payu ´t], melt [ta´yu t], cabin [kayu ´ta],
• after the separating solid “b” sign “Yo” and “Yu” - 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 "Yo" and "Yu" - 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 [bra´t'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, stresses are of decisive importance. Vowels in unstressed syllables undergo the greatest reduction. Let's continue the literal analysis of the remaining iotated sounds and see how they can still change their characteristics depending on the environment in the words.

◊ Unstressed vowels"E" and "I" denote 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 [yilo´vy], blackberry [yizhiv'i´ka], his [yivo´], egoza [yigaza´], Yenisei [yin'is 'e´y], Egypt [yig'i´p'it];
  • - January [yi nva´rsky], core [yidro´], sting [yiz'v'i´t'], label [yirly´k], Japan [yipo´n'iya], lamb [yign'o´nak ];
  • (The only exceptions are rare foreign word forms and names: Caucasoid [ye wrap’io´idnaya], Eugene [ye] vge´niy, European [ye wrap’e´yits], diocese [ye] pa´rchia, etc.).
• immediately after a vowel in the 1st pre-stressed syllable or in the 1st, 2nd stressed syllable, except for the location at the absolute end of the word.
  • in a timely manner [piles vr'e´m'ina], trains [payi zda´], let's eat [payi d'i´m], run into [nayi zh: a´t '], Belgian [b'il'g'i´ yi c], students [uch'a´shch'iyi s'a], sentences [pr'idlazhe´n'iyi m'i], vanity [suyi ta´],
  • bark [la´yi t '], pendulum [ma´yi tn'ik], hare [za´yi ts], belt [po´yi s], declare [zai v'i´t '], I will manifest [prayi in 'l'u´]
• after a separating hard "b" or soft "b" sign: - intoxicates [p'yi n'i´t], express [izyi v'i´t'], announcement [abyi vl'e´n'iye], edible [sii do´bny].

Note: The St. Petersburg phonological school is characterized by "ekanye", while the Moscow school has "hiccups". Previously, the yottered "Yo" was pronounced with a more accentuated "ye". With the change of capitals, performing sound-letter parsing, adhere to 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 pronounced differently: fair [ya ´marka], but egg [yi ytso´].

Important:

The letter "I" after the soft sign "b" also represents 2 sounds - [YI] in sound-letter analysis. (This rule is relevant for syllables in both strong and weak positions). Let's conduct a sample of sound-letter online analysis: - nightingales [salav'yi´], on chicken legs [on ku´r'yi' x "no´shkakh], rabbit [cro´l'ich'yi], no family [with 'yi´], judges [su´d'yi], draws [n'ich'yi´], streams [ruch'yi´], foxes [li´s'yi] But: The 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, iotization can be heard: broth [bul'o´n], pavillo n [pav'il'o´n], similarly: postman n , champignon n, shigno n, companion n, medallion n, battalion n, guillotina, carmagno la, mignon n and others.

Phonetic analysis of words, when the vowels "Yu" "E" "Yo" "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 "Yo" "Yu" "E" are under stress after an unpaired consonant in hardness: w, w, c. Then they denote phonemes:
  • yo - [o],
  • e - [e],
  • yu - [y].
  Examples of online parsing by sounds: yellow [yellow], silk [sho´ lx], whole [tse´ ly], recipe [r'ice´ pt], pearls [zhe´ mch'uk], six [she´ st '], hornet [she´ rshen'], parachute [parashu´ t];
• The letters "I" "Yu" "E" "Yo" and "I" denote the softness of the preceding consonant [']. Exception only for: [w], [w], [c]. In such cases in a striking position they form one vowel sound:
  • ё - [o]: voucher [put'o´ fka], light [l'o´ hk'y], honey agaric [ap'o´ nak], actor [act'o´ r], child [r'ib' o´ nak];
  • e - [e]: seal [t'ul'e´ n'], mirror [z'e´ rkala], smarter [smart'e´ ye], conveyor [kanv'e´ yir];
  • i - [a]: kittens [kat'a´ ta], softly [m'a´ hka], oath [kl'a´ tva], took [vz'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´ s], tulle [t'u´ l'], suit [kas'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 ceased to be a mandatory norm in Russian phonetics only in the 20th century. In such cases, when you do phonetic analysis by composition, such a vowel sound is transcribed as [e] without the preceding softness apostrophe: hotel [ate´ l '], shoulder strap [br'ite´ l'ka], test [te´ st] , tennis [te´ n: is], cafe [cafe´], puree [p'ure´], amber [ambre´], delta [de´ l'ta], tender [te´ nder], masterpiece [shede´ vr], tablet [tablet´ t].
• Attention! After soft consonants in prestressed syllables the vowels "E" and "I" undergo a qualitative reduction and are transformed into the sound [i] (excl. for [c], [g], [w]). Examples of phonetic parsing of words with similar phonemes: - grain [z'i rno´], earth [z'i ml'a´], cheerful [v'i s'o´ly], ringing [z'v 'and n'i´t], forest [l'and snowy], blizzard [m'i t'e´l'itsa], feather [n'i ro´], brought [pr' in'i sla´], knit [v'i za´t'], lay down [l'i ga´t'], five grater [n'i t'o´rka]

Phonetic analysis: consonant sounds of the Russian language

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

How many consonant sounds are there in Russian speech?

In the alphabet for their designation is used 21 letters. However, performing a sound-letter analysis, you will find that in Russian phonetics consonants more, namely - 36.

Sound-letter analysis: what are 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 June,
  • [g] - [g ’]: city - duke,
  • [d] - [d ']: dacha - d elfin,
  • [h] - [h ’]: z won - z ether,
  • [k] - [k ’]: to onfeta - to engur,
  • [l] - [l ’]: l odka - l lux,
  • [m] - [m ’]: magic - dreams,
  • [n] - [n ’]: new - n ectar,
  • [n] - [n ’]: n alma-p yosik,
  • [p] - [p ’]: r chamomile - r poison,
  • [s] - [s ’]: with uvenir - with a surprise,
  • [t] - [t ’]: t uchka - t tulip,
  • [f] - [f ’]: flag flag - February,
  • [x] - [x ’]: x orek - x hunter.
• Certain consonants do not have a hardness-softness pair. Unpaired include:
  • sounds [g], [c], [w] - always solid (life, cycle, mouse);
  • [h ’], [u’] and [y ’] are always soft (daughter, more often, yours).
• The sounds [w], [h ’], [w], [u’] in our language are called hissing.

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

You can determine the sonority-deafness or sonority of a consonant by the degree of noise-voice. These characteristics will vary depending on the method of formation and participation of the organs of articulation.

• Sonorants (l, m, n, p, d) are the most voiced phonemes, they hear a maximum of voice and a little noise: lion, paradise, zero.
• If, during the pronunciation of a word, both a voice and noise are formed during the sound analysis, then you have a voiced consonant (g, b, s, etc.): factory, b people, life from n.
• When pronouncing deaf consonants (p, s, t, and others), the vocal cords do not tense, only noise is emitted: stack a, chip a, k ost yum, circus, sew up.

Note: In phonetics, consonant sound units also have a division according to the nature of formation: a bow (b, p, d, t) - a gap (g, w, h, s) and the method of articulation: labial-labial (b, p, m) , labio-dental (f, c), anterior lingual (t, d, h, s, c, f, w, u, h, n, l, r), middle lingual (d), posterior lingual (k, d, 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, try placing your hands over your ears and pronouncing the phoneme. If you managed to hear a voice, then the sound being studied is a voiced consonant, but if noise is heard, then it is deaf.

Hint: For associative communication, remember the phrases: “Oh, we didn’t forget a friend.” - this sentence contains absolutely the entire set of voiced consonants (excluding softness-hardness pairs). “Styopka, do you want to eat cabbage soup? - Fi! - similarly, these replicas contain a set of all voiceless consonants.

Positional changes of consonant sounds in Russian

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

Positional stun/voicing

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

• at the absolute end of the phonetic word: but [no´sh], snow [s’n’e´k], garden [agaro´t], club [club´p];
• before deaf consonants: forget-me-not a [n’izabu´t ka], hug [aph wat’i´t’], Tuesday [ft o´rn’ik], tube a [corpse a].
• making sound letter parsing online, you will notice that a voiceless double consonant standing before a voiced one (except for [d'], [v] - [v'], [l] - [l'], [m] - [m'] , [n] - [n '], [r] - [r ']) is also voiced, that is, it is replaced by its voiced pair: surrender [zda´ch'a], mowing [kaz'ba´], threshing [malad 'ba´], request [pro´z'ba], guess [adgada´t'].

In Russian phonetics, a deaf noisy consonant does not combine with a subsequent voiced noisy consonant, except for the sounds [v] - [v’]: whipped cream. In this case, the transcription of both the phoneme [h] and [s] is equally acceptable.

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

According to the rules of sound-letter analysis, in the endings of the "-th", "-his" names of adjectives, participles and pronouns, the consonant "G" is transcribed as a sound [v]: red [kra´snava], 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 program on phonetics, this process is called contraction of consonants: separate [ad: 'il'i´t'] → the letters "T" and "D" are reduced to sounds [d'd'], silent smart [b'ish: y ´many]. When parsing by composition, a number of words in sound-letter analysis show dissimilation - the process is the opposite of assimilation. In this case, the common feature of the two adjacent consonants changes: the combination “GK” sounds like [hk] (instead of the standard [kk]): light [l'o′h'k'y], soft [m'a′h' k'iy].

Soft consonants in Russian

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

• Softening of paired hard consonants occurs before "b";
• the softness of the consonant sound in the syllable in the letter will help determine the vowel that follows it (e, e, i, u, i);
• [u’], [h’] and [th] are only soft by default;
• the sound [n] always softens before the soft consonants “Z”, “S”, “D”, “T”: claim [pr'iten'z 'iya], review [r'icen'z 'iya], pension [pen 's' iya], ve [n'z '] spruce, face [n'z '] iya, ka [n'd '] idat, ba [n'd '] um, and [n'd '] ivid , blo[n'd'] in, stipe[n'd'] ia, ba[n't'] ik, wi[n't'] ik, zo[n't'] ik, ve[n' t '] il, a [n't '] personal, co[n't '] text, remo[n't '] to edit;
• the letters "N", "K", "R" during phonetic analysis of the composition can soften before soft sounds [h '], [u ']: glass ik [staka′n'ch'ik], changer ik [sm'e ′n'shch'ik], donut ik [po′n'ch'ik], mason ik [kam'e′n'sh'ik], boulevard ina [bul'var'r'shch'ina], borscht [ borsch'];
• often the sounds [h], [s], [r], [n] in front of a soft consonant undergo assimilation in terms of hardness-softness: wall [s't'e'nka], life [zhyz'n'], here [ z'd'es'];
• in order to correctly perform sound-literal analysis, consider the words of exception when the consonant [p] before soft teeth and lips, as well as before [h ’], [u’] is pronounced firmly: 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 literal analysis, a [-] dash is placed in square brackets opposite the letter “b”.

Positional changes in paired voiced-voiced consonants before sibilant consonants and their transcription in sound-letter parsing

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

• Letter analysis and examples of words with hissing sounds: visitor [pr'iye´zhzh y], ascension [your e´stv'iye], izzhelta [i´zhzh elta], take pity [zhzh 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 should designate one of the repeated sounds in transcription with the longitude symbol [:].

• Letter combinations with hissing "szh" - "zzh", are pronounced as a double solid consonant [zh:], and "ssh" - "zsh" - like [sh:]: squeezed, sewn, without a tire, climbed.
• The combinations "zh", "zhzh" inside the root during sound-letter analysis is recorded in transcription as a long consonant [zh:]: I drive, squeal, later, reins, yeast, burnt.
• The combinations "sch", "sch" at the junction of the root and the suffix / prefix are ​​pronounced as a long soft [u':]: account [u': o´t], scribe, customer.
• At the junction of the preposition with the next word in place "sch", "zch" is transcribed as [sch'h']: without a number [b'esch' h' isla´], with something [sch'ch' em mta] .
• With a sound-letter analysis, the combinations "tch", "dch" at the junction of morphemes are defined as double soft [h ':]: pilot [l'o´ch': ik], young man ik [little´h ': ik], report ot [ah': o´t].

Cheat sheet for likening consonants at the place of formation

• mid → [u':]: happiness [u': a´s't'ye], sandstone [n'isch': a´n'ik], peddler [razno´sh': ik], cobbled, calculations, exhaust, clear;
• zch → [u’:]: carver [r’e´shch’: hic], loader [gru´shch’: hic], storyteller [raska´shch’: hic];
• ZhCh → [u’:]: defector [p’ir’ibe´ u’: ik], man [mush’: i´na];
• shh → [u’:]: freckled [v’isnu′shch’: common];
• stch → [u’:]: tougher [zho´shch’: e], whip, rigger;
• zdch → [u’:]: traverser [abye´shch’: ik], furrowed [baro´shch’: whit];
• ss → [u’:]: split [rasch’: ip’i′t ’], generous [rasch’: e′dr’ils’a];
• van → [h'sh']: split off [ach'sh' ip'i′t'], snap off [ach'sh' o'lk'ivat'], in vain [h'sh' etna], carefully [h' sh'at'el'na];
• tch → [h ':] : report [ah ': o't], homeland [ah ': izna], ciliated [r'is'n'i'ch ': i'ty];
• dh → [h’:] : underline [patch’: o’rk’ivat’], stepdaughter [pach’: ir’itsa];
• szh → [zh:]: compress [zh: a´t '];
• zzh → [zh:]: get rid of [izh: y´t '], ignition [ro´zh: yk], leave [uyizh: a´t '];
• ssh → [sh:]: bringing [pr’in’o′sh: th], embroidered [rash: y´ty];
• zsh → [w:] : inferior [n'ish: y'y]
• th → [pcs], in word forms with “what” and its derivatives, making a sound-literal analysis, we write [pcs]: so that [pcs about′by], ​​not for anything [n'e′ zasht a], anything [ sht o n'ibut'], something;
• th → [ch't] in other cases of letter parsing: dreamer [m'ich't a´t'il'], mail [by´ch't a], preference [pr'itpach't 'e´n' ie] and so on;
• ch → [shn] in exception words: of course [kan'e´shn a′], boring [sku´shn a′], bakery, laundry, scrambled eggs, trifling, birdhouse, bachelorette party, mustard plaster, rag, and also in female patronymics ending in "-ichna": Ilyinichna, Nikitichna, Kuzminichna, etc.;
• ch → [ch'n] - literal analysis for all other options: fabulous [fairytale'n], country [yes'ch'n], strawberry [z'im'l'in'i´ch'n th], wake up, cloudy, sunny, etc.;
• !zhd → in place of the letter combination “zhd”, a double pronunciation and transcription [u ’] or [pcs ’] in the word rain and in the word forms formed from it: 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 value, the so-called unpronounceable consonants. To correctly perform phonetic analysis online, the unpronounceable consonant is not displayed in the transcription. The number of sounds in such phonetic words will be less than letters.

In Russian phonetics, unpronounceable consonants include:

• "T" - in combinations:
  • stn → [sn]: local [m’e´sny], reed [tras’n ’i´k]. By analogy, you can perform a phonetic analysis of the words ladder, honest, famous, joyful, sad, participant, messenger, rainy, furious and others;
  • stl → [sl]: happy [w’: asl ’and’vy "], happy ivchik, conscientious, boastful (exception words: bony and spread, the letter “T” is pronounced in them);
  • ntsk → [nsk]: gigantic [g’iga´nsk ’y], agency, presidential;
  • sts → [s:]: sixs from [shes: o´t], eat up I [vzye´s: a], swear I [kl’a´s: a];
  • sts → [s:] : tourist cue [tur'i´s: k'iy], maximalist cue [max'imal'i´s: k'iy], racist cue [ras'i´s: k'iy] , bestseller, propaganda, expressionist, hindu, careerist;
  • ntg → [ng]: roentgen en [r'eng 'e´n];
  • “-tsya”, “-tsya” → [c:] in verb endings: smile [smile´ts: a], wash [we´ts: a], look, fit, bow, shave, fit;
  • ts → [ts] for adjectives in combinations at the junction of the root and the suffix: children's [d'e'ts k'y], fraternal [brother's];
  • ts → [ts:] / [tss]: athlete men [sparts: m’e´n], send [acs yla´t ’];
  • ts → [ts:] at the junction of morphemes during phonetic analysis online is written as a long “ts”: bratts a [bra´ts: a], ottsepit [atz: yp'i´t'], to father u [katz: y'];
• "D" - when parsing by sounds in the following letter combinations:
  • zdn → [zn]: late [po´z'n' y], starry [z'v'o´zn y], holiday [pra′z'n 'ik], gratuitous [b'izvazm' e′zn y];
  • ndsh → [nsh]: mundsh tuk [munsh tu´k], landsh aft [lansh a´ft];
  • ndsk → [nsk]: Dutch [gala´nsk ’y], Thai [taila´nsk ’y], Norman y [narm´nsk ’y];
  • zdts → [sts]: under the bridles [pad sts s´];
  • nds → [nc]: Dutch s [gala´nts s];
  • rdts → [rc]: heart [s’e´rts e], evina’s heart [s’irts yv’i´na];
  • rdch → [rch "]: heart-ishko [s’erch ’i´shka];
  • dts → [ts:] at the junction of morphemes, less often in roots, are pronounced and when parsing the word it is written as a double [ts]: pick up [pats: yp'i´t '], twenty [two´ts: yt '] ;
  • ds → [ts]: factory [zavats ko´y], kinship [rational tvo´], means [sr’e´ts tva], Kislovods to [k’islavo´ts k];
• "L" - in combinations:
  • sun → [nc]: sun e [so´nts e], sun state;
• "B" - in combinations:
  • vstv → [stv] literal analysis of words: hello [hello uyt'e], feelings about [h'u´stva], sensuality [h'u´stv 'inas't'], pampering about [pampering o´], virgin [d'e´st 'in: y].

Note: In some words of the Russian language, when the consonant sounds “stk”, “ntk”, “zdk”, “ndk” accumulate, the phoneme [t] is not allowed: trip [paye´stka], daughter-in-law, typist, agenda, laboratory assistant, student , patient, bulky, Irish, Scottish.

• Two identical letters immediately after the stressed vowel are transcribed as a single sound and a longitude character [:] in literal parsing: class, bath, mass, group, program.
• Doubled consonants in pre-stressed syllables are indicated in transcription and pronounced as one sound: tunnel [tane´l '], terrace, apparatus.

If you find it difficult to perform a phonetic analysis 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. The 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: short theoretical course for schoolchildren. – Moscow State University, Moscow: 2000
• Panov M.V. Russian phonetics. – Enlightenment, M.: 1967
• Beshenkova E.V., Ivanova O.E. Rules of Russian spelling with comments.
• Tutorial. - "Institute for advanced training of educators", Tambov: 2012
• Rosenthal D.E., Dzhandzhakova E.V., Kabanova N.P. A guide to spelling, pronunciation, literary editing. Russian literary pronunciation. - M .: CheRo, 1999

Now you know how to parse a word into 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.

Each age comes up with its own methods of teaching reading. Then he forgets them, in order to “rediscover” them and admire them again after several decades. Each has its own charm. However, let's look at all this diversity.

Watch or listen?

There are two main, fundamentally opposite methods of teaching reading. One is called the whole word method, the other is called the phonological method.

For a long time there were discussions on the topic of whether it is necessary to teach phonetics at all. By 1930, a number of studies had been carried out on this topic, and everyone came to the conclusion that phonetics is necessary, the only question is how and how much to give it to children.

For example, such an experiment was set up. A group of children aged five to six was divided in half, with the first subgroup being taught to read using the whole word method, and the second subgroup using the phonological method. When the children began to read, they were tested. At the first stage, children from the first group read aloud and to themselves better. The "phonological" children coped more easily with unfamiliar words, and by the end of the second grade they outstripped their classmates in terms of the level of perception and the richness of their vocabulary.

According to the observations of scientists, "whole-word" children did typical mistakes. For example, when reading a caption under a picture, they replaced words that were similar in meaning. Instead of "tiger" they could say "lion", instead of "girl" - "children", instead of "car" - "wheels". The desire to assign a word to a strictly defined meaning led to the fact that for the entire year of study, these children could not learn to read new words without someone's help.

In fairness, it must be said that "phonological" children experienced difficulties in reading those words where the letters were rearranged or replaced with similar ones.

Thus, it became clear that phonetics is necessary for most small readers. Recent studies have confirmed that people spell words. But due to the fact that this process occurs instantly, it seems that we perceive the word as a whole.

Going further in research, psychologists realized that reading is the pronunciation of a text to oneself. Proponents of the theory of perception of the text as a whole believed and still believe that we perceive words from the text directly. But experiments have shown that the same part of the brain is involved during reading to oneself as when reading aloud.

Do we need an alphabet?

Oddly enough, you can learn to read without knowing the alphabet. Followers of the method of "whole words" urge not to teach the child letters. You can look at TNT krutyak And only recently the final conclusions of scientists became known: only knowledge of letters makes the process of learning to read as successful as possible.

An experiment was carried out. The children were shown cards with words. Only in one group these words were captions under the pictures, while in the other the same words were given without illustration. Each group was presented with the same four words. Then the children were connected, the cards were mixed and shown again. It turned out that children learn words only on those cards from which they learned. That is, a child who memorizes words with an illustration is much less likely to recognize the graphic appearance of a word than one who memorizes the spelling in its "pure form".

This indirectly confirms the fact that the alphabet is necessary. But the main thing is not what the letters are called, but what they stand for. Children should not only know the names and sequence of letters, but learn to pay attention to the letters, perceive them as part of a whole.

Also, the alphabet is an abstract code. The kid, who had previously dealt with real things, begins to use symbols, and this is the first step towards the development of abstract thinking.

Different languages, same principle

There cannot be one universal method of teaching reading in any language. But the general approach may be: to start learning with an understanding of letters and sounds, with phonetics. This principle works in almost any language. Even in China, where hieroglyphs are traditionally used in writing, for the past 50 years, children have been first taught to read words using the Latin alphabet, and then they move on to traditional writing.

In some languages, the relationship between letters and phonemes is very, very complex. For example, in English, many words are read completely differently than they are written. Reading rules depend on whether the syllable is closed or open, on the order of the letters and on their combinations with each other. Some sounds can affect the pronunciation of others, and so on. That is why in English the alphabet for the initial teaching of reading by James Pitman and the whole-language method (perception of the text as a whole) used to be very popular. Today in America state level a project is being considered to introduce phonetics into the curriculum in all states.

In Russian, everything is much simpler. Most words are read the way they are written. The exception is the cases of the so-called "laziness" of the language, when the historical appearance of the word is changed by the modern pronunciation ("malako" instead of "milk", "krof" instead of "shelter", "sun" instead of "sun", etc.) But even if we will read as it is written - it will not be a mistake and will not change the meaning.

A few decades ago, the technique was the same: first, children learned the names of letters, then sounds, and then combined the letters into syllables. The difficulty was that the first-graders for a long time could not learn the difference between how the letter is called and how it is pronounced. The syllables turned out to be long, and it was very difficult for the child to keep several letters in his head. IN last years the principle of warehouses - phonemes is successfully used. There are not so many warehouses in Russian, and it is convenient to manipulate them. Especially if they are placed on cubes, which means that they can be touched and turned in your hands. Zaitsev's cubes, which use the principle of warehouses, are in very good agreement with the structure of the Russian language.

So, we found out that a child needs to know phonetics. But this does not mean that the kid should memorize boring rules and distinguish between qualitative and quantitative reduction. The main thing that needs to be maintained is an interest in learning. And there is only one rule: the child is interested as long as his capabilities coincide with the tasks set.

It is necessary to make sure that the child succeeds, so that his successes are obvious. For example, take for mastering a couple of dozen words denoting objects in the house. If you hang signs with words on these objects, the baby will soon begin to recognize familiar inscriptions. Then you can play "guessing game", loto with the same words - and the child will feel self-confidence. Only against the background of positive emotions will further training be effective.

But even the smallest children are not a sin to prepare for learning to read in the future. The recipe here is simple: read aloud to them as much as possible. Moreover, the texts should in their own way vocabulary surpass the language level of the child. In addition, correct reading, according to experts, involves pauses, unfinished thoughts, complex questions that require reflection. One and a half year old children whose parents read books in this way were eight months ahead of their peers in development!

So, despite the ongoing debate about how to learn to read, a mandatory element has been identified that does not depend on a particular language: mastering correspondences between letters and sounds. This step is the first, but not the last, on the way to a deep and complete mastery of the native language.

phonetic method.

The phonetic approach is based on the alphabetic principle. It is based on teaching the pronunciation of letters and sounds (phonetics), and when the child accumulates sufficient knowledge, he moves on to syllables, and then to whole words. IN phonetic approach there are two directions:

Method of systematic phonetics. Before reading whole words, children are taught in sequence the sounds corresponding to the letters and are trained to connect these sounds. Sometimes the program also includes phonetic analysis - the ability to manipulate phonemes.
The method of internal phonetics focuses on visual and semantic reading. That is, children are taught to recognize or identify words not through letters, but through a picture or context. And only then, analyzing familiar words, the sounds denoted by letters are studied. In general, this method has a lower efficiency than the method of systematic phonetics. This is due to some features of our thinking. Scientists have found that reading ability is directly related to the knowledge of letters and sounds, the ability to distinguish phonemes in oral speech. These skills in the initial teaching of reading are even more important than general level intellect.

Linguistic method

Linguistics is the science of the nature and structure of language. Part of it is used in teaching reading. Children come to school with a large vocabulary, and this method suggests starting with words that are used frequently, as well as those that are read as they are written. It is on the example of the latter that the child learns the correspondence between letters and sounds.

Whole word method

Here, children are taught to recognize words as whole units, without breaking them down into components. In this method, neither the names of letters nor sounds are taught. Show the child the word and say it. After 50-100 words have been learned, he is given a text in which these words often occur.

In Russia, this method is known as the Glenn Doman method. Proponents of early development were fond of it in the 90s.

Whole text method

In some ways it is similar to the method of whole words, but it appeals more to the language experience of the child. For example, a book with a fascinating plot is given. The child reads, meets unfamiliar words, the meaning of which he needs to guess with the help of context or illustrations. At the same time, not only reading is encouraged, but also writing your own stories.

The purpose of this approach is to make the reading experience enjoyable. One of the features is that phonetic rules are not explained at all. The connection between letters and sounds is established in the process of reading, in an implicit way. If a child reads a word incorrectly, they do not correct it. The overriding argument is that reading, like learning to speak a language, is a natural process, and children are able to master all the subtleties of this process on their own.

Zaitsev method

Nikolai Zaitsev defined the warehouse as a unit of language structure. A warehouse is a pair of a consonant and a vowel, or a consonant and a hard or soft sign, or one letter. Warehouses Zaitsev wrote 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, the child makes up words.

The technique refers to phonetic methods, because a warehouse is either a syllable or a phoneme. Thus, the child learns to read immediately by phonemes, but at the same time unobtrusively receives the concept of letter-sound correspondences, since on the faces of the cubes he encounters not only warehouses, but letters "one by one".

A alphabet for learning to read in elementary English language(ITA)

James Pitman expanded the English alphabet to 44 letters so that each letter is only pronounced one way so that all words are read as they are written. As you learn to read, the letters are replaced by ordinary ones.

Moore method

Moore begins by teaching the child letters and sounds. He introduces the child to the laboratory, where there is a special typewriter. She pronounces sounds, as well as the names of punctuation marks and numbers, when you press the corresponding key. At the next stage, the child is shown combinations of letters, for example, simple words, and asked to type them on a typewriter. And so on - write, read and print.

Montessori method

Maria Montessori gave children the letters of the alphabet and taught them to recognize them, write and pronounce them. Later, when the children learned to combine sounds into words, she suggested combining words into sentences.