1. Strong and weak positions of vowel phonemes.
If a sound is pronounced and heard clearly, and can be meaningful, then it is in
strong position. The strong position for vowel phonemes is their position under stress.
Stressed vowels are affected by preceding and following consonants, and therefore
strong vowel phonemes appear in their different allophones. This impact is expressed in various
kind of movement of vowels across the zone of formation or in the acquisition of vowel tension, closed
character
The strong position is, in which sounds do not undergo positionally determined changes and appear in
in its basic form. A strong position is allocated for groups of sounds, for example: for vowels this is a position in
stressed syllable. And for consonants, for example, the position before vowels is strong.
For vowels, the strong position is under stress, and the weak position is unaccented.
In unstressed syllables, vowels undergo changes: they are shorter and not pronounced as clearly as under
accent. This change in vowels in a weak position is called reduction
.
Thanks to reduction in weak
positions differ less between vowels than in the strong position.
Sounds corresponding to stressed [o] and [a] sound after hard consonants in a weak, unstressed position
the same. “Akanye” is recognized as normative in the Russian language, i.e. non-distinction between O and A in unstressed position
after hard consonants.
under stress: [house] – [dam] - [o] ≠ [a].
without accent: [dama´] -home´- [gave´] -gave´ – [a] = [a].
Sounds corresponding to stressed [a] and [e] sound after soft consonants in a weak, unstressed position
the same. The standard pronunciation is “hiccup”, i.e. non-distinction between E and A in unstressed position
after soft consonants.
under stress: [m’ech’] - [m’ach’] – [e] ≠[a].
without accent: [m’ich’o´m]- sword- [m'ich'o´m] - ball'm - [and] = [and].
But what about the vowels [i], [s], [u]? The fact is that these vowels in a weak position are only subject to
quantitative reduction: they are pronounced more briefly, weakly, but their quality does not change. That is, as for
all vowels, the unstressed position for them is a weak position.
2. Positional change and vowel changes
Positional exchange - exchange of sound units determined by syntagmatic laws
compatibility of sounds. Positional exchange concerns the quality of sounds.
For vowels [a], [o], [e], positional change depends primarily on the position of the vowel in relation to
stress (the symbol t denotes any hard consonant, t´ - any soft consonant):
e]: five [p´ie t´i] - [b]: patch [p´lt/\h´o´k];
evoy];
e]: heat [t´ie plo
´] –[b]: heat [t´ pl/\ta´];
´n´ sh ´ik] - ъ]: tin [zh's't' and
eno´y];
e]: subject [t´iema
´t´ik] – [b]: thematic [t´m´t´i´ch´sk´y]. Positional change is not determined by the acoustic or articulatory nature of sound, but only by the laws of a given language: the above examples show that different by articulation and
According to acoustic properties, the sounds [a], [o], [e] are alternating.
The vowels [i], [ы], [у], depending on the position of stress, do not change their quality, but change only quantitatively, that is, no positional exchange occurs, positional changes are observed.
Positional changes They do not have the character of a law, they have the character of a process. Positional changes may or may not occur, or may occur differently among different speakers. They may be relatively stable and consistent, but they are only changes, not changes.
Positional changes of vowel sounds in Russian literary language associated with the impact on them
neighboring - preceding and following - consonants, first of all - hard and soft. Especially
the effect is clearly visible in the stressed syllable. There are 8 positions:
1.
At the absolute beginning of a word before a hard consonant: scarlet [a´ly], willow [i´въ];
2.
At the absolute beginning of a word before a soft consonant: scarlet [a´l´n´k´y], ive [i´v´ь];
3.
After hard consonants before hard consonants: ball [ba´l], oak [du´p];
4.
After soft consonants before soft ones: beat [b´i´l], hatch [l´u´k];
5.
After hard consonants before soft ones: reality [by´l´], essence [su´t´];
6.
After soft consonants before soft ones: beat [b´i´l´i], buttercup [l´u´t´ik];
7.
At the absolute end after the solid: slaves [slaves´], to the forest [kl´e´su];
8.
At the absolute end after the soft: led [in´i
el´i´], I am burning [r/\r´u´].
In positions after soft consonants, vowels move forward at the beginning of their formation. This is easy to notice by comparing the words small and mush. In transcription, the place where the vowel moves forward is indicated by the symbol ·, which is placed at the place where the sound moves: [ma´l] – [m´·a´l]; before soft ones there is a progression forward at the end of the vowel formation (compare: [da´l] – [da·´l´]; between soft
with consonants, the vowel moves forward along its entire length (compare: [pa´t] – [p´·a·´т´]).
Phonemes fall into different pronunciation conditions (positions). Position is the conditions for the realization of a phoneme in speech. These conditions include: the immediate phonetic environment (sound combinations), place in the word (beginning, end, inside a morpheme, at the junction of morphemes), position in relation to stress. In some pronunciation conditions, phonemes do not change their sound, but in others they do. Depending on the position in which the phonemes are located, they differentiate the forms to varying degrees. For example, the phonemes /a/, /o/, being under stress, distinguish words: ladies, house, and, being in an unstressed position, they lose this ability: Houses[house] (cf. lady[dam]) .
There are positions of maximum differentiation (strong positions) and positions of minimum differentiation (weak positions). These phoneme positions are differentiated depending on whether the phoneme “retains” or “loses” its “face.” A strong position is a position favorable for the phoneme to perform its functions, a position in which it differs (contrastes) greatest number phonemes and forms are differentiated to the greatest extent. The phoneme appears here in its basic appearance, retaining its difference from all other phonemes, which allows it to best perform its functions. In this position there is no coincidence of phonemes, which leads to non-distinction of forms.
A strong position is a position in which all phonemes included in a given opposition are possible. Thus, the position before the vowel is a strong position for consonant phonemes in the Russian language, since in this position both voiced and voiceless consonant phonemes are possible: [t]om, [d]om. A weak position is a position in which not all phonemes included in a given opposition are possible. Thus, in Russian, the end of a word is a weak position for the voiced/voiceless opposition, since voiced consonants are impossible here: ko[t], code [kot].
The strong position for Russian vowels is the stressed position.
A strong position for consonants (based on deafness/voicing) in Russian is the position before vowels, sonorants and the sound [v]: [t]om – [d]om; [p]ar – [b]ar; [n]right - [b]right; [z]loy - [s]loy; [T]believe – [d]believe etc.
For hard and soft consonants in Russian, the strong position is the position at the end of the word and the position before vowels (except [e]): es[t] – es[t’]; sconce[t] – sconce[t’]; ko[n] – ko[n’]; [m]al – [m’]yal; [n]os – [n’]`yos etc.
Weak position – This is a position that is unfavorable for the phoneme to perform its functions, i.e. a position in which a smaller number of phonemes is distinguished (contrasted) than in a strong position and forms differ to a lesser extent, since phonemes have limited capabilities to perform their distinctive function. In this position, a coincidence of phonemes occurs, which leads to non-distinction of forms and to a violation of meaning discrimination. For vowels, the weak position is the position in the unstressed syllable. In this position, two or more phonemes in one sound coincide (either as a result of reduction or under the influence of neighboring sounds).
For voiceless/voiced consonants in Russian, the weak position is the position at the end of the word, where they do not differ, coinciding in one sound.
In the weak position, the elimination of differences between phonemes takes place - the neutralization of phonological oppositions. For example, the phonological opposition between the voiced phoneme /z/ and the voiceless phoneme /s/ is neutralized at the end of the word: cf. goats - goats[braid] and braids - braids[braid]. The phonemes /z/ and /s/ at the end of the word coincided in one sound [s]. A phoneme that appears in a weak position is called an “archiphoneme” by some scholars.
The weak position for voiceless/voiced consonants in Russian is also the position “in front” of noisy ones. In this position, assimilation in deafness/voiceness occurs. Wed. ask - request[proz'b]; say - a fairy tale .
For hard/soft consonants in Russian, the weak position is the position before [e], which excludes the possibility of using hard consonants paired with hardness/softness: window - in the window[in Lkn]. The position before [j] is also weak: raven – raven [vurΛn’jo].
In Russian phonetics, several types of allophones are distinguished depending on the nature of the function they perform, place in a word, proximity to other sounds, stressed and unstressed:
1) Variations (or shades of a phoneme, according to L.V. Shcherba), these are allophones that appear in a strong position under conditions of positional conditioning. For vowels, for example, this is the position under stress next to soft consonants. Wed. variations of the phoneme /a/ in words fifth, five. Variations are positional modifications of phonemes that do not lose their distinctive function and are practically identical to the main type of phoneme, therefore they are sometimes called “sound synonyms” of the main type of phoneme.
2) Variants that appear in a weak position of a phoneme under conditions of its positional conditioning. Variants are modifications of a phoneme that coincide with another phoneme, coinciding with it in quality. Acting as a substitute for two (or more) phonemes, the variant loses part of its ability to distinguish the meanings of words, being a “sound homonym” of the matching phonemes. (See examples with the coincidence of /a/ and /o/ in an unstressed position or /z/ and /s/ at the end of a word).
How to determine which phoneme the variant in the weak position belongs to? Some scientists believe that it is necessary to change the word so that in the same morpheme this variant appears in its basic form, i.e. would be in a strong position. Wed. Houses[house] - house. It is concluded that in the word Houses[domΛma] represents the phoneme /o/.
In the case where the option appears only in a weak position, i.e. when it does not alternate with a sound in a strong position (when the stress is fixed or the word is unchangeable), for example, in the word dog[sΛbak], it is believed that the sound (in this case [Λ]) is a variant of one of the phonemes included in the hyperphoneme, i.e. “over-unit” of different phonemes (in this case, the phonemes /o/ and /a/). The hyperphoneme in the above case is designated as o/a.
Phonemes perform a distinctive (distinctive) function. The distinctive function includes perceptual (identification) and significative (meaning-discriminating) functions. Perceptual (from lat. perceptio– ‘perception’) the phoneme function is the function of bringing the exponents of words and mophemes to perception. It makes it possible to identify words or morphemes. In the sphere of perceptual function, sound elements are connected by contrast relations.
Significative (from lat. significare– ‘to designate’) phoneme function – This is a meaning-distinguishing function, i.e. function of distinguishing significant elements of language. In the sphere of significative function, sound elements are connected by an opposition relationship.
Performing these functions, phonemes can appear in strong and weak positions. There are:
1) perceptually strong positions;
2) perceptually weak positions;
3) significatively strong positions;
4) significatively weak positions;
1) In a perceptually strong position, the phoneme appears in its basic appearance (by which it is determined).
2) In a perceptually weak position, the phoneme appears in its allophones - in variations.
3) In a significatively strong position, the phoneme appears in its basic form.
4) In a significatively weak position, the phoneme appears in its allophones - in variants.
The composition of vowel phonemes in the Russian language system is determined on the basis of their semantic distinctive role in a strong position. For vowel phonemes of the Russian language, the position under stress not between soft consonants is absolutely strong (both perceptually and significatively). However, in a perceptually weak position, a phoneme does not enter into neutralization with other phonemes, therefore, to determine the composition of vowel phonemes, it is enough to take into account which position is significatively strong. For vowel phonemes of the Russian language, this is the position under stress. In this position, six vowels are distinguished: [a] – [o] – [i] – [s] – [e] – [y]. But two vowel sounds alternate positionally: [and]/[ы]. Positionally alternating sounds are representatives of the same phoneme. In a perceptually strong position - after and between hard consonants [s] appears, however, at the beginning of a word only [and] occurs, therefore it is considered to be the main variant of the phoneme, and [s] is only a variation of the phoneme<и>. So, the composition of vowel phonemes in the Russian language is as follows:<а>– <о>–< and> –< e> –< y> (she – [ʌн A ], it – [ʌн O], they [ʌn’ And ], those – [t’ uh ], here at ]).
Significatively weak for Russian phonemes is the position not under stress. However, this is individual for each phoneme. Yes, phoneme<у>does not enter into neutralization with any other phoneme. For<а>, <о>All unstressed positions are weak. In the position of the first prestressed syllable after soft consonants, four vowel phonemes enter into neutralization<а> –< o> – < e> – < i>: h[i e ]sy, m[i e ]doc, r[i e ]ka, l[i e ]sa. Perceptually weak positions for Russian vowels are: after soft consonants mint[m’ˑat], before soft consonants mother[maˑt’] and between soft consonants crumple [m’ät’].
STRONG AND WEAK POSITIONS OF CONSONANTS AND COMPOSITION OF CONSONANT PHONEMS IN THE RUSSIAN LANGUAGE
The composition of voiced and voiceless consonant phonemes is determined by strong positions for voiced and voiceless consonants. Strong positions are:
1) Before vowels: ko[z]a – ko[s]a (<з> – <с>);
2) Before sonorant consonants: [z’l’]it – [s’l’]it (<з’> – <’с>);
3) Before /v/, /v’/: v[z’v’]it – [s’v’]it (<з’>– <’с>).
Weak positions for voiced and voiceless noisy consonants:
1) At the end of the word: ro[d]a-ro[t], p[t]a – ro[t] (<д>neutralized with<т>in option [t]);
2) Before a voiced consonant: ko[s’]it – ko[z’b]a (<с’>neutralized with<з’>in option [z’]);
3) Before voiceless consonants: lo[d]ochka – lo[tk]a (<д>neutralized with<т>option [t]).
Sonorant consonants do not enter into neutralization with any other consonant phonemes on the basis of voicedness/voicelessness, therefore all positions for them are strong on this basis.
In terms of hardness and softness, the strong positions for consonant phonemes of the Russian language are:
1) Before vowels<а>, <о>, <и>, <у>, <э>: in the garden - I will sit (<д> – <д’>), nose – carried (<н> – <н’>), bow – hatch (<л> – <л’>), soap – mil (<м> – <м’>), pole – gap (<ш> –<ш’:>);
2) At the end of the word: horse - horse (<н> – <н’>), angle – coal (<л> – <л’>);
3) Before back-lingual consonants: gorka - bitterly (<р> – <р’>), shelf – polka (<л> – <л’>).
However, weak positions in terms of hardness and softness are “individual”:
1) For dental consonants - before soft dental consonants: evil - to anger (<з>neutralized with<з’>in variant [z’]), chant – song (<с>neutralized with<с’>in option [s’]);
2) For dental consonants - before soft labial consonants: story - dawn (<с>neutralized with<с’>in option [s’]);
3) For labial consonants - before soft labial consonants: again - together (<в>neutralized with<в’>in option [c’]);
4) For dental<н>- in front of the anterior palatines<ч’>And<ш’:>: boar - boar (<н>neutralized with<н’>in the variant [n’]), deception – deceiver (<н’>neutralized with<н’>in version [n’]).
Requires special comments position before vowel<э>. For centuries, a law has been in force in the Russian language: a consonant, falling into a position before<э>, softened. Indeed, in native Russian words before<э>the consonant is always soft: forest, river, light, summer, wind. The exception is the hard hissing ones (rustle, gesture), but they were originally soft. Therefore, the position in front<э>for consonants it was weak in hardness-softness. In 20-30 In the 20th century, changes occurred in the phonetic system of the Russian language. On the one hand, abbreviations are actively formed, which become commonly used words: NEP, DNEPRO HPP, Power lines. On the other hand, many borrowings, becoming mastered, bypass the stage of phonetic adaptation. Thus, the commonly used words, without a doubt, include: antenna, studio, stand, tennis, muffler. Consonant before<э>these words are pronounced firmly. Thus, before<э>In modern Russian, hard and soft consonants are possible. This means that the position has turned from weak to strong.
In fact, all positions except the weak ones listed above are strong in terms of hardness and softness. The range of weak positions in terms of hardness and softness has narrowed over the past 50-80 years. “Destroyed” positional patterns include:
1) Softening consonants before
2) Softening of the labials before the soft posterior linguals: paws [lap’k’i], rags [tr’ap’k’i].
In fact, the positional patterns of softening the labials before the soft labials and the teeth before the soft labials are also in the stage of destruction. The “Russian Grammar” indicates possible options pronunciations in these positions: [s'v'et] and [sv'et], [v'm'es't''] and [vm'es't'']. The reasons for such changes in the phonetic system of the Russian language will be discussed in the next paragraph.
Back-lingual consonants have a special position in the system. Hard and soft back-lingual consonants alternate positionally: soft back-lingual consonants are possible only before front vowels<и>, <э>. In these positions there are no hard back-lingual ones: ru[k]a – ru[k’]i, ru[k’]e; but[g]a – but[g’]i, but[g’]e; sti[x]a – sti[x’]i, about sti[x’]e. Consequently, hard and soft velars are representatives of the same phonemes. Since hard back-linguals are possible in most positions, they are considered the main variants of consonant phonemes -<г>, <к>, <х..
Thus, the composition of consonant phonemes in the Russian language is as follows:<б> – <б’> – <п> – <п’> –<в> – <в’> – <ф> – <ф’> – <д> – <д’> – <т> – <т’> – <з> – <з’> – <с> – <с’> – <м> –<м’> – <н> – <н’> – <л> – <л’> – <р> – <р’> – <ж> – <ж’:> – <ш> – <ш’:> – <ч’> – <ц> –
PHONEMIC TRANSCRIPTION
Phonetic transcription serves to accurately record spoken speech. Phonemic transcription reflects the composition of phonemes. This is a recording of abstract units of language, not intended for reading.
Procedure for performing phonemic transcription:
1) Perform phonetic transcription;
2) Perform a morpheme analysis of the word (to establish which morpheme a particular phoneme belongs to);
3) Determine the nature of the position for each sound unit (a strong position is indicated by “+”, a weak position by “-”);
4) Select checks for all phonemes that are in weak positions: a) for phonemes in the root of the word - cognate words of the same root; b) for phonemes in prefixes – words of any part of speech with the same prefix (with the same meaning); c) for phonemes in suffixes – words with the same suffixes (checks “automatically” will belong to the same part of speech and the same grammatical category); d) for phonemes in endings - words of the same part of speech, the same grammatical category, in the same grammatical form.
5) Transfer the recording to phonemic transcription.
Note. Remember that it is necessary to check the positions of consonants according to two parameters - sonority-voicelessness and hardness-softness.
Sample.
1) correspondence [p'yr'i e p'isk];
2) [p'yr'i e -p'is-k-b];
3) [p’ p’ and e -p’ and s-k-b];
+ – + – + + – + – (for consonants according to voicedness/voicelessness)
+ + + + + (for consonants of hardness/softness)
4) Check for vowels in the prefix: P e registration, translation e abusive; for the root consonant [s], which is in a weak position in terms of voicedness/voicelessness: rewrite; for the unstressed vowel [ъ] at the end: spring(the ending of a feminine noun in the singular form, nominative case).
5) After checking, we transfer the recording to phonemic transcription:<п’эр’эп’иска>.
When performing phonemic transcription of different words, remember checks for various prefixes, suffixes, endings of different parts of speech in different grammatical forms.
Since Russian graphics and spelling are based on the phonemic principle, the recording of a word in phonemic transcription largely coincides with the orthographic appearance of the word.
1) What does phonology study? Why is it also called functional phonetics?
2) Define phoneme. Explain why the phoneme is considered the minimal sound unit of language. What is the function of a phoneme? Illustrate your answer with examples.
3) What alternations are classified as phonetic positional? Give examples of phonetic positional alternations of vowels and consonants. What are the differences between phonetic non-positional (grammatical positional) alternations? In which case are alternating sounds representatives of one phoneme, in which case are they representatives of different phonemes? How can a phoneme be defined in terms of positional alternations?
4) Define the strong and weak position of phonemes from the perceptual and significative points of view. In which case is a phoneme represented by its basic variant? With your variations? Options? What are allophones?
5) Define hyperphoneme and illustrate your answer with examples.
6) Name the strong and weak positions for Russian vowels. What is the composition of vowel phonemes in the Russian language?
7) Name the strong and weak positions of consonant phonemes of the Russian language according to voicedness - deafness.
8) Name the strong and weak positions of consonant phonemes of the Russian language according to hardness and softness.
9) What is the composition of consonant phonemes in the Russian language?
Practical tasks
№1 . Write down the definition of phoneme in your workbook. Justify each word in this definition.
№2 . Select rows of words in which vowels, voiced and voiceless consonants, hard and soft consonants perform a meaningful function. Prove that the order of sound units in a word can perform a semantic distinguishing function.
№3. Determine what alternations are observed in the following cases: a) house - house A- house-elf; b) traces - trace; c) play along - signature d) graze - pasture; e) evil - to anger; f) honor – honest; g) walk – I’m walking; h) frost - freeze; i) table - about the table. Which of these alternations are phonetic positional? Find similar examples of phonetic positional and phonetic non-positional alternations.
№4. Transcribe the text. Establish possible phonetic positional and non-positional alternations: The snow fell until midnight, the darkness fell over the gorges, and then it became quiet, and the new moon rose... This world, it is moved and alive from time immemorial by transformations, sometimes invisible, sometimes obvious, their countless succession(Yu. Levitansky).
№6 . Prove that for alternations [s’]/[w] and [d’]/[g] in pairs wear - wear, walk - go there are exceptions and, therefore, these alternations are classified as phonetic non-positional.
№7 . Show what different sounds the phoneme /z/ can be represented by (in the preposition without). Indicate the main variant of this phoneme, its variations, variants.
№8. Transcribe the words and determine which series of positionally alternating sounds represent the Phonemes<э>, <о>, <а>: running, running, running; move, walked, walkers; thunderstorms, thunderstorm, thunderstorm; anger, wisdom; record, record, record.
№9. What phonemes and in what positions are neutralized in the examples of task 3?
№10. Select examples illustrating the neutralization of phonemes:<б> – <п>; <и> – <э>; <э> – <о>; <д> – <д’>.
№11. Transcribe the words. Indicate strong and weak positions for vowel phonemes: brownie, honey plant, golden, groovy, subscription, story, kindness, youth, copier, cotton wool, field, strict. Select checks for vowel sounds in weak position. What vowel phonemes are they representative of?
№12 . Transcribe the words. Indicate the strong and weak positions of consonant phonemes according to their voicedness and voicelessness. Select phoneme checks: crab, trail, thunderstorm, long, hawk, scythe (short adjective), dexterous, cat, piece of wood, mowing, carving, interspersed, signature, echo, jump away, heartless, silent, make laugh, break.
№13 . Write down the words in phonetic transcription, indicating strong and weak positions for consonant phonemes according to hardness and softness: elephant, horse, slide, bitterly, goat, song, together, with Vitya, racer, hog, cog, difference, removable, branching. Select checks for phonemes in weak position.
№14 . What hyperphonemes are there in the words listed below: watercolor, crimson, gesso, turquoise, wife, bow, suddenly, wax, becoming, light, everywhere?
№15. Give examples of words that have hyperphonemes:<а/о>; <и/э>; <а/о/э>; <а/о/э/и>; <с/з>; <г/к>; <с’/з’>; <т’/д’>; <с/c’/з/з’>.
№16. Perform phonemic transcription of the words: young, flying, show, prose writer, stay, riddle, quiet, chair, sea, play along, wash, kerosene, blind, supply, closet, delight, asphalt, here.
№19. Using the materials from the paragraph and the completed exercises, write down in your notebook and remember the checks for morphemes: a) prefixes on-, for-, under-, pere-, rose-; b) suffixes
-ost-, -chick-, -from-, -from-; c) endings of nouns of different types of declension, adjectives, personal endings of verbs; d) infinitive suffix -th and postfix -s reflexive verbs.
Russian language 2nd grade
(D.B. Elkonin-V.V. Davydov system)
Teacher of the Votkinsk Lyceum: Mashlakova S.N.
Subject. Strong and weak positions of consonants. Positions of consonants, paired according to voicedness and voicelessness, before sonorants.
Lesson stage: basic.
The purpose of this entire section:formation of spelling action at the stage of setting spelling tasks.
Learning task: compiling a table of strong and weak positions of consonant sounds. A letter with omitted spellings of weak consonant positions.
Lesson objectives:
1) educational– developing the ability to identify the position of consonants, paired in terms of voicedness and voicelessness, before sonorous ones;
2) developing – work to improve evaluative independence and reflection;
3) educational– fostering a love for nature and a caring attitude towards it; culture of educational dialogue.
Lesson objectives:
1. practice the ability to find strong and weak positions of consonant sounds, paired according to their voicedness and deafness;
2. identify the position of consonants, paired in voiced-voicelessness, before sonorants;
3. continue work to improve evaluative independence;
4. foster a culture of educational dialogue;
5. instill a love for nature and respect for it.
Lesson type: solving private educational problems.
UD forms: frontal, steam room, group.
Equipment: notebooks, textbook “Russian language”, part 1, S.V. Lomakovich, L.I. Timchenko, “Workbook on the Russian language” on a printed basis, table “Characteristics of sounds”, table “Strong and weak positions of consonants”, cards for group work, illustrations to the poem by E. Uspensky “Wild Nature” , bell, poster with a formula for presenting group decisions, poster for reflection, envelopes with colored circles for reflection, markers, tables for relieving visual fatigue.
During the classes.
I. Creating a learning situation. | ||
Working with tables to relieve visual fatigue. | Psychological and pedagogical characteristics of the lesson. |
|
Task 1. Org. moment. Check it out, buddy. Are you ready to start the lesson? Is everything alright: A book, pen and notebook? Is everyone sitting correctly? Is everyone watching carefully? Guys, open your notebooks and place them at an angle. We look at the board, write down the number and the words “Cool work.” We put emphasis and underline the spelling of weak positions. Open the textbook p.90 No.85. You see a poem by E. Uspensky. I asked the girls to learn it in advance and, since they are studying at an art school, to draw illustrations. Let's listen to them. Do you have “wildlife” at home? Who will tell about this? Why do people so want to have “wildlife” at home? What does the word “nature” even mean? What important task faces modern man? The teacher clarifies the conclusion:we must protect nature. Let's turn to the textbook and complete the task. Read the assignment. Look at the table. How do you understand what a weak position of sounds is? Why is it so important to know when a sound is in a weak position? (To write without errors). So, knowing this secret, you will be able to write without errors? Raise your hand, who can do this? Amazing! Let's test ourselves. We will complete the task ourselves. Who wants to do the task on the board? Anyone who knows how to do it can get to work. If anyone needs help, raise your hand and I will help. Examination. – Let’s check the words to the first scheme. Who agrees? Who has it differently? Let's read the words to the second diagram. Who has a different opinion? And the words for the third diagram. Which word had to be written down twice? Why? Conclusion: have we learned to find weak positions of consonant sounds? Well done! | Establishing interpersonal contact between children and teacher. Motivation for cognitive interest Working with the textbook. Individual homework. Realization of educational goals. The students formulate the conclusion. Evaluation-praise. The student reads aloud. Table “Strong and weak positions of consonant sounds.” Creating a situation of success. Self-esteem. Differentiation. Individual work with a student. Evaluation-praise. |
|
II. Setting a learning task. | ||
Task 2. – In E. Uspensky’s poem there is the word “multi-colored”. The paired “z” comes before the voiced one and it is also voiced. But the paired “t” also comes before the voiced one. Why doesn't he call? What problem might we face?(Consonants may have other strong and weak positions) What do we need to learn in class today?(Be able to find them) Conclusion: Indeed, we may encounter words with other strong and weak consonant positions; we need to learn to find them. What needs to be done for this? (Observe the sounds). Physical exercise. | Card on the board. Students formulate the topic and purpose of the lesson. The topic of the lesson and purpose are clarified by the teacher. The teacher puts a question mark on the board. |
|
III. Analysis of the conditions for solving the problem. | ||
Task 3. - Let's do it in textbook No. 86. Let's read the task. Guys, there are a lot of words, but we have little time left. Think about how we can speed up our work? (Work in pairs). Draw rulers in the margins and write the letters “P” and “K.” Don't forget to check with the green pencil. We observe the noise level when working in pairs. Which pairs want to complete the task on the board? Examination. - Before what consonants are the first consonants pronounced? Why then don’t the deaf voice themselves? What is so special about loud neighbors? (They are not paired). They are called sonorous , which means sonorous. They are more sonorous than other voiced consonants. We see that the paired sounds in front of them are different. And this means that the position before sonorants will be what? (Strong) How can we record what we have learned on a diagram? Have we answered the question asked? Why do we need to know this? (To write without errors). Well done! | Work in pairs. Peer review. [n] [l] [m] [r] [th] Table “Characteristics of sounds” Model construction. Evaluation-praise. |
|
IV. Testing the found method. | ||
Task 4. – Guys,please tell me how to check whether students understand what weak and strong positions of consonants are? (You have to complete the tasks). Is it easy to do alone? Maybe you need some advice? - Form groups. I give you cards. Listen to the task: consonants paired in voiced-voicelessness stand before paired voiced consonants. What is this position? (Weak). Trace this consonant position on your cards with a marker. Be careful. Think about who will be responsible. Examination. – A group representative comes to the board with a card and answers, following the answer rules. All cards are posted on the board. Pay attention to the words [ringing], [your]. Why is the voiceless [s] not voiced before the voiced [v]? Maybe there is some kind of “secret” again? We'll talk about this in the next lesson. | Group work. The teacher writes a diagram on the board. Start and end by sound bell Formula table. P – “we believe.” O – “because”. Pr – “for example.” S – “therefore.” Statement of the problem for the next lesson. |
|
V. Final reflection. | ||
What question did we answer in class? (Do consonants have strong and weak positions). What consonant position did we learn today? (Strong). |
Phonetic processes
In the flow of speech, sounds interact with each other, influencing each other with certain phonetic changes. Consonants can be influenced by other consonants or vowels by vowels, i.e. articulatory sounds of the same type interact. But interaction between different types of sounds is also possible, when consonants influence vowels or, conversely, vowels influence consonants.
Among the changes are combinatorial and positional changes.
Combinatorial(from Latin combinare “to combine”, “to connect”) are changes in phonemes under the influence of neighboring (or non-neighboring) phonemes. Most of these changes can be explained by ease of pronunciation. In some cases, it is easier to pronounce two identical or two similar sounds, for example, two voiceless or two voiced consonants. In other cases, on the contrary, it is more difficult to pronounce two identical adjacent sounds, for example, two stops or two affricates. Therefore, depending on the properties of interacting sounds, either convergence in pronunciation or divergence can occur between them.
Another type of phonetic change is positional changes(from Latin positio "position"). In this case, the change in phonemes is determined by their relationship to stress, as well as their position at the absolute beginning or at the absolute end of the word, i.e. solely by their position and does not depend on the influence of other sounds.
The most common combinatorial changes include: assimilation, dissimilation, accommodation.
Let's look at them in more detail.
Assimilation(from the Latin assimilatio “assimilation”) - a phonetic process, as a result of which interacting sounds come closer together in whole or in part. In other words, these sounds become more similar or identical. Assimilation is characterized by the following features:
- 1. Contact(from Latin contactus “contact”) - the interaction of two adjacent sounds and distant(from Latin dis “times” and tangere, tactum “touch”) - the interaction of non-adjacent sounds separated by other sounds. Example of contact assimilation Butresidential complex A [shk], an example of a distant bA dA .
- 2. Full- two different sounds turn into two identical ones, which usually merge and are pronounced as one long sound (for example, Oetc. at[dd]. With complete assimilation, assimilation occurs according to all the characteristics characteristic of interacting sounds (dullness - sonority, hardness - softness, type of articulation, etc.). N full assimilation - two different sounds remain different, but come closer to each other according to some characteristic, for example, a word sd both [building]. With incomplete assimilation, assimilation occurs in terms of some of the named characteristics. In the word baking, the consonants are likened in terms of voicing, but otherwise these sounds remain different.
- 3. Progressive(from Latin progressus “moving forward”) - the influence of the previous sound on the next one ( Vankya) And regressive(the Latin prefix indicates the opposite of the action) - the influence of the subsequent sound on the previous one, for example, cosb A[zb].
Variety progressive assimilation is synharmonism(from the Greek syn “together” and harmonia “connection”, “consonance”), vowel harmony in Turkic languages, when the root vowel determines the corresponding vowel in the subsequent morpheme: Turkish. oda- room, odalar- rooms; ev- house, evler- house A.
Dissimilation(from Latin dissimilatio “dissimilarity”) - a phonetic change when two identical or two similar sounds are formed into either different or less similar sounds. In its results, this is a process that is the opposite of assimilation. Therefore, dissimilation is characterized by the same concepts as assimilation. Progressive(February from February), regressive (secretary from secretary),contact (who, dohtor), distant (February from February).
There may be cases when the same sound is influenced by several factors, resulting in different phonetic changes. Thus, in the word easily (lehko) there is regressive assimilation due to deafness and dissimilation due to the method of formation.
Accommodation(from Latin accomodatio “device”) - a phonetic process in which different types of sounds interact - vowels and consonants. The influence of consonants on vowels is determined in two directions:
- 1. after soft consonants, the vowels a, o, u become more forward: small - crumpled, ox - led, bow - hatch. In this case, we observe 1 progressive accommodation.
- 2. before soft consonants, the same vowels a, o, u become narrower, closed: gave - distance, year - gol, string - jets. There is regressive accommodation here.
Vowels influence consonants only in one direction - regressively: before vowels and, uh, consonants also become more forward - soft: book - book, books.
In addition to the above phonetic changes, other processes can occur in words:
- 1. Diaeresis(discard) (from the Greek Diairesis “break”, “separation”), for example: sun, surroundings. The following processes are also a type of diaeresis: syncope(abbreviation), for example: bindings(bandage it) I'll transfer(I'll change clothes) blue tit(merge), for example: anyway(at all), imagine(imagine) and haplology- dropping a syllable, for example: standard bearer(standard bearer).
- 2. Epenthesis(insert) (from Greek Epenthesis) the opposite phenomenon of diaeresis: nd Rav(temper), for the sake ofV O(radio), spyAnd He(spy).
- 3. Metathesis(rearrangement of phonemes) (from Greek metathesis) - witchbear from bear, plate(from German Teller), Frol(from Latin flor), palm from Dolon, case(from German Futteral).
- 4. Fusia- fusion of consonants: myts I- my( ts)A, Wets I- We( ts)A.
- 5. Substitution(device) (from Greek Substitutio) - replacement of one phoneme with another: Nikolai - Mikola, Arina - Orina, Nikifor - Mikishka.
When determining phonetic changes, it is necessary to distinguish between the original (primary) form and the derivative (secondary). The correct determination of the type of phonetic change depends on this. Due to the fact that writing, as a rule, reflects the more ancient state of the language, the original form of the spoken word should be considered its written form, its spelling; for a colloquial word - the form that is presented in the literary language; for a literary word - a word of the source language.
Phenomenon prostheses(gr. prothesis - substitution), or additions of the beginning of a word, can be observed in the following words: V eight(out of eight), e roplan(airplane), V spicy(spicy)
Reduction- reduction of the length of the phoneme (Latin reductio “moving back”). Reduction is also understood as a weakening of the articulation of a sound and a change in its sound (this mainly applies to vowels in an unstressed position). Reduction can be qualitative or quantitative.
Reduction is high quality- weakening and change in the sound of vowels in an unstressed syllable, accompanied by the loss of certain features of their timbre, for example, GO fishing[ъ].
Quantitative reduction- reducing the length and strength of the sound of a vowel in an unstressed syllable while maintaining the characteristic timbre. For example, the reduction of the vowel [y] in the first and second unstressed syllables (cf. at bottom, with at yes, with at dovoy).
Sounds do not exist in isolation from each other. They are in constant interaction and influence each other, causing various sound changes.
In the flow of speech, sounds are combined with each other to form words, speech beats, and phrases. The ability of sounds to combine with each other is called syntagmatics, and the combinations of sounds themselves are called syntagms.
Acting in combination with each other, sounds retain their qualities in some conditions, but change them in others. The ability of sound units to vary is called paradigmatics, and the totality of variants of one sound is called a paradigm: ?с"н"е?гъ / с"н"е?к / с"н"его? / s"n"ieg"i?r" / c"n"g?v"i?k.
The concepts of position of sounds are associated with the doctrine of syntagmatics and paradigmatics.
Position is the position of a sound in a word. There are strong and weak positions of sounds.
Strong positions are those positions of sounds in which the largest number of sounds differ: ?do?m - to?m / zha?r-sha?r // m"i?r / sy?r / sa?t / mu?sh / ro?m /l"e?s //?.
In weak positions, one of the correlative sounds is not distinguished: ?tu?t / sa?t / s?dy? /sad?vo?t//?.
Changing consonants
For consonant sounds, strong and weak positions are distinguished: 1) according to deafness and voicedness; 2) hardness and softness.
I. Strong and weak positions in voicedness and voicelessness
- 1. Strong positions in terms of voicedness and deafness are for paired sounds:
- a) the position of voiced and voiceless consonants before vowels: ?ba?r - pa?r / go?rk - ko?rk /d"e?l - t"e?l?;
- b) the position of voiced and voiceless voices in front of sonorants: ?bl"e?sk - pl"e?sk /p"ju? - b"ju? / bend?t -knu?t?;
- c) the position of voiced and voiceless consonants before the labial-dental sounds?v?, ?v"?: ?dvo?b - tvo?b / sv"e?t - zv"e?r"?;
- d) unpaired sounds are always in a strong position, because they can have only one sound - either voiceless or voiced.
- 2. Weak positions in terms of voicedness and deafness are:
- a) position at the absolute end of a word. In the Russian language, there is a law of the end of a word, the essence of which is that paired voiced consonants are deafened: ?ло?п / no?ш / са?т / с"н"е?к?;
- b) position before voiceless consonants, where voiced consonants are deafened: ?lo?tk / no?shk / propk?;
- c) position before voiced consonants, where voiceless consonants are voiced: ?pro?z"b / v?gza?l / ml?d"ba??;
When voiced consonants are deafened and voiceless consonants are voicing, there is an assimilation (assimilation) of the preceding consonant to the subsequent one.
II. Strong and weak positions of hardness and softness
- 1. Strong positions in terms of hardness and softness are:
- a) before vowels: ?sa?t - s"a?t" / lu?k - lu?k / se?r - s"e?r?;
- b) position at the absolute end of the word: ?v"e?s - v"e?s" /tro?n - tro?n" / dv?r - dv"er"?;
- c) before back-linguals: ?ba?nk - ba?n"k / go?rk - go?r"k / d"e?tk"i - d"a?t"k"i?;
- d) unpaired sounds in terms of hardness and softness are always in a strong position.
- 2. The weak position in terms of hardness and softness is:
- a) the position of hard teeth in front of soft teeth: ?l"i?s"t"ik / f"s"o?/v"z"a?t"?;
- b) the position of the hard teeth in front of the soft noisy anteropalatines: ?ba?n"sh?"ik / zbo?r"sh?"ik?;
- c) position of hard teeth in front?j?: ?с"je?l/druz"ja? / in "jу?гъ?;
- d) the position of the hard teeth in front of the soft labials: ?b?m"b"i?t" / z"m"e?b / t"e?r"p"it?.
- (In modern Russian, the softening of a consonant before a soft one fluctuates)
- e) soft consonants in rare cases can harden before hard ones: ?bunta?r" ? bunta?rsk"ib / m"e?t" ? m"eh?dnyb?.
Some consonant sounds in pronunciation have a longer sound compared to other consonants. Such consonants are called long.
For example, in Russian, a sound usually denoted by the letter ш - [ш?"] can only be a long sound: pike - [ш?"у?ка], goodbye - [pr? w?a?i], etc.
In orthographic writing, the longitude of a consonant is most often conveyed by placing two identical letters next to each other, denoting a given consonant: cash (cf.: spit), point (cf.: ball), colossus (cf.: ear).
Long consonants can be found in the roots of words: Russia, buzz, yeast, etc.
In addition, long consonants can appear at the junction of a preposition and the word following it, a prefix and a root, or a root and a suffix, when two identical adjacent consonant sounds merge into one long consonant: [?t?ieb"a?] - from you , [r?s?v"e?t] - dawn, [v??z"i?t"] - import, [ch"ugu?n?yi] - cast iron, etc.
It often happens that the placement of two identical letters next to each other in an orthographic letter is observed where there is no long consonant in the pronunciation.
For example, in the following words we usually pronounce short rather than long consonants, although their length is indicated in the letter: alley - [al"e?iь], art - [isk?stvb], artillery - [?rt"il"e? r"iiь], barricade - [bur"ika?db], grammar - [gr?ma?t"ikb], collection - [k?l"e?ktsyi'], etc.
This circumstance creates certain difficulties in students mastering the spelling of these words.
Loss of consonants
In some cases, when several consonant sounds are combined, one of them may not be pronounced. However, it is pronounced in other forms of the word or in related words.
For example: adorable - [pr"l"e?snyi], but lovely - [pr"e?l"ls"t"], late - [po?zn], but late - [?p?zda?l], whistle - [s"v"i?snut"], but whistle - [s"v"is"t"e?t"].
According to the rules of Russian spelling, dropped consonant sounds in writing are indicated by the corresponding letters.
Changing the vowel sounds of the Russian language
For vowel sounds, the strong position is their stressed position:
So?m / ma?k / m"i?r / dy?m / l?k / hl"e?p?.
If the vowels are in an unstressed position, then the position is weak: ?tr?va? / dr?va? / m"iesta??.
The degree of change in vowels in an unstressed position depends on the place they occupy in relation to the stressed position. So, in the word garden, both unstressed vowels [o] are pronounced as [?]; and in the word milk? the first [o] is in the second pre-stress position and is pronounced like [ъ] (a sound close to [ы]): [мъл?ко?].
The change in vowel sounds in an unstressed position also depends on what consonants (hard or soft) they come after. For example: the vowel [i] after hard consonants is pronounced as [s]: circus - [tsy?rk], life - [zhy?zn"], width - [shy?r"].
Changing vowel sounds in weak positions is called reduction (from Latin reductio - bring, back).
There are qualitative and quantitative reductions.
The weakening and change in the sound of vowels in an unstressed syllable, accompanied by the loss of certain features of their timbre, is called qualitative reduction: [h"a?s / h"iesy? / h"s?fsh?"i?k]; [go?lvu/g?lo?f/gul?va?]; [vo?dy / in?yes? /въд?в?с].
Reducing both the length and strength of the sound of a vowel in an unstressed syllable while maintaining timbre is called quantitative reduction: [lu?k / meadows? / meadow?vo?i], [cheese?r / cheeses? ].