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The article discusses the features of teaching the pronunciation side of speech in the context of contacting three or more languages. These conditions are referred to as artificial multilingualism. The goal of teaching phonetics in artificial multilingualism, as well as in teaching the first foreign language, is the formation of phonetic competence, which includes specific skills (auditory and pronunciation), knowledge and skills. Particular attention is paid to the interaction of the phonetic skills of the contacting languages. The result of this interaction is phonetic interference. The article discusses the types of phonetic interference, ways to prevent and overcome it. One of these ways is comparative analysis by phonological features in terms of their importance in each language. The contacting languages ​​are compared (native language - Russian, FL1 - English, FL2 - German, FL3 - Spanish). These tables make it possible to predict zones of interference and possible difficulties, as well as to generalize the linguistic experience of students for a positive transfer when mastering the phonetic elements of a new language, which is a feature of teaching a second (third, etc.) foreign language. The linguistic experience of students is manifested in the expansion of their phonetic repertoire, in the more plastic work of the organs of speech, in a more developed phonemic hearing. As an example of teaching the phonetics of a second (third) foreign language, work with the alphabet in the first lesson with a new language is given.

articulation

phonological features

comparative method

articulation base

linguistic experience

types of phonetic interference

foreign accent

interference

phonetic skill

pronunciation

phonetic competence

Artificial multilingualism

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11. Schukin A.N. Methods of teaching verbal communication in a foreign language. - M. : Ikar, 2011. - 454 p.

12. Yamschikova O.A. Psychological features and types of phonetic interference in teaching a second foreign language: dis. … cand. psychol. Sciences (19.00.07). - Irkutsk, 2000. - 160 p.

In the conditions of linguistic gymnasiums, linguistic universities and faculties in the study of foreign languages, there is a situation of artificial multilingualism, by which we mean the knowledge of two or more foreign languages ​​as a result of purposeful learning. This type of multilingualism is characterized by “asymmetric communicative competence in relation to the contacting languages ​​and the controlled nature of its formation” .

Within the framework of the competence-based approach, the goal of teaching a foreign language (first, second, etc.) is communicative competence, which is the basis for the development of multilingual competence. Multilingual competence should be understood as a network of complex relationships of knowledge and linguistic experience that a person acquires gradually and in stages. An integral component responsible for the correct formulation of a statement is linguistic competence, which consists of phonetic, lexical, and grammatical subcompetences.

Phonetic competence includes phonetic skills, knowledge and ability to perceive and reproduce the following elements: phonemes and their implementation in a specific context (allophones); phonetic features that distinguish one phoneme from another (voicedness, nasality, labialization, etc.); prosody; phenomena of assimilation at the moment of articulation, reduction of unstressed vowels, phrasal stress and rhythm; intonation, etc.

The importance of the pronunciation side of speech is due to its inclusion in all types of speech activity. For example, as a component of speaking, pronunciation can make it easier or harder for the listener to recognize words. The communicative significance of the pronunciation side of speaking lies in giving clarity to the oral text. When listening, the pronunciation side of speech is directly involved in the process of perception. If the student perceives the oral text incorrectly, he has difficulty identifying, understanding and interpreting the text, i.e. insufficient level of phonetic competence makes it difficult to understand speech by ear.

In the field of phonetics, the influence of the native language on the foreign language being studied is more pronounced than at other levels of the language. Difficulties in mastering the sounds of a foreign language are explained by the interference of the native language.

O.A. Yamshchikova understands phonetic interference as “violation (distortion) of secondary and subsequent language system and its norms as a result of the interaction in the mind of the speaker of phonetic systems and pronunciation systems of two or more languages. There is an interference of auditory and pronunciation skills formed on the basis of interacting systems. Pronunciation is the most automated area of ​​language. Skill plays a crucial role in mastering pronunciation. Phonetic skills provide the ability to correctly perceive the audible sounds of foreign speech and reproduce them adequately to the existing norm.

The depth and volume of interference can be different. The result of phonetic interference is a foreign accent, characterized as "replacing unknown sounds and unusual combinations of sounds with their usual ones and rethinking words with their morphological composition and their meanings according to the skills of their language" .

Classical phonological models are based on the concept of “phonological sieve” by N.S. Trubetskoy. N.S. Trubetskoy compared the phonological system of a language with a sieve through which everything that is heard is sieved. When an individual hears speech in another language, he involuntarily applies the phonological filter of his native language to analyze what he hears. Since the perceptual filter is not adapted to the new language, many errors and misunderstandings occur. The presence of the so-called foreign accent N.S. Trubetskoy connected not with the fact that the individual cannot pronounce a certain sound, but rather with the fact that he does not distinguish, incorrectly interprets and does not correct this sound. There is an assimilation of the sounds of a foreign language with the phonological categories of the native language. The named erroneous interpretation is due to the difference in the phonological structures of the native and foreign languages. Hence the need to develop auditory differential sensitivity and train phonemic awareness.

U. Weinreich distinguishes the following types of phonetic interference: 1) insufficient differentiation - a mixture of two phonemes of the secondary system, as a result of which similar units of the primary do not differ as special phonemes; 2) excessive differentiation - the imposition of phonemic differences of the primary system on the sounds of the secondary, which are a variant of one phoneme; 3) misinterpretation - the distinction between phonemes of the secondary system according to features that are relevant to the primary system, and for the secondary they are secondary or redundant; 4) substitution - substitution of units of the secondary system by units of the primary.

An important methodological conclusion follows from the foregoing: at the stage of presenting a new sound, it is necessary to make a clear differentiation, to achieve the correct interpretation, not limited to sound imitation.

To master the phonetic base of the language being studied, it is necessary, first of all, to master the articulatory structure characteristic of native speakers of this language. By articulation is meant the habitual position of the organs of speech at the moment when the speaker does not make articulatory movements. Consider the articulation modes of the contacting languages. In our case, i.e. in the conditions of study at the Faculty of Linguistics in the specialty " Teacher Education”, the native language of students (RL) is Russian, the first foreign language (FL1) is English, the second foreign language (FL2) is German and the third (FL3) is Spanish (it is studied optionally, in a situation where FL2 is studied for at least a year). In the Russian articulation mode, the lips are slightly rounded and not closely pressed to the teeth, the front and middle parts of the tongue rise to the hard palate. The characteristic features of the articulation structure of the English language are: 1) a flat style of the lips (i.e., tight adjoining of the lips to the teeth), some stretching of the lips; 2) retraction of the tip of the tongue from the teeth, while the tip of the tongue is against the alveoli, without touching them; 3) flat and low position of the middle and (especially) the back of the tongue. The German way is characterized by stability, in the neutral position the lips are not tense and not pressed to the teeth, the tongue is in the middle position, the tip of the tongue has contact with the front lower teeth. For Spanish a “lower” articulation pattern is characteristic, which is directly related to the apical nature of the articulation of the anterior lingual Spanish consonants: the low position of the tongue is much “more convenient” for apical articulation than the high anterior Russian, which, in turn, is optimally combined with the characteristic dorsal articulation pattern of the Russian language .

Acquaintance with the structure of the organs of speech is a kind of “tuning” to a certain way of pronunciation. Therefore, we consider it expedient to devote the very first lesson in a new language to the formation holistic view about his phonetic system.

Since pronunciation skills are formed on the basis of the articulation base of the language, it is necessary to consider the features of the articulation bases of all contacting languages ​​in order to identify potentially complex phonetic elements, explain and remove existing difficulties. The articulatory base is understood as “a set of movements and positions of the pronunciation organs familiar to a given language, the formation of which depends on the phonemic system of the language and, most importantly, on the differential signs» .

Within the framework of the article, we restrict ourselves to presenting the results of a comparison of articulatory bases by comparing some characteristic phonological features. The degree of significance of a feature is denoted as follows:

- the sign is not expressed (is not important);

+ the sign is present, expressed;

++ feature is characteristic of this phonetic system.

Table 1

Comparison of phonological features of contacting languages

	Phonological feature
	Degree of tension
	Articulation stability
	Reduction
	Diphthongoids
	diphthongs
	Longitude and shortness
	Labialized vowels front row
	Glottal stop
	Aspiration
	Palatalization

* We designated this feature as absent, since all other vowels, except for "e" in unstressed prefixes be-ge-, suffixes and endings, are not subject to reduction.

Based on the data in the table, which displays a comparison only for some phonological features, we can conclude that the phonetic repertoire of students is expanding with each new language. By the time they study FL2, they are already familiar with such phonetic phenomena that are absent in RL, such as aspiration, longitude and shortness of vowels, diphthongs. It should be remembered that each feature, even if it is present in different languages, manifests itself in its own way. When mastering FL3, students will not have to learn any new phenomena to a greater extent (although they are undoubtedly present), but stop pronouncing the sounds and phenomena that they have learned (for example, aspiration).

Dive into new language happens from the first session. Features of the articulatory base of the corresponding language can be represented by the example of the alphabet. Acquaintance with the articulatory base of the new language occurs in the following sequence.

1. Each letter is spelled out and explained. Writing letters and paying attention to the differences is very important, because the developed skill of writing English letters steadily interferes when writing German letters. This applies to the letters I, J, M, N.

2. When explaining the pronunciation of each letter with transcription, the studied language is compared with the native and first (native, first and second) foreign languages, when necessary. For clarity, you can use articulation schemes. Thus, there is an acquaintance with almost all the features of the articulatory base in practice.

Based on the experience of teaching German as a FL2 after English, it can be stated that students always have difficulty getting to know the vowels of the German language, since the vowel systems of Russian, English and German are significantly different. In the situation of teaching a foreign language, the skills acquired in the learning environment are manifested, i.e. articulation skills English sounds. There is a so-called foreign language effect. The same designation of letters in the alphabet interferes significantly when getting acquainted with the German vowel system: a ≠ ; e ≠ ; i ≠ ; o [əʊ] ≠; u ≠ .

However, vowels with the same designation in transcription, but differing in articulation, are of particular difficulty. It's about about vowels. General rule for the pronunciation of German vowels - stable tense articulation, without overtones, without diphthongization, with a hard attack.

Vowel - due to the position of the tongue and the advancement of the German articulation forward, this sound is not as “deep and dark” as in English, it is lighter, open and wide.

When pronouncing, there is no overtone [s], the lips are widely stretched into a smile and tense, the lower teeth are not exposed, the distance between the teeth is narrower than when pronouncing English [i].

Parsing the vowel, it should immediately be noted that there is no long sound in English, there is no short sound in German. In a short form, the sound [ɛ] appears, qualitatively different from English [e]. It is necessary to pay attention to the place and method of articulation, and also to ensure that there is no palatalization when pronouncing [be:], [tse:], [de:], etc.

When pronouncing vowels, skills interfere especially brightly and quite stably English articulation, it is necessary to dwell on these sounds in more detail when presenting the alphabet.

As for the Spanish language, which students start as a third foreign language (after English and German), the first time there is such a phonetic feature of the Germanic languages ​​as aspiration. It should be noted that by the time of studying FL3, the phonetic repertoire of students is sufficiently expanded, it is possible to refer to all familiar languages ​​when comparing: the absence of aspiration and a hard attack, as in RL; stability of articulation and absence of reduction and diphthongoids, as in IL2 (German); interdental sounds, as in IL1 (English), etc. Having made such an analysis, one can devote more time to the features characteristic of a given language (fricative [ uße ], as well as sounds denoted by the letters G, H, J, Ñ, Ll, Ch).

Having disassembled the alphabet, students receive its memorization as homework. In the next lesson, the alphabet is checked and corrected. Further disassembled theoretical material according to the features of the articulation base. Since in practice the students have already become familiar with the new articulatory base, the theoretical material is perceived by them in a natural way.

Reviewers:

Shamov A.N., Doctor of Pedagogical Sciences, Professor, Head. Department of Linguodidactics and Methods of Teaching Foreign Languages, Federal State Educational Institution of Higher Professional Education "Nizhny Novgorod State Linguistic University named after I.I. ON THE. Dobrolyubova, Nizhny Novgorod;

Kuklina S.S., Doctor of Pediatric Sciences, Associate Professor, Professor of the Department of Foreign Languages ​​and Methods of Teaching Foreign Languages, FGOU HPE "Vyatka State Humanities University”, Kirov.

Bibliographic link

Lopareva T.A. "FEATURES OF TEACHING THE PHONETIC SIDE OF SPEECH UNDER CONDITIONS OF ARTIFICIAL MULTILINGUALISM" // Modern problems of science and education. - 2014. - No. 6.;
URL: http://science-education.ru/ru/article/view?id=16898 (date of access: 04/06/2019). We bring to your attention the journals published by the publishing house "Academy of Natural History"

Introduction 3
Chapter 1. Theoretical aspects formation of phonetic competence in English lessons 5
1.1. The concept and definition of competence 5
1.2. Content, structure and model of phonetic competence as a linguodidactic phenomenon 6

Chapter 2. Practical aspects of the formation of elementary phonetic competence in English among younger students. thirteen
2.1. The specifics of the formation of phonetic competence in younger students 13
2.2. Exercises for the formation of phonetic skills of younger students in foreign language lessons 18
Conclusion 24
References 26

Fragment for review

Mark with numbers:
1 2 3
bird bed bird (Key: 1,3)
thin thing thing (Keyword: 2,3)
The effectiveness of this group of exercises for the reproduction of sounds increases if students have the opportunity to hear the sound again before reproducing the sample, regardless of whether they are studying new language material or repeating what they have already learned.
The material for reproductive phonetic exercises are words, phrases, phrases and even individual sounds and sound combinations.
These are mainly receptive-reproductive (non-communicative and conditionally communicative) exercises. In non-communicative imitative exercises, it is advisable to focus students' attention on certain characteristics of sound (longitude, aspiration, stress, etc.), this makes the imitation conscious. At the level of conditionally communicative exercises, a student can use the following techniques, such as imitation of a speech sample, substitution in speech pattern, answers to questions - complete and concise.
In receptive-reproductive exercises, the object of assimilation may be a single sound, or two or three sounds may be contrasted.
Exercise examples:
- Listen to the words (phrases, phrases) with the sound [ ...] . Repeat them, while paying attention to .... (This is a non-communicative exercise in conscious imitation of a new sound that precedes listening).
- Listen to phrases, phrases, a couple of words, with sounds [... ] and [ ...]. Repeat them and pay special attention to ... (This is a non-communicative exercise for the conscious imitation of contrasting sounds; in such exercises, imitation is preceded by listening).
For especially complex sounds these exercises may be preceded by exercises on the so-called silent articulation - “gymnastics” of the tongue and lips, for example: round the lips or stretch the lips; press the tip of the tongue to the lower teeth.
The above exercises, or similar ones, can be used at all levels of teaching English at school. But their purpose is slightly different depending on the degree:
1) the main purpose of the exercises at the first stage is to form students' listening and pronunciation skills, so the proportion of phonetic exercises is significant when compared with other exercises;
2) these exercises in the second and third stages are aimed at both supporting and improving pronunciation skills and preventing errors. Therefore, these exercises are recommended by specialists before performing exercises when mastering new material in reading aloud and speaking. According to this goal, at the beginning of the lesson, so-called “phonetic exercises” should be carried out, which include new educational material.
In addition to special exercises for the formation, as well as the improvement of students' listening and pronunciation skills, memorization of rhymes, sayings, tongue twisters, poems, excerpts from prose, dialogues, as well as reading excerpts from the textbook aloud is widely used. These activities are aimed at teaching students the correct pronunciation. It should be noted that the work with the above material provides for 2 stages of execution:
first, under the guidance of a teacher or with the help of a phonogram, the text is learned;
after that, in order to achieve unmistakable speech and a fast pace, students work on developing the speed of pronouncing a passage of a poem or text. Since memorization by heart has positive results only under the condition of fast and error-free pronunciation of the material being memorized.
The teacher monitors and evaluates pronunciation, taking into account typical mistakes in students' speech. In this case, one should distinguish between phonological and phonetic errors. The former affect the content, while the latter affect the sound quality. In non-specialized secondary educational institutions phonetic errors are not taken into account, since the main goal of communication - understanding - is achieved. It takes into account the presence, as well as the number of phonological errors. But the above does not apply to lyceums and gymnasiums, specialized language schools, in which the goal of teaching English is close to the goal of a language university - to master English at a level close to native speakers of this language. In this case, students' pronunciation is assessed both by phonetic and phonological features.

Chapter 2 Conclusions
The main provisions of the second chapter of this work can be described as follows:
The formation of phonetic competence in younger students in English lessons has its own specifics. The problem of the features of the formation of phonetic competence is associated with the features of techniques, methods and approaches to teaching English pronunciation, as well as the specifics sound system in English.
Many modern Methodists believe that the process of familiarization with a new phonetic phenomenon, in this case, with sounds, should take place in a sound context, with the help of a visual, slightly exaggerated demonstration of the features of these phenomena (sounds). And the text is, in this case, a natural environment for any linguistic phenomenon, including phonetic.
For the formation and development of the phonetic side of the speech of younger students, the teacher uses exercises on: reception (recognition, identification and differentiation); and reproduction (substitution, imitation and answering questions).
The teacher monitors and evaluates pronunciation, taking into account typical mistakes in students' speech. In this case, one should distinguish between phonological and phonetic errors. The former affect the content, while the latter affect the sound quality.

Conclusion
Phonetic competence takes special place among the subcompetences of a foreign language communicative competence. This is due to the fact that language, as a means international communication, manifests itself in the sound at the segment and super-segment levels.
Phonetic competence involves the development of such readiness as:
the willingness to correctly formulate, from the point of view of the phonetic means used, prepared, as well as unprepared, stylistically motivated statements with varying degrees of complexity;
readiness to correctly interpret phonetic phenomena in receptive types of speech activity.
To acquire phonetic competence, the student must know:
the specifics of intonation, accentuation, articulation of sounds and rhythm of neutral speech in English;
the main properties of the full style of pronunciation, which are typical for the sphere of professional communication;
main features incomplete style pronunciations that are characteristic of everyday literary style of speech;
the specifics of existing (for example, American and American) variants of the pronunciation of the English language.
be able to:
correctly formulate, from the point of view of the phonetic means used, prepared, as well as unprepared, stylistically motivated statements with varying degrees of complexity;
adequately recognize phonetic phenomena in receptive types of speech activity.
own:
symbols of phonetic transcription;
complete and incomplete types of pronunciation, depending on the situation of communication.
However, it should be remembered that younger students often judge objects and situations one-sidedly, on the basis of one often insignificant feature; their conclusions are often based on the direct transfer of a certain attribute to other similar objects or phenomena, and not on logical arguments. Therefore, the task of the teacher is to constantly manage mental activity students.
So, when teaching a younger student, you should follow some recommendations:
involuntary memorization should take its proper place in language teaching, and it is productive only when the material interests the student;
do not use repeated repetition of the same material, but distribute it in study time, this is what will lead to its effective memorization;
memorize language material only in a coherent text;
widely use visual aids that attract the attention of students;
it is desirable to dominate the gaming activity;
to use the visual-effective nature of the thinking of students, to connect the assimilation of language material with specific objects and their properties;
it is required to limit the use of the native language;
develop thinking by teaching students to make correct conclusions, to find cause-and-effect relationships.

List of used literature
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1. JOURNAL "TEACHER" No. 1, JANUARY - FEBRUARY 2003, "MAGIC MIRROR", T. Nazarova Panov E.M. Fundamentals of methods of teaching foreign languages. - M., 1997.
2. Bim I. L. Teoriya i praktika obucheniyu nemetskomu yazyku v srednei shkole [Theory and practice of teaching German in high school]. Problems and prospects. - M.: Enlightenment, 1988.
3. Bim I. L. Teaching a foreign language. Search for new ways // IYaSh. - 1989. - No. 1
4. Dragunova G.V. Teenager. - "Knowledge", 1976.
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6. Aseev, V. G. Developmental psychology [Text] / V. G. Aseev. - Irkutsk: IGPI Publishing House, 1989. - 194 p.
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9. Galskova, N. D. Modern methods of teaching foreign languages ​​[Text]: teacher's guide / N. D. Galskova. - M.: ARKTI, 2003. -192 p.
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12. Methods of teaching foreign languages ​​in secondary school [Text]: textbook / ed. N. I. Gez, M. V. Lyakhovitsky. - M.: Higher School, 1982. -373 s
13. The concept of communicative "teaching foreign culture in secondary school [Text]: a guide for teachers / edited by E. I. Passov, V. B. Tsarkova. - M .: Education, 1993. - 127 p.
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19. Primary school [Text]: methodological guide / N. D. Galskova
20. Milrud R.P., Maksimova I.R. Modern conceptual principles of communicative teaching of a foreign language. // IYASH - 2000 - No. 4. pp.14-19

1

The article is devoted to the issue of improving the socio-cultural component of phonetic competence in 8th grade students based on the use of an authentic British television series. The question of the multidimensionality of phonetic competence, and specifically its sociocultural component, is considered. The importance of updating the sociocultural aspect of phonetic competence through the prism of intercultural communication is emphasized. The idea is substantiated that the sociocultural aspect of phonetic competence helps to better understand the character, individuality of a person, a representative of a particular nation, a bearer of a certain culture, by analyzing his speech, the peculiarities of his pronunciation. The article presents the results of an experimental verification of the effectiveness of a set of lessons developed by the author to improve the socio-cultural component of phonetic competence by watching an authentic British television series. The author seeks to trace the process of formation of the socio-cultural component of phonetic competence through the use of authentic television series in the process of learning a foreign language.

phonetic competence

sociocultural competence

sociocultural aspect of phonetic competence

English accents

authentic TV series

set of lessons

1. Latukhina M. V. The concept of socio-cultural competence in teaching English // Young scientist. - 2014. - No. 20. - P. 725-727.

2. Khomutova, A.A. Phonetic competence: structure, content. - Chelyabinsk, 2013. - 6 p.

3. Khoroshilova S.P. Sociolinguistic approach to the issue of regional dialects // International magazine applied and fundamental research. - 2010. - No. 11. - P. 17-19.

4. Khoroshilova S.P. Competence-based approach in teaching practical phonetics of the English language in a pedagogical university // Problems and prospects for the development of education in Russia. - 2010. - No. 4-2. – P. 35-40.

The situation in modern schools in foreign language lessons is such that very little time and attention is paid to improving auditory pronunciation and rhythmic intonation skills, i.e. improvement of phonetic competence. Taking into account the fact that phonetic competence is a multidimensional theoretical concept, it should be noted that even more insignificant attention is paid to the formation of various aspects. Therefore, we made an attempt to form a socio-cultural component of phonetic competence among students based on watching a British authentic TV series. Thus, the relevance of our study is due to the need to form various aspects of phonetic competence in schoolchildren.

Within the framework of our study, the aim of the work was to form in students of the 8th grade an idea of ​​the accents of the English language, the ability to distinguish and highlight the features inherent in various accents for more effective communication in conditions of intercultural communication.

The goal of the study involves the following tasks:

1) the study of the theoretical foundations of phonetic and socio-cultural competencies, their structure, relationship;

2) the study of scientific and methodological literature on the formation of phonetic and socio-cultural competencies in students in schools;

3) development and experimental testing of a set of lessons on the formation of the socio-cultural aspect of phonetic competence.

When working on the first - theoretical part of our study, we analyzed the works of domestic researchers, such as: A.A. Khomutova, S.P. Khoroshilova, I.E. Abramova, E.M. Vishnevskaya, M.V. Latukhin.

A.A. Khomutova, based on the fact that competence is, first of all, knowledge, skills, abilities, distinguishes the following components in the structure of phonetic competence: cognitive, pragmatic, reflective and sociocultural (this component was chosen as the subject of this study).

The sociocultural component of phonetic competence includes the knowledge and ability to use pronunciation features based on a comparative analysis of the phonetic systems of the native and foreign languages, as well as reproduction and understanding speech utterance in accordance with the cultural norms of the language.

● cultural diversity, pronunciation variability, differences in socio-cultural norms, mastery of phonetic means and cultural patterns of official and informal pronunciation styles;

● knowledge of the sociocultural context, mastery of cultural norms and etiquette, selection of phonetic means in the context of sociocultural discourse;

● knowledge of dialect forms, methods of phonetic description of languages.

After analyzing a number of scientific works, we noted that the issue of the formation of various aspects of phonetic competence in schoolchildren is almost not covered in methodological literature, on the basis of which, the prospect of research and experimental substantiation of this issue opens up.

AT scientific papers S.P. Khoroshilova reflects the idea of close relationship between social structure society and language features demonstrated by speakers of regional dialects. It is this idea, the idea of ​​interconnection, that we tried to convey to students in the course of the study.

It can be concluded that the sociocultural aspect of phonetic competence helps to better understand the character, individuality of a person, a representative of a particular nation, a bearer of a particular culture, through the analysis of his speech, the peculiarities of his pronunciation. As part of the content of this component, we implemented the decision to develop a set of lessons aimed at forming students' understanding of the accents of the English language. The accent has value as a symbol, a marker of a certain mentality, regional and social affiliation of a person. Therefore, through the study of accents, we tried to expand the socio-cultural competence of students. In our study, accents were a kind of point of contact between phonetic and sociocultural competencies.

The second part of our work is devoted to the results of testing a set of lessons to improve the socio-cultural aspect of phonetic competence.

The participants of the experiment were students of the 8th grade of the Municipal Autonomous General Educational Institution "Lyceum No. 9", consisting of 26 people. The students were divided into experimental and control groups of thirteen people. In both groups, the gender ratio was observed. The age category of students is 14-15 years old.

Our study consisted of three stages: pre-experimental, experimental and post-experimental.

The stage of pre-experimental testing included two sub-stages: questionnaire and input testing. While filling out the questionnaire, students had to answer a series of questions regarding the interest of schoolchildren in the culture of English-speaking countries, watching authentic TV shows in English, and watching TV shows as a way of motivating them to become more in-depth study cultural aspects, expanding the country's horizons. We were also interested in the question of how difficult the process of understanding English speech by ear is for schoolchildren, and what aspects hinder more effective understanding.

Based on the results of the survey, the following conclusions can be drawn: students are interested in watching authentic TV series in English and believe that watching English-language TV shows increases interest in the language being studied, in the culture of the countries of the language being studied. 12 participants from the experimental group (92%), and 10 from the control group (83%) noted that watching TV shows in the original language increases interest in the language and motivates them to study it in more depth.

At the second sub-stage of the pre-experimental cross-section to assess the level of formation of socio-cultural competence among students, the participants were offered a test containing 2 blocks: 1 block - on the level of knowledge of social and cultural characteristics of the period of English history reflected in the series - the beginning of the 20th century; 2 block - on the ability to understand accented speech. Based on the results of assessing the performance of tasks in this block, we found that only 15% of the participants in the experimental and 25% of the control groups correctly answered questions of a sociocultural nature. In the control group at the pre-experimental stage, the level of formation of socio-cultural competence was higher.

The tasks of the second block contained tasks on listening (listening to the speech of representatives of various accents on the Downton Abbey series). The students were asked to differentiate the accents they heard. We were given assignments of the “matching” type, that is, students had to correlate the heard option with the name of the accent to which, in their opinion, it belongs. As a result of listening in both groups in pre-experimental testing, the majority of students could not cope with the task and correctly identify the accents they heard. In the experimental group, only 30% of students were able to correctly determine the accents, and in the control group - 20%.

The main part of the experiment was to familiarize the experimental group with various variants of regional accents of the English language (British, American, Scottish, Irish), as well as consideration of social accents. In this regard, the Downton Abbey series has an extensive base for studying this issue.

So, for the experimental group of students, a complex of 7 lessons of 10-15 minutes each was developed. The structure of the lessons is a theoretical part, during which students discover new knowledge, and practical part, which includes working out the material covered based on watching excerpts from the television series and highlighting accent features.

For clarity, each lesson used author's multimedia presentations and other Internet resources, namely audio and video recordings of a teaching nature, as well as authentic audio and video recordings of accented speech. We have prepared videos (fragments from the series), where the characters most clearly manifest the features of one or another accent.

Thus, over the course of seven lessons in the experimental group, we studied the differences in English accents based on watching the series. The most valuable observation in the course of the study was that, for example, when determining social accents, students did not always need to understand the meaning of the statement, and, nevertheless, the accent was accurately determined. The participants of the experiment were primarily based on intonation, manner of speaking, prosodic and extralinguistic means of communication. Therefore, we can talk about the perception of accented speech from the point of view of the psycholinguistic aspect.

In the classroom in the control group this topic have not been studied in school curriculum, which coincided with our lessons, no information was given on this topic.

The next stage of our work was to conduct a post-experimental cut to obtain data on the effectiveness of our lessons. For post-experimental testing, both the experimental and control groups had to pass a questionnaire and final testing, which, like the entrance test, consisted of 2 blocks: 1 block - to assess the level of formation of socio-cultural competence among students; Block 2 - to assess the formation of perceptual skills - the ability to differentiate heard accents.

When comparing the results of the survey of the experimental group at the pre- and post-experimental stages, it can be stated that after a series of lessons, students began to appreciate the role of knowledge of accents for a more effective communication process. Percentage for this issue at the post-experimental stage turned out to be much higher than at the pre-experimental stage (25% and 92%). The percentages of the control group did not change significantly.

The first block of the final test contained tasks on knowledge of the social vocabulary of the historical period of the early 20th century (social hierarchy, social statuses, titles, positions of servants). 98% of the participants in the experimental group correctly answered the questions of this block, in the control group the indicator slightly increased (by 2%). In comparison: in the experimental group, this percentage increased by 83%.

The second block of the final test included listening tasks (listening to the accented speech of various characters in the Downton Abbey series). Other audio recordings of the characters' speeches were cut from the series, different from those used during the entrance testing phase. The results of the final testing are presented in the form of a diagram. 92% of the participants in the experimental group correctly identified the accents they heard, an increase of 62%. In the control group, the indicator decreased by 5% (in comparison: 20% in the pre-experimental test and 15% in the post-experimental).

Thus, the results obtained at the stage of the experiment proved the effectiveness of the methodology we developed for improving the sociocultural aspect of phonetic competence in 8th grade students based on watching an authentic TV series, which was the goal of our work. To achieve higher and more stable results, it is necessary to continue improving the socio-cultural aspect of phonetic competence based on watching the television series Downton Abbey, which we have proposed, in English.

Based on the results of our study, we can conclude that the use of authentic television series in the process of learning a foreign language, accompanied by the selection of appropriate material and the consolidation of the knowledge gained through a set of exercises, contributes to the formation and improvement of sociocultural and phonetic competencies, as well as the expansion of knowledge of a regional nature, which in turn increases the motivation for a more in-depth study of a foreign language.

Bibliographic link

Sautina E.D. FORMATION AND DEVELOPMENT OF THE SOCIO-CULTURAL COMPONENT OF PHONETIC COMPETENCE IN GRADE 8 STUDENTS USING AUTHENTIC ENGLISH TV SERIES // International Student Scientific Bulletin. - 2017. - No. 4-4 .;
URL: http://eduherald.ru/ru/article/view?id=17443 (date of access: 04/06/2019). We bring to your attention the journals published by the publishing house "Academy of Natural History"

Key concepts: phonetic component of language competence, auditory-pronunciation skills, rhythmic-intonational skills, principle of approximation, methodological typology of sounds of a foreign language, imitative and analytical-imitative methods (paths) of learning, learning stages, phonetic exercises, a set of phonetic exercises.

Before proceeding to the consideration of the formation of language competence in the field of phonetics, it seems necessary to find out what phonetics is.

The explanatory dictionary of D.N. Ushakov 1 provides several interpretations of this term. Phonetics is simultaneously understood as a section of linguistics that studies the sound structure of the language, and the sound side of speech, the sound composition of the language. In the New Dictionary of Methodological Terms and Concepts, phonetics is defined as a branch of linguistics that studies the methods of formation of human speech sounds and their acoustic properties, as well as an aspect of learning in a practical language course, aimed at the formation of hearing and pronunciation skills.

Important to remember

Considering phonetics as an aspect of learning, we will define it as the sound structure of the language, the totality of all the sound means of the language: sounds, sound combinations, syllables, syntagmas, stress, rhythm, melody, intonation.

Formation process phonetic component language competence requires a certain flexibility, the development of the child's articulatory apparatus, good phonemic and intonation hearing, therefore, the phonetics of a foreign language in conditions of mass education is better mastered by children aged 4-5 years after the minimum communicative competence in their native language has been formed. Recall that the main part of the sound system of the native language is mastered by the child by the age of one, but the most difficult sounds appear in speech later. In general, the phonetic system of the native language is formed by about the age of five. Obviously, in a natural language environment, this process goes quite easily and quickly, partly due to the fact that at this age the child willingly imitates and is not afraid of mistakes. Such a favorable period is called sensitive, but it has its limits, and gradually, especially in a non-linguistic environment, the child loses interest in imitation, so it is very important to ensure the high-quality formation of phonetic skills as early as possible - at the initial stage of learning, so that it coincides with the end of the sensitive period.

However, it should be noted that the process of forming and improving phonetic skills should not be limited to initial stage teaching a foreign language. As part of the entire course of a foreign language, phonetic material is selected and distributed so that sounds, sound combinations, stress, rhythmic word patterns, melody and intonational structures are studied at each stage of training, which emphasizes the importance of mastering phonetic material and the formation of phonetic skills. Indeed, distortions in the pronunciation of sounds can lead to a misunderstanding by the interlocutor of a single word or even a whole statement, and incorrect intonation of a statement distinguishes a foreigner from a native speaker and may indicate the nationality of the speaker. In addition, pronunciation features often indicate the social status and level of education of interlocutors. Thus, the importance of the formation of phonetic skills among students is beyond doubt, and control over this is currently carried out within the framework of the Unified state exam.

The importance of mastering phonetic material and the formation of phonetic skills is undeniable, since, as automated components, they are included in all speech skills: speaking, listening, reading and writing. Phonetic means, especially intonation, convey important shades of meaning, emotions of the interlocutor.

The process of forming the phonetic component of language competence requires a certain flexibility, development of the child's articulatory apparatus, good phonetic, phonemic and intonational hearing. phonetic hearing is defined as the ability to perceive and reproduce indistinct phonetic properties of speech; phonemic awareness - perception and reproduction of semantic properties of phonemes; intonation hearing is the ability to distinguish the intonational structure of a phrase and correlate it with an intonational invariant.

The formation of the phonetic component of language competence involves mastering:

• knowledge about the features of the articulation of the sounds of a foreign language (vowels and consonants, sound combinations, diphthongs, triphthongs) and its phonetic system as a whole;
• transcription knowledge and transcription reading skills;
• knowledge of the rules for pronouncing sounds in the flow of speech (for example, assimilation, fusion of pronouncing sounds) and the use of intonation patterns, the rules for placing stress in an isolated word, rhythmic group, phrase, the rules for syntagmatic division of a phrase, the rules for syllable division;
• phonetic skills.

The main goal of teaching phonetics at school is the formation of auditory-pronunciation and rhythmic-intonation skills.

Hearing-pronunciation skills are the skills of phonemically correct pronunciation of all sounds in a speech stream, as well as recognition, discrimination and understanding of all sounds when perceiving the speech of other people.

Rhythmic-intonation skills imply intonationally and rhythmically correct design of one's own speech and understanding of the speech of other people 1 .

The foreign language program provides for the mastery of all the sounds of a foreign language, intonation patterns of different types of sentences: narrative, interrogative, exclamatory, complex sentences. The requirements for the level of formed ™ hearing and pronunciation skills depend on the goals and conditions of training, but often in the formation of phonetic skills are guided by approximation principle(approaching the phonetic norm). In conditions of mass education, with a small number of teaching hours foreign pronunciation of students will only approach the correct, ideal, and the phonetic errors made should not disrupt the communication process.

Expert opinion

The authors of "Methods of teaching foreign languages ​​in secondary school", well-known scientists N. I. Gez, M. V. Lyakhovitsky, A. A. Mirolyubov, S. K. Folomkina, S. F. Shatilov, believe that the specificity of pronunciation skills is the fact that auditory and speech-motor (actual pronunciation) skills exist in an inseparable unity: the reproduction of a sound stream in loud speech is necessarily accompanied by the control of an auditory analyzer, which requires the presence of acoustic images in the memory. The selected feature implies the simultaneous creation of auditory and speech-motor images throughout the entire training.

The formation of rhythmic-intonation skills is carried out in the process of mastering speech patterns, in the unity of the teacher's explanation, revealing the features of the intonation model, stress, melody, etc. and imitations.

Rhythmic-intonation skills can be considered formed if students follow the rhythm correctly, i.e. alternation of stressed and unstressed syllables in the speech stream (for English, also long and short vowels), use the correct intonation to express the semantic and emotional shades of the statement, raising or lowering the voice in the phrase, use phrasal and logical stress, serving as a means of highlighting speech segments or individual words in a phrase, perceive and correctly understand these phenomena in the speech of the interlocutor. At the same time, students' speech should be characterized by melody, tempo or speed of speech flow, the size of pauses between speech segments, close to those of a native speaker.

The formation of phonetic skills is accompanied by a number of mistakes made by students. should be distinguished phonetic errors, i.e. distorting the sound form, but not violating the content of the utterance, and phonological - distorting sound form and meaning. The most common examples of such errors can be: weakening of differentiation in the pronunciation of long and short vowels, clarity in the pronunciation of diphthongs, distortion of the articulation of consonants, their stunning, errors in stress, including the transfer of stress to unstressed syllables, incorrect division of a sentence, incorrect rhythm, intonation .

Difficulties in pronouncing sounds are represented by three groups:

• articulatory, arising from the pronunciation of a sound;
• positional (pronunciation of sounds / combinations of sounds in various phonetic conditions / positions;
• acoustic (pronouncing the opposition of sounds, difficulties associated with the differentiation of sounds).

Among the reasons for the occurrence of errors, one should mention the underdevelopment of children's hearing, fuzzy articulation (in any language), but in many respects errors are due to the presence of interlingual or intralingual interference. To identify the main pronunciation difficulties, one should compare the phonetic systems of the native and studied languages. It is important to pay attention to the presence / absence of such phenomena as aspiration, palatalization of consonants, reduction of vowels, diphthongs and triphthongs, assimilation of sounds, double stress, unstressed parts of speech, etc. To identify the difficulties of pronunciation of sounds, the degree of coincidence / difference in their articulation in two languages ​​is taken into account.

In accordance with the methodological typology of sounds, phonemes are divided into three groups:

• 1) sounds close to the phonemes of the native language / “conditionally coinciding” sounds, for the pronunciation of which the articulatory base of the native language is sufficient;
• 2) "partially coinciding" sounds - sounds that have an analogue in the native language, but which differ in a number of significant parameters;
• 3) “absent” sounds in the native language.

Task for reflection

Think about which of the indicated groups of sounds will cause the greatest / least difficulties for students. Argument your point of view.

Many of the difficulties listed above can be overcome through knowledge of the patterns of pronunciation, the development of phonemic and intonational hearing ( special role at the same time, it is given to exercises on the differentiation and contrasting of sounds), the development / "reconfiguration" of the articulation apparatus. In general, when teaching phonetics, it is necessary to be guided by the following principles:

• 1) communication;
• 2) approximation achieved by limiting the phonetic material and an acceptable decrease in the quality of pronunciation of individual sounds with a general tendency to strive to form the correct pronunciation;
• 3) simultaneous creation of acoustic and speech-motor images;
• 4) a differentiated approach, taking into account the stage and conditions of training;
• 5) taking into account difficulties in pronunciation;
• 6) taking into account the characteristics of students;
• 7) taking into account the influence of the native language (interference / positive transfer);
• 8) students' activity;
• 9) the developmental nature of education, which implies the improvement of phonemic and intonational hearing, the development of the speech-motor apparatus of students;
• 10) continuous learning - the formation of phonetic skills at the initial stage of education and their improvement at the middle and senior stages;
• 11) the presence of a qualitative sample, the “visibility” of sound presentation, the constancy of the perceived sound sample.

The above principles formed the basis of the methodology for the formation of students' phonetic skills.

Important to remember

The formation of phonetic skills is carried out on the basis of two approaches / ways: imitative and analytical-imitative.

Let's consider each of them in more detail.

The imitative path, as its name implies, involves the auditory perception of speech and its imitation. The basis of exercises in line with this path is not the conscious assimilation of the features of articulation, but repetition or imitation. The sample is assimilated through repeated pronunciation of the speech sample after the teacher or announcer (when using audio recording), while the students are not informed about the features of articulation.

Terminology issues

In the methodology of teaching foreign languages, the term "acoustic" is also used to refer to this method, i.e. assigning a dominant role to auditory sensations, the formation of phonetic skills imitatively in the absence of isolated training 1 .

The imitative way is effective when working on the sounds of the first group (close to the phonemes of the native language), in teaching preschoolers, younger students. The working method is as follows:

• 1) tentative-preparatory stage: presentation and semantization of a speech sample, selection of difficult-to-pronounce words and their pronunciation in chorus after the teacher, then individually;
• 2) stereotyping-situational stage: working out the intonation-rhythmic model of the sample and the qualitative pronunciation of the words included in it due to choral repetition;
• 3) variable-situational stage: the skill is improved with further training of the speech sample in various modes(repetition and pronunciation in chorus, in groups / pairs, frontal / in a chain, individually) in micro-situations, based on visualization, in game situations.

The disadvantage of this path may be uneconomical time, low efficiency in teaching students with speech therapy speech defects.

The imitative way is opposed analytical-imitative, combining reliance on knowledge, rules, analysis of the material and its imitation.

Terminology issues

To denote this method, the term "articulatory" is also used, which boils down to the fact that at the beginning of learning a foreign language, it is necessary to train in pronouncing sounds based on knowledge of their articulation, separate formation of pronunciation and auditory skills, as well as careful development of isolated sounds.

This way allows you to prevent children's mistakes due to preliminary explanations, targeted correction of articulation, control of students' attention, accelerating the process of developing skills. It seems to be more adequate in teaching schoolchildren, however, there is another point of view, according to which, at the beginning of teaching a foreign language, a student should not master any theory.

The unconditional achievement of this path was the definition of the main stages of working with sounds and the creation of a system of phonetic exercises, allowing to form the phonetic skills of students. Consider the stages of work.

• 1. At the preparatory stage the introduction of phonetic material is organized. Acquaintance with sound is carried out in a speech sample, followed by selection in the model keyword, in a word - sound. Demonstration of an isolated sound (clear pronunciation by the teacher) can be combined with the presentation transcription icon or a key word in the form of a reference card-picture. Particular attention to this stage it is important to give an explanation of the method of sound articulation in an accessible form (taking into account the characteristics of a particular sound) based on clarity, including tables, articulation schemes, etc. To explain the method of articulating sound, you can use the following techniques:
  • description of articulation (in an accessible form, excluding complex terms at the initial stage of training, explaining the position of only the tip of the tongue and lips - those organs that the child is able to control consciously);
  • comparison with a similar sound of the native language (positional variant);
  • the use of figurative comparisons (phonetic tale);
  • differentiation of sounds by ear when contrasting pairs of sounds/words (minimum pairs).

Primary reinforcement includes trial reproduction of a single sound in a whisper by individual students and correction by the teacher possible errors. Then imitative exercises are used, performed in various modes (choral reproduction after the teacher, without a teacher, frontally, individually). Thus, each sound is carefully worked out in isolation, then at the level of the word, then at the level of the phrase, i.e. included in the speech pattern.

To increase children's interest in work, you can use games (author - E. I. Negnevitskaya), for example: “Call the beast” - say the necessary sound with which the “beast” lures or “talks”; "Foreign accent" - pronounce Russian words according to the rules of articulation of a foreign language.

At the same stage, it is possible to perform receptive exercises, for example:

• listen to a series of words, raise your hand/clap your hands when you hear the sound [...];
• listen to pairs of words, say, are these two the same or two different words;
• listen and repeat pairs of words (minimum pairs);
• count the number of these sounds in the phrase/microtext.

"Who goes?" (E. I. Negnevitskaya) - to show the “beast” that “speaks” with a trained sound; "What sound did I have in mind?" (L.V. Kokhanova) - a series of words containing the same sound is pronounced.

2. Stereotyping-situational stage skills formation involves the implementation a large number imitative exercises due to repeated repetition in a similar context (with or without external supports). The complication of exercises at the word level occurs due to a change in the principle of organizing the material: but the principle of analogy - according to the principle of contrast - in an arbitrary order. This is followed by imitation at the level of a speech sample.

It is possible to increase the motivation for performing exercises through the use of such teaching methods as the rhythmization of a phrase, “Intonation swing”. Reception of intonation swing involves the pronunciation of words/phrases with different intonation, emotion (surprise, admiration, sadness, etc.) or volume level (whisper).

At the initial stage of training, it is advisable to use games with words (less often at the phrase level), which ensure the formation of students' phonetic skills, for example: "Broken phone" - passing a word / phrase / short phrase along the chain (which has a sound that causes difficulties for students, which can be changed) “Endless Sound” is a knockout game: the last one to name a word with a given sound is eliminated, etc. Thanks to these exercises, the skill acquires stability and resistance to the interfering effects of the native language.

3. At the final variable-situational stage their further automation is carried out by training a sound or a phonetic phenomenon in the process of performing speech exercises, as well as in "non-special" phonetic exercises, which include work on a poem or song.

The methodology for working on a poem in order to form phonetic skills includes the following steps.

• 1. Message brief information about the author, the theme of the work; removal of linguistic difficulties.
• 2. Presentation of the poem and control of its understanding, for example, with the help of questions or familiarization with the content based on clarity through translation.
• 3. Working out words/phrases that are difficult from phonetic positions, intonation patterns highlighted by the teacher in this poem (in chorus, individually).
• 4. Training students in reading a poem according to syntagmas and line by line following the teacher / speaker (with possible markup).
• 5. Reading a poem by students in a chain.
• 6. Reading a poem by one student (as a result of working on a poem in a lesson).
• 7. As homework, you can invite students to read the poem well, i.e. pronounce sounds/words correctly; correctly intonate sentences.
• 8. Memorization followed by a survey.

Formation sequence rhythmic intonation skills similar to the stages of formation of hearing and pronunciation skills of students. The formation of these skills begins with the imitation of speech patterns by students, which can be accompanied by simultaneous gestures and demonstration of intonation by hand. Further exercises in perception and differentiation are possible. speech material receptive character:

• show intonation;
• circle the intonation icon corresponding to the intonation in the spoken phrase;
• guess the speaker's emotions by intonation, etc.

When teaching staging correct stress The following differentiation exercises can be suggested:

• underline stressed syllable;
• group by rule / by model.

Differentiation exercises precede imitative exercises that involve imitation of speech patterns, for example, in the process of reading a marked text, reading a phrase with different emotional coloring (surprise, sadness, joy, etc.), students compiling a phrase according to an intonation model.

It should be noted that the process of forming phonetic skills should not be limited to the initial stage of learning a foreign language; at the middle and senior stages of learning, they are improved (constant correction and maintenance).

Exercises for correcting and improving phonetic skills at the middle and senior stages of education often have a printed (visual) support. They improve the receptive phonetic skills necessary for listening, for example, in such tasks:

• underline/circle the word you heard;
• underline the word on which the logical stress falls;
• mark pauses in the text;
• count the syntagms in the text.

Reproduction exercises serve to systematize knowledge (group by rule and read) and correct skills - tasks in reading words / phrases / text.

As already noted, the main work on the automation of auditory-pronunciation and rhythmic-intonation skills occurs at the initial stage of teaching a foreign language. During this period, students become familiar with all sounds and practice their pronunciation and discrimination by ear, which is necessary for the formation of phonetic skills, as well as for applying the acquired skills in speaking and reading aloud.

Let us present the requirements of the Exemplary Program in a Foreign Language for the level of formed ™ phonetic skills of students.

Primary school (grades 2-4)":

• adequate pronunciation and aural discrimination of all sounds and sound combinations of a foreign language;
• compliance with the rules of pronunciation;
• observance of stress in words and phrases, lack of stress on service words (articles, conjunctions, prepositions);
• rhythmic-intonation features of narrative, incentive and interrogative sentences, enumeration intonation.

Main school (5-9 grades):

• skills of adequate pronunciation and discrimination by ear of all sounds of a foreign language;
• maintaining the correct stress in words and phrases;
• division of sentences into semantic groups;
• compliance correct intonation in various types of offers;
• further improvement of hearing and pronunciation skills, including in relation to new language material.

Old school (10-11 grades):

• improvement of hearing and pronunciation skills, including in relation to new language material, skills correct pronunciation;
• maintaining the correct stress and intonation in words and phrases;
• improvement of rhythmic and intonational design skills various types offers.

Thus, we can talk about the importance of the formation and improvement of phonetic skills at all stages of education. If at the initial stage this may be one of the main goals of the lesson, then at the middle and senior stages it is one of the private tasks. Usually this task is solved within the framework of such a stage of the lesson as phonetic exercises.

Phonetic charging is a special training exercise in pronunciation that prevents the deautomatization of phonetic skills. We list the main requirements for phonetic charging:

• 1) purposefulness, i.e. working out a specific phenomenon within the framework of phonetic charging in the lesson;
• 2) the connection of the goal of charging (working out the intonation model, sound / sound combination, etc.) with the language material of the lesson;
• 3) limited amount of material (7-10 words, 4-6 phrases);
• 4) high pace of work in conditions of limited time (3-5 minutes of the lesson are allotted for phonetic exercises);
• 5) a variety of operating modes, their clear sequence and alternation;
• 6) selection of material that is not only phonetic, but also lexical, grammatical, speech value and arouses the interest of students (tongue twisters, riddles on the topic of communication, poetry).

Control over the level of formed ™ phonetic (auditory-pronunciation and rhythmic-intonation) skills should be carried out systematically. Note that the format of the Unified State Exam in a Foreign Language provides for this control. In the oral part USE for students the task is to read the text aloud in compliance with the norms of a foreign language. Students' speech is analyzed for the presence / absence of unreasonable pauses, compliance with phrasal stress and intonation contours, pronunciation of words without violating the norm.

Questions and tasks

• 1. Which of the following is NOT a definition of the term "phonetics":
  • a) a section of linguistics that studies the sound structure of a language;
  • b) a branch of linguistics that studies the methods of formation of human speech sounds and their acoustic properties;
  • c) knowledge of the sound units of the language and their variants;
  • d) sound composition / structure of the language;
  • e) knowledge vocabulary language;
  • f) the totality of all phonetic units of the language;
  • g) the sound side of speech;
  • h) aspect of learning in a practical language course?
• 2. Which of the following units DO NOT belong to the phonetic units of the language:
  • a) phrases
  • b) sounds;
  • c) syntagmas;
  • d) offers;
  • e) sound combinations;
  • e) syllables;
  • g) intonation?
• 3. Divide the following actions into 1) related to auditory-pronunciation and 2) rhythmic-intonation skills:
  • a) phonemically correct pronunciation;
  • b) intonationally correct speech design;
  • c) combining sounds in the flow of speech;
  • d) articulation;
  • e) recognition and distinction of all sounds in speech;
  • f) understanding of all sounds in speech;
  • g) rhythmically correct speech formation.

Fill the table.

4. Make a methodical typology of the sounds of the foreign language you are studying.

• 5. Remember what a sensitive period is. Why is it necessary to develop phonetic skills at the initial stage of education?
• 6. Distribute the proposed exercises and teaching methods according to the stages of the formation of phonetic skills.

Approximately I yud preparatory stage	a) exercises in differentiation by ear when comparing unsound sounds; b) imitative exercises built on the principle of analogy or contrast at the level of a word or phrase; c) familiarization of students with sound in the flow of speech; d) presenting a transcription badge; e) presentation of sound in a speech sample; f) training of sound or phonetic phenomena when performing conditional speech and speech exercises; g) imitative exercises involving the reproduction of a single sound; h) explanation of the method of articulation of sound
Stereotyping-situational stage
Variable-situational stage

• 7. Find and correct the errors in the following requirements for phonetic charging:
  • a) purposefulness, i.e. working out various phenomena within the framework of phonetic charging in the lesson;
  • b) uniformity of operating modes, their clear sequence;
  • c) limited time in the lesson (10 minutes per lesson);
  • d) limited amount of material (15-20 words, 8-10 phrases);
  • e) the connection of the goal of charging with the country study material of the lesson.
• 8. Is the following statement true: “The formation of phonetic skills is limited to the initial stage of learning a foreign language”? Provide arguments to support your point of view.
• 9. Analyze sample educational programs in foreign languages ​​and illustrate the requirements formulated in them for the level of formed ™ phonetic skills of students with examples from the foreign language you are studying.
• 10. Give examples of potential phonetic and phonological errors from the foreign language you are learning.

• 1. Abramova, I. E. Mastery pronunciation norm foreign language outside the natural language environment: monograph / I. E. Abramova. - M.: FLINTA, 2012.
• 2. Akulina, E. V. The problem of language interference in teaching the phonetics of the German language / E. V. Akulina // Foreign languages at school. - 2001. - No. 5. - S. 46-49.
• 3. Belkina, M. Yu. Tasks for improving phonetic skills / M. Yu. Belkina // Foreign languages ​​at school. - 2006. - No. 5. - S. 53-55.
• 4.Galskova , N. D. Theory of teaching foreign languages. Linguodidactics and methodology / II. D. Galskova, I. I. Gez. - M.: Ed. Center "Academy", 2008.
• 5. Methods of teaching foreign languages ​​in secondary school / G. V. Rogova, F. M. Rabinovich, T. E. Sakharova. - M.: Enlightenment, 1991.
• 6. Methods of teaching foreign languages ​​in secondary school: textbook / N. I. Gez [and others |. - M.: Higher school, 1982
• 7. Ogluzdipa,T.P. Development of the content of the concept of "language competence" in the history of linguistics and the theory of teaching foreign languages ​​/ T. P. Ogluzdina // Bulletin of the Tomsk State Pedagogical University. - 2011. - No. 2. - S. 91-94.
See: Shatilov S. F. Methods of Teaching German in Secondary School. S. 103.
• Biboletova M. Z., Sadomova L. V., Shchepilova A. V. Sample Programs medium (full) general education: foreign language. 10-11 grades. GEF. M.: Ventana-Graf, 2012.

«On the issue of approaches to the formation of phonetic competence of students learning Chinese Developing Phonetic Competence of Students Learning Chinese The article provides a brief...»

O.A. Small

To the question of approaches to the formation of phonetic competence of students,

learners of Chinese

Developing Phonetic Competence of Students Learning Chinese

The article provides a brief overview of approaches to teaching the phonetic side of a foreign language

speech. Taking into account the specific features of the pronunciation system of the Chinese language

raises the question of developing an innovative approach to the formation of phonetic

competencies of students studying Chinese in a language university.

The article provides a brief overview of approaches to teaching foreign language pronunciation. On the basis of specific features of Chinese pronunciation the problem of developing an innovative approach is considered.

Key words: Chinese phonetics; methods of teaching Chinese;

phonetic competence.

Keywords: the Chinese language phonetics; methods of teaching the Chinese language; phonetic competence.

At present, the social order formulated in a number of documents indicates that modern society highly qualified personnel are needed who would be effective in an innovative economy. Within the system of linguistic education, the social order today is designated as the formation of a secondary linguistic personality (I.I. Khaleeva) - a professional with the necessary level of readiness for effective intercultural communication in a professional environment.

This level of readiness provides, first of all, correct, adequate to the norm, i.e. orthoepic, decoration oral statement. It is no coincidence that the correctness of the phonetic side of foreign language speech has always been considered as a factor that ensures the effectiveness of intercultural dialogue.

Competence, the content specificity of which is determined by the parameters and features of the pronunciation side of foreign speech, has been studied in linguodidactics relatively recently, but many approaches to its interpretation have been developed by now. Evidence of this is the multiplicity of options for the nomination of the relevant competence and the ambiguity in their interpretation. AT scientific literature terminology was formed, which includes: phonetic competence (A.A. Khomutova), phonological competence (O.A. Lavrova, K.Yu. Vartanova), phonetic-phonological competence (N.L.

Goncharova), pronunciation competence (E.M. Bastrikova), orthoepic competence (A.I. Mikhantseva). The presence of a variety of terms indicates the interest of methodologists in studying the ability of students associated with the pronunciation of an utterance, the complexity of the nature of this ability, and, accordingly, the relevance of developing technologies for its formation.

With regard to the study of the process of formation of the considered ability in science, a lot has been done: the process of teaching the basics of phonological competence of linguist students in an adaptive introductory course (K.Yu. Vartanova), the features of the formation of foreign language phonetic and phonological competence among linguist students (N.L. Goncharova) , a model of the formation of intonational skills in future linguist-teachers is described (A.S. Dmitrievsky), a methodology for improving phonological competence in linguists at the senior stage of education (O.A. Lavrova) is developed, the issue of the formation of phonetic competence in a language university on the basis of multimedia (A.A. Khomutova). All these works devoted to the formation and development of phonetic / phonetic-phonological competence are based on the material of the English language. As for other languages, especially the Far Eastern languages ​​(in particular, Chinese), such studies are absent in domestic and foreign linguodidactics.

The observations of Chinese language teachers (hereinafter - CL) of the Moscow City Pedagogical University show that the problem of the formation of foreign language pronunciation skills and pronunciation skills of students who master this language for professional purposes is especially relevant due to the fact that the pronunciation side of Chinese speech is one of the most difficult objects of mastering a foreign language (hereinafter - FL). As practice shows, when teaching CL, special attention of teachers and researchers is traditionally paid to the development of phonetic skills in early stages education, but despite this, a university graduate often shows an insufficient development of the relevant competence in professional intercultural communication in the language being studied. The learning process does not take into account the peculiarities of the phonetic-phonological “habit” of students, formed when studying one of the Indo-European languages ​​​​at school (most often English), which has an interfering effect on the formation of a new fundamentally different pronunciation ability. At the same time, the features of an individual property (physiological features, development of speech hearing, etc.), which leave an imprint on the development of both productive pronunciation and receptive auditory skills and abilities, which serve as a fundamentally important basis for mastering the EP as a means of intercultural communication, are not taken into account. . In addition, as practice shows, the motivation of students is poorly supported when mastering the pronunciation features of the EP; it is based mainly on external stimuli, which, as you know, does not lead to the desired results.

From the foregoing, the conclusion follows that a special, innovative approach is needed to the formation of the phonetic competence of students studying CL.

Under linguistic educational innovations, according to scientists, should be understood only those innovations that have established a methodology for determining the parameters, characteristics of linguistic didactic innovations, proposed a procedure for their diagnosis and approval, and considered the mechanisms for their implementation in teaching practice at different stages of the linguistic educational process.

In the methodology of teaching a foreign language, it is customary to single out articulatory, acoustic approaches, as well as (when combined and integrated) a differentiated approach.

One of the modern directions in the field of teaching the pronunciation aspects of foreign language training is the phonosemantic approach. The potential of each of the published approaches requires reflection in relation to teaching the pronunciation side of speech in CL.

The articulatory approach is characterized by the development of each sound separately, while students study the work of the organs of articulation when pronouncing each sound. When teaching the pronunciation side of the EP, such an isolated "staging" and training of each sound is unacceptable, since the main phonemic unit of the EP is not a sound, but a syllable. As for the acoustic approach, this approach is not applicable in the conditions of a language university, since it is based on the repetition and imitation of sounding patterns, in which the majority of students (especially those who have undeveloped speech hearing) achieve the correct foreign language pronunciation.

The use of a differentiated approach to the formation of phonetic competence among learners of CL makes it possible to achieve a certain level of formation of this competence, but it often turns out to be insufficient for the level of pronunciation required in professional intercultural communication. The phonosemantic approach involves teaching the pronunciation side of speech by referring not only to linguistic, but also to extralinguistic factors of the process of intercultural communication (E.K. Timofeeva). It can be concluded that the phonetic features of the EP are so peculiar that none of the existing approaches to the formation of phonetic competence cannot be recognized as effective.

Thus, contradictions arose between the requirements of the Federal State Educational Standard of Higher Education, the programs for the development of education in Moscow to the level of preparation of graduates of language universities and the insufficient formation of phonetic competence among students studying CL; between existing theories the formation of phonetic competencies and the lack of technology for their formation among Russian-speaking students studying this language; between the need to apply modern, innovative approaches to teaching the pronunciation side of speech activity in CL and existing technologies in this area, which are predominantly traditional and focused on teaching Western European languages.

In search of an approach to the formation of phonetic competence in students studying CL, it is important to pay attention to the specific features of the pronunciation system of a given language, which is characterized by a large number of phenomena that are unusual for Indo-European languages. Many studies have been devoted to the study and description of these phenomena (E.D. Polivanov, A.N. Aleksakhin, N.A. Speshnev, etc.). From the point of view of linguodidactics, T.P.

Zadoenko, A. Karapetyants, I.V. Kochergin, N.A. Demina, O.A. Maslovets and others.

According to T.P. Zadoenko, for Russian-speaking students, the articulation base of CL is more complex than in Western languages, because when teaching CL, students are faced not only with atypical features of sounds and sound combinations, but also with specific modulation of speech, a change in the movement of the tone of voice on each syllable.

Therefore, scientists agree that when studying EP, it is necessary to “completely get rid of your pronunciation habits, pronunciation methods and learn all pronunciation habits and pronunciation methods of the language being studied” . In other words, “one should not be guided by the similarity in the sound of Chinese and native speech, Chinese phonetics should be accepted entirely as a different unfamiliar system.”

Syllabic structure the pronunciation system of the EP is often "unusual and unexpected for Russian-speaking students" . The structure of the syllable is strikingly different. If in Russian a syllable can consist of different quantity sounds (and, splash), then in Chinese the number of sounds does not exceed four. The sequence of vowels and consonants in the Russian syllable is also varied (for example, three, sparks), almost any sound of the Russian language can be at the beginning, middle or end of a syllable. In CN, each sound occupies the place allotted to it, in the first place - the consonant - the initial, after it (most often) - the non-syllable-forming vowel, then the syllable-forming vowel, and in the fourth place - the final semivowel or nasal predicate, which can be both front-lingual (zhan, chuan ), and back-lingual (zhang, chuang).

One more distinctive feature The phonetic system of the EP is that in the Chinese syllable not all sounds can be combined with each other, there is a limited number of combinations, only 418 syllables. Each syllable, as a rule, has a meaning and corresponds to one character. This value is determined not only by the sound composition of the syllable, but also by its tone, with which the syllable is pronounced.

Thus, precisely because of the limited set of combinations, to denote the diversity of phenomena and objects existing in the world, Chinese syllables have a specific feature - the presence of a tone that multiplies the number of syllables three to four times, it is the tone that has a semantic function. Incorrect pronunciation of tone entails a change in the meaning of the word and, accordingly, leads to a misunderstanding of what was said. The number of toned syllables in Putonghua is 1332, and syllables are combined with each other to represent a word.

Most of all in modern KY there are words consisting of two syllables, but often there are three- or more complex words.

T.P. Zadoenko emphasizes that the nature of tone in EP is syllabic, i.e. tone is inherent in the syllable, regardless of the linguistic function of the latter. Some syllables can be used independently, others only as part of a word, but at the same time all syllables are characterized by a certain tone, which is inherent in the syllable even outside the word. This feature is historically conditioned; it is permanently preserved in the syllable. Such an inherent tone of the syllable is etymological)