The position of vowels under stress is called strong. Classification of vowels and consonants

WEAK POSITIONS OF CONSONANTS

For voiceless and voiced consonants weak positions are positions at the end of a word or before other consonants.

At the end of a word, voiced consonants become deaf, deafened. Pillar we pronounce like table[n], hike- as like[t], garage- as gara[w]. The same thing happens before voiceless consonants. Story reads like ska[s]ka, a a boat- as lo[t]ka.

With deaf consonants, the opposite is true - before voiced ones, they themselves voice themselves. In place of the phoneme C in the word request sounds [ h].

In what position can you see the real phoneme? This is the position before a vowel or sonorant consonants (super voiced sounds[ r, l, m, n,j], in which there are more voices than noise).

Let's select test words for our words: let's turn pillar in tableb ik, hike- in liked ny, boat- in lod point, a request- in aboutwith it. Then we will understand which letter needs to be written in place of a weak consonant in order to preserve the basic principle of Russian spelling - recording a real phoneme.

To reduce the number of cases of obscure

And so that the answers were not bad,

Listen to the consonants

In order not to confuse voiced and deaf ...

Deaf sounds are fidgets,

They don't want to live in peace

They seek a ringing neighbor

Stun by all means.

If you hear a paired sound,

Be careful my friend.

Double check immediately

Feel free to change the word:

Substitute a vowel next!

There are weak and strong positions hard and soft consonants. According to the laws of the Russian language, in many cases the subsequent soft consonant makes the preceding hard consonant soften. And the hard one has to give in.

For example, here is the word bridge. All consonants are solid. But it is worth changing according to t and turn into soft, as soon as softening extends to the neighboring [ with] - mo[s’t’]ik. the same process occurs in pairs of words forest - le [s'n '] ik, bow - ba [n't '] ik. People unknowingly can insert a soft sign between two soft consonants in these cases. This is not necessary, since the softness of the first consonant is not real, but acquired, “softness from a neighbor.”

There are times when in weak positions, phonemes disappear altogether. If there are several consonants nearby, then the middle sound is not pronounced at all. Heed the words local, tourist, dutch, festive. Are all written letters representing phonemes really pronounced? Is it possible to choose among these words such words in which the phonemes would be in a strong position (we remind you that the main one is before the vowel)?

Mest ny - montht ah, turist sky - turist uh golland tsy - golland ets, holidayd equal

Sometimes found in words

Terrible consonants.

They don't pronounce

And what to write, it is not clear to you ...

To know how to write

We need to change the word.

And behind the incomprehensible sound

Look for a vowel quickly.

Russian language grade 2

(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 in sonority-deafness, in front of sonorants.

Stage of the lesson: main.

Purpose of the whole section:formation of a spelling action at the stage of setting spelling tasks.

Learning task: compiling a table of strong and weak positions of consonants. A letter with missing spellings of weak positions of consonants.

Lesson Objectives:

1) educational- the formation of the ability to identify the position of consonants, paired by voicing-deafness, in front of sonorants;

2) developing – work to improve evaluative independence, reflection;

3) educational- education of love for nature, respect for it; culture of conducting educational dialogue.

Lesson objectives:

1. to develop the ability to find the strong and weak positions of consonants, paired in sonority-deafness;

2. identify the position of consonants, paired by voicing-deafness, in front of sonorants;

3. to continue work on improving evaluative independence;

4. to develop a culture of educational dialogue;

5. to instill love for nature and respect for it.

Lesson type: solution of private educational problems.

Forms of UD: 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 for E. Uspensky's poem "Wildlife" , a bell, a poster with a formula for the presentation of group decisions, a poster for reflection, envelopes with colored circles for reflection, felt-tip pens, tables to relieve visual fatigue.

During the classes.

I. Creation of 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 it all right: Book, pen and notebook? Is everyone seated correctly? Is everyone watching closely? Guys, open your notebooks, put them obliquely. We look at the blackboard, write down the number and the words “Classwork”. We put stress 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 in art school, to draw illustrations. Let's listen to them. Do you have wildlife at home? Who will tell about it? Why do people want to have “wildlife” at home so much? What does the word "nature" actually mean? What is the most important task facing modern man? The teacher clarifies the conclusion:nature must be protected. 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 mistakes). So, knowing this secret, you can write without errors? Raise your hand, who can do it? Amazing! Let's check ourselves. We will do the task ourselves. Who wants to do the task on the board? Who knows how to perform, he can get to work. Who needs help, raise your hand, I will help. Examination. Let's check the words to the first scheme. Who agrees? Who's different? Let's read the words to the second scheme. Who has a different opinion? And words to the third scheme. Which word had to be written twice? Why? Conclusion: have we learned to find weak positions of consonants? Well done!	Establishing interpersonal contact between children and the teacher. Motivation for cognitive interest Work with the textbook. Individual homework. Realization of the educational goal. The conclusion is made by the students. Grade-praise. The student reads aloud. Table "Strong and weak positions of consonants." Creating a situation of success. Self-esteem. Differentiation. Individual work with the student. Grade-praise.
	II. Statement of the educational task.
	Task 2. - In the poem by E. Uspensky there is the word "multi-colored". The double "z" is in front of the voiced and it is also voiced. But the double "t" also stands before the voiced one. Why doesn't he speak up? What problem can 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 come across words with other strong and weak consonant positions, we need to learn how to find them. What needs to be done for this? (Watch the sounds). Fizminutka.	Card on the board. Formulation by students of the topic and purpose of the lesson. The topic of the lesson and the goal are specified 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 the 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 cross-check with the green pencil. We observe the noise level when working in pairs. Which couples want to complete the task on the board? Examination. - Which consonants are preceded by the first consonants? Why, then, do the deaf not speak out? What is the peculiarity of voiced neighbors? (They are not paired). They are called sonorous which means sonorous. They are louder than other voiced consonants. We see that the paired sounds in front of them are different. And this means that the position in front of sonorants will be what? (strong) How to fix on the diagram what we learned? Have we answered the question? Why do we need to know this? (To write without mistakes). Well done!	Work in pairs. Mutual verification. [n] [l] [m] [r] [th] Table "Characteristics of sounds" Model construction. Grade-praise.
	IV. Development of the found method.
	Task 4. - Guys,please tell me how to check whether students understand what weak and strong positions of consonants are? (You need to complete the tasks). Is it easy to do alone? Maybe you need some advice? - Form groups. I give cards. Listen to the task: consonants, paired in sonority-deafness, stand before paired voiced consonants. What is this position? (Weak). Circle this position of the consonant in your cards with a felt-tip pen. Be careful. Consider who will be in charge. Examination. - The representative of the group goes to the board with a card and answers, following the rules of the answer. All cards are posted on the board. Pay attention to the words [ringing], [own]. Why is the deaf [s] not voiced before the voiced [c]? Maybe some kind of “secret” again? We'll talk about this in the next lesson.	Group work. The teacher writes the diagram on the board. Start and end by sound bell. Formula table. P - we think. Oh, "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 position of the consonant did we learn today? (Strong).

When analyzing the position of a consonant phoneme, it should be remembered that strong position is a position of distinction, i.e. a position in which both phonemes, paired according to a certain feature, can be realized while maintaining their distinctive ability. Position<т>before<о>is a strong position on the participation of voice and noise, since in this position, a steam room can act for her in deafness / sonority<д>, For example:<то>m -<до>m. In the position of the absolute end of the word<т>will be in a weak position on this basis, tk. in this position it is impossible to contrast phonemes<д> - <т>. However, the phoneme<т>in the position of the absolute end of the word, it turns out to be in a strong position in terms of hardness / softness, tk. at the absolute end of the word can be realized as a solid phoneme<т 1 >, and its paired soft phoneme<т’ 1 >: <т 1 > <сут 1 >,<сут’ 1 >. The absence of one of the members of a pair of phonemes in a certain position allows us to consider the position as weak, since in it the phoneme loses its distinctive ability.

Note: Strong and weak positions are determined only for phonemes that are paired according to a certain feature.

A position that is weak on the basis of deafness / voicedness, but strong on the basis of the presence / absence of palatalization, is indicated by the index 1 .

A position that is weak on the basis of hardness / softness, but strong on the basis of the participation of voice and noise, is indicated by the index 2 .

The position of consonant phonemes, which is weak both in deafness/voicing and in hardness/softness, is indicated by the index 3 .

For deafness/voicedness

Paired deafness / voiced phonemes clearly differ in position before any vowel phoneme, before a sonorous phoneme and before strong phonemes<в> - <в’>. In these positions, paired consonant phonemes perform a significative function, i.e. retain the ability to distinguish between sound shells of words, word forms and morphemes, for example: am -<з>am;<к>olos -<г>olos. These positions are strong positions of phonemes opposed by deafness/voicedness.

In the position of the absolute end of the word, phonemes that are paired in deafness/voicedness lose their distinctive ability, cease to perform a significative function, because voiced consonant phonemes cannot appear in this position, for example: dó<г>a - to<к>but to<к 1 >. The position of neutralization, i.e. indistinguishing noisy voiced / deaf, is also a position in front of any noisy phoneme, except<в> - <в’>. In a position in front of noisy voiced consonants, only noisy voiced sounds can appear, in a position in front of noisy deaf ones - only noisy deaf ones, for example: ú<з>ok - u<с 1 >to; sing<с>ok - poya<с 1 >ki. Therefore, phonemes<з>and<с>lose their distinctive ability, being replaced by one weak phoneme<с 1 >.

Information about the positions of phonemes will be summarized using a table.

Strong and weak positions of consonant phonemes

By hardness / softness

In a strong position, both phonemes can act, paired on the basis of hardness / softness, while maintaining the semantic ability. For example, in position before a vowel phoneme:<лу́к> - <л’у́к>. It should be noted that the position in front of<е>, because in this position, both soft and hard phonemes can appear in root morphemes, for example:<ме́>tr (teacher, mentor) -<м’е́>tr. In the position of the absolute end of the word, where deaf / voiced phonemes are not distinguished, both hard and soft phonemes can appear, paired according to this feature, for example: kroʹ<фı>-kro<ф’ı>. In front of the back lingual phoneme, the front lingual and labial phonemes retain their distinctive ability, having pairs of hardness / softness, for example: Ce<рг’>she - se<р’г’>e; ple<т 1 к>a - sya<т’ı-к>a; so<пı к>a - sy<п’ıк>a.

In a weak position in terms of hardness / softness, it is neutralized from the opposition of phonemes on this basis, phonemes lose their distinctive ability. For example, in a position in front of a dental or palatine-dental anterior-lingual phoneme, only a hard labial phoneme can appear:<п 2 р’>ivet; about<п 2 р>os. In a position in front of a hard front-lingual phoneme, only hard dental phonemes are realized:<з 2 на́л> - <с 2 -на́м’и>. In this position, hard and soft anterior lingual are not distinguished.

Information about the strong and weak positions of consonant phonemes, paired on the basis of hardness / softness, can be presented in the form of a table:

Strong positions in hardness/softness	Weak positions in hardness/softness
1. Before a vowel phoneme, including before a phoneme<е> <да́>ma -<д’а́>ya;<со́>to -<с’о́>to; inter<не́>t -<н’е́>t	1. The position of any consonant phoneme in front of the phoneme within one morpheme (only soft consonant phonemes can appear in this position):<р’jа´н αı>
2. At the absolute end of the word plo<т 1 >- plo<т’ 1 >; mo<л>- mo<л’>	2. Lip phonemes before anterior lingual ones (only hard labials can appear)<п 2 р>avo;<п 2 р’>went
3. Front lingual phonemes before back lingual steʹ<нк>a - Ste<н’к>a; wah<рк>a - wah<р’- к>a	3. Anterior-lingual dental phonemes in front of dental and palatine-dental (only soft allophones of phonemes appear in front of soft phonemes, only hard allophones in front of hard phonemes):<з 2 л’и́т’>; < с 2 л’и́т’>; <з 2 ло́j>; <с 2 ло́j>. Exception: phonemes<л> - <л’>; <н> - <н’>(see: "Strong positions in hardness / softness", No. 6)
4. Lip phonemes before posterior coʹ<п 1 к>a - sy<п’ 1 -к>a; hundred<ф 1 к>a - hundred<ф’ 1 -к>a	4. Palatodental<р> - <р’>in front of the labio-dental and front-lingual (only solid allophones of phonemes can appear):<р 2 в’о́т 1 >; <р 2 ва́л>
5. Front-lingual phonemes before lip-labial phonemes<см>oh - in<с’м>oh; then<рб>a - gu<р’б>a	5. Labial consonant phonemes before labials:<р’и́ф 2 мα 1 >(Im.p.);<р’и́ф 2 м’α 1 >(L.p., E.p.)
6. Phonemes<л>and<л’>before any consonant phoneme except ko<лб>a - pa<л’б>a; on<лк>a- to<л’к>a; on<лн>yy - in<л’н>th	6. Back-lingual phonemes before any consonant phoneme:<к 2 ну́т 1 >, <мок 2 н’ α 1 т 1 >
7. Phonemes<н>and<н’>before phonemes<ж>and<ш>pla<нш>et - me<н’ш>e; ma<нж>em - de<н’ж>ata

Note: For more information about the weak positions of consonants in terms of hardness / softness, see: Avanesov R.I. Phonetics of the modern Russian literary language. M., 1956, p. 175-182.

A phoneme can be in a strong position at the same time in terms of deafness/voicing and hardness/softness. This position is called absolutely strong, for example, the position before a vowel phoneme:<до́>m -<то́>m;<до́>m - and<д’о́>m. There are positions in which the deafness / voicedness of paired phonemes differs, but the hardness / softness does not differ, for example:<с 2 р>azu -<з 2 р>basics. In certain positions, the phoneme retains the ability to differentiate from paired ones in terms of hardness/softness, but appears in a weak position in terms of deafness/voicedness, for example, in the position of the absolute end of a word: kroʹ<ф ı >- kro<ф’ ı >, scale<ф ı >- ver<ф’ ı >. Absolutely weak phonemes appear in positions in which oppositions are lost both in deafness/voicedness and in hardness/softness. For example, noisy anterior-lingual dental in position in front of noisy anterior-lingual dental and palatine-dental ones do not differ from their paired phonemes in terms of deafness/voicedness and hardness/softness:<с 3 т>is he. Phoneme<с 3 >is in an absolutely weak position, because before a noisy deaf consonant, only a noisy deaf consonant can appear, and before a hard dental consonant, only a hard dental one is used as part of the root, i.e. no distinction<с>- <з>; <с> - <с’>.

1. Strong and weak positions of consonants in terms of voicedness-deafness.

Strong and weak positions of consonants are varied. Distinguish between strong and weak positions of consonants
by loudness / deafness and hardness / softness.
A strong position of consonants in terms of voicing-deafness is that position that does not deafen or articulate sounds.- before vowels and sonorants, and sounds [v], [v`], as well as in voiced before voiced, and in deaf before deaf: pick up [pdbirat`], elephant [elephant].
Weak position on voiced-deafness- at the absolute end of the word: oak - [dup], tooth - [zup], lov - [lof], as well as for the deaf before voiced (except sonorants and c) and for voiced before the deaf: snow [sn`ek].
Absolutely strong position happens with consonants when strong in voiced-deafness and hardness - softness of positions coincide.
Absolutely weak position it happens with consonants when weak in voiced-deafness and hardness - softness of positions coincide.

Weak positions in deafness / sonority:
1) at the end of the word: ko[s] from goat and braid;
2) in front of the noisy deaf: lo [t] ka, but lo [d] points;
3) before a noisy voiced: [h] give, but [s] believe.

Strong positions in deafness / voicedness:
1) before a vowel: [g] od, [k] from;
2) before sonorant consonants: [c] loy, [z] loy;
3) before [in], [in]: [t] howl, [d] voe.

2. Positional exchange and changes in voiced and voiceless consonants.

Positional exchange for consonants is reflected in the following sound laws:
1. Phonetic law of the end of a word: noisy voiced at the end of the word is deafened. This pronunciation leads to the formation of homophones: threshold[n/\ro´k] - vice[n/\ro´k]; the hammer[mo´lt] - young[mo´lt]. In words with two consonants at the end of the word, both consonants are stunned: breast[gru´s´t´] - sadness[gru´s´t´], entrance[p/\dje´st] - drive up[n/\dje´st].
2. The law of assimilation of consonants according to sonority and deafness.Assimilation It is likening one sound to another. In the modern Russian literary language, assimilation has a regressive character, that is, the previous sound is likened to the next one: a deaf before a voiced double becomes voiced: to grandfather [gd´e´du], a voiced double before a deaf becomes deaf: the spoon[lo´shk]. Note that the voicing of the deaf before the voiced is less common than the stunning of the voiced before the deaf. As a result of assimilation, homophones are created: bow [du´shk] - darling [d´shk], carry [v´ and e s´t´i´] - lead [v´ and e s´t´i´].
Assimilation occurs:
1. At the junction of morphemes: made[z´d´e´ll],
2. At the junction of a preposition with a word: with business[z´d´e´lm],
3. At the junction of a word with a particle (postfix): a year or so[go´tt],
4. At the junction of significant words uttered without a pause: five times[rasp´at´].

All pairs soften in softness: before the front vowels: [b´e´ly], [x´i´try], [v´i e sleep´].

Assimilation by place of education

Assimilation of dental before hissing [g], [w], [h´, [w´] and consists in the complete assimilation of dental [h] and [s]:
1. At the junction of morphemes: sew[shy´t´], unclench[R/\ JA t], check[shot], with a ball[ USA´rm], without fever[b´ and e JA´ръ];
2. Inside the root: later[on Zhb ],I drive ,
3. Dental [d], [t], being before [h], [c], are likened to the latter: report .
4. Reduction of groups of identical consonants. With a confluence of three identical consonants at the junction of a preposition
or prefixes with the following word, at the junction of the root and suffix are reduced to two: from the link[links].

Assimilation of consonants by softness-hardness. Dental [s], [s], [n], [p], [d], [t] and labial [b], [p], [m], [c], [f] are usually softened before soft consonants : [in´ and e z´d´e´], [s´n´e´ k], [gro´s´t´], [us´p´e´h], [m´e´s´ t].
However, assimilation by softness occurs inconsistently. So, dental [s], [s], [n], [d], [t] before soft dental and [h´], [w´] soften in the roots: [z´d´e´s´], [s´t´e´p´]; dental before soft labials can soften in the roots and at the junction of the prefix and the root: [s´v´e´t], [m´ and e d´v´e´t´], [from´m´a´t´] . However, sometimes in the same position a consonant can be pronounced both softly and firmly: [v/\z´n´i´k] - [v/\zn´i´k]. Back-lingual and [l] do not soften before soft consonants.
Since assimilation by softness does not have the character of a law, one can speak not of positional change, but of positional changes of consonants in softness.
Paired in hardness, soft consonants can be assimilated in hardness. Positional changes in hardness are observed at the junction of the root and the suffix, which begins with a hard consonant: [s´l´e´syr´], but [s´l´ and e sa´rny]. Before the labial [b], assimilation does not occur: [pro´z´b].
Assimilation by hardness is not subjected to [l´]: [n/\po´l´ny].

3. Positional exchange of consonants with zero sound.

In other words, the neutralization of the phoneme represented by the consonant zero and the absence of the phoneme. There are several cases here.

1. The combination of phonemes (stn) and (zdn) is realized by the sound combination [sn], [zn]: honest - honest - che [sn] th, star - star [zn] th.

Compare: che [sn] y and those [sn] y; we hear in both cases [sn], but in a strong position (not between [s ... n]) there is a difference: honest, but cramped. This means that in the words che (stn) th and those (sn) th phoneme combinations (stn) and (sn) coincided in sound; phoneme (t), realized in a position between [s...n] zero, coincided with the absence of a phoneme!
These alternations reflect well the rhymes (from the poems of N. A. Nekrasov; the poet’s rhyme is accurate): famous - wonderful, impassive - beautiful, honest - cramped, unhappy - voiceless, autocratic - beautiful, more charming - song, rainy - clear.
Remarks require the word abyss. It's actually not one, but two words. 1) The abyss is a lot. The word of everyday speech: I have an abyss of all sorts of things. Pronounced: [b’ezn]. It is hardly possible to say that here the phoneme (e) is represented by the zero of the consonant, since at present this word abyss has no connection with the combination without a bottom.

Another similar alternation: the combination (ntk) is realized by the sound [nk]: student [nk] a, laboratory [nk] a. Such an alternation is positional (that is, it is presented in all words with a phonemic combination (NTK)) only in some people who speak the literary language, mainly the older generation.

Words such as building, building, building, under construction or tram, tram, tram; or own, own, own ... clearly have roots ending in a phoneme (j); it is realized by the non-syllable vowel [and]. But in the words build, builder, build; trams; no iota is heard of their own. This is because the phoneme (j) in position after the vowel before [i] is represented by zero: sui - [piles] = (cBojft).

Words can contain combinations of two identical phonemes, for example (nn): bath - [van: b] = (bath);

Such combinations are realized by long, "double" consonants (they are not necessarily twice as long as short, ordinary [n]). But long consonants are possible only between vowels, one of which (preceding or following) is stressed. When such a combination of two identical phonemes, for example (nn), falls into the vicinity of a consonant, then instead of a long one, a short one sounds: Finns (s [n:]) - Finnish (s [n]); semolina - semolina, a ton - two-ton, etc. Here are examples where the alternation
reflected in spelling, but it also exists where spelling does not mark this alternation: a wind of two ba [l:] a - two-point (with the usual short [l ']). ;
Consequently, in the position "next to the consonant" \ combination of phonemes like (nn), (ll), etc. represented by a short consonant; one of the phonemes is realized by zero.
Often, speaking of positional alternations, they use emphatically procedural verbs: “the stressed vowel [o] goes into [a] without stress”, “the sound [z] at the end of the word turns into [s]”, etc. In fact, there is synchronous relationships, not processes. The correct wording is as follows: [o] stressed in unstressed positions changes to the vowel [a]; the voiced consonant [h] alternates with the voiceless consonant [s].

For all consonants without exception, the strong position is position before a vowel. Before vowels, consonants appear in their basic form. Therefore, when doing phonetic analysis, do not be afraid to make a mistake characterizing a consonant in a strong position: [dacha] - Yes´ cha,[t'l'iv'i´zar] - television´ zor,[s’ino´n’ima] - sino´ nims, [b'ir'o´zy] - birches, [karz "and´ny] - corzi´ us. All consonants in these examples are before vowels, i.e. in a strong position.

Strong positions in voicelessness:

before vowels: [there] - there, [ladies] - ladies,

before unpaired voiced [p], [p '], [l], [l '], [n], [n '], [m], [m '], [th ']: [dl'a] - for,[tl'a] - aphids,

Before [in], [in ']: [own'] - mine,[ringing] - ringing.

Remember:

In a strong position, voiced and deaf consonants do not change their quality.

Weak positions in deafness-voicedness:

in front of pairs for deafness-voicedness: [sla´tk’y] - sla´ dkiy, [zu´pk'i] - zu´ bki.

at the end of a word: [zoop] - tooth, [dup] - oak.

End of work -

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Phonetics. Graphic arts. Orthoepy. Accentology
Phonetics (Greek Phone - sound) is a section of linguistics that studies the sound side of the language: the sounds of human speech, the methods of their formation, acoustic properties,

Speech sounds
Speech sounds are the sounds that make up words. Speech sounds are the smallest sound unit that stands out during sequential sound division.

The following symbols are used to represent sounds.
1. To distinguish a sound from a letter, the sounds are enclosed in square brackets - . [a], [o], [l]. The entire transcription is enclosed in square brackets.

Vowels and consonants
Depending on the method of formation, sounds are divided into vowels and consonants. The vowel sounds consist only of the voice. When arr

Vowels and consonants
1. In the formation of each specific sound, the movement of the organs of speech is strictly individual. For example, when forming sounds [d], [t], the tip and front part

Consonants
There are 36 consonants in Russian, including 15 pairs of hardness-softness, 3 unpaired hard and 3 unpaired soft consonants.

Voiced and voiceless consonants
Depending on the presence of a voice, consonants are divided into voiced and deaf. Sounds consisting of noise and voice are called calls and m and: [b], [c], [g

Hard and soft consonants
Consonants are divided into hard and soft sounds. The pronunciation of hard and soft sounds differs in the position of the tongue. Compare, for example

Speech sounds and letters. Alphabet
Sounding speech in a letter is transmitted using special graphic signs - letters. We pronounce and hear sounds, and we see and write letters. List of letters in specific order

Speech sounds and letters
1. In accordance with what sounds are indicated by letters, all letters are divided into vowels and consonants. Vowels 10:

Transcription
Transcription is a special recording system that displays the sound. The following symbols are accepted in transcription: - square brackets, which are the designation of transcription.

Vowels and consonants
Sounds are divided into vowels and consonants. Vowels are sounds

Method of formation of consonants
Consonants are sounds, during the pronunciation of which the air meets an obstacle in its path. In Russian, there are two types of barriers: a gap and a bow - these are the two main ways of forming according to

Voiced and voiceless consonants
According to the ratio of noise and voice, consonants are divided into voiced and deaf.

The designation of the softness of consonants in writing
Let's digress from pure phonetics. Consider a practically important question: how is the softness of consonants indicated in writing? There are 36 consonants in Russian, among which there are 15 pairs of hardness-m

Place of formation of consonants
Consonants differ not only in terms of signs already known to you: deafness-voicedness, hardness-softness, method of formation: bow-slit. The last one is important

Strong-weak positions for vowels. Positional vowel changes. Reduction
People do not use spoken sounds in isolation. They don't need it. Speech is a sound stream, but a stream organized in a certain way. The conditions in which one or another finds himself are important.

Positional changes of consonants according to deafness-voicedness
In weak positions, consonants are modified: positional changes occur with them. Voiced ones become deaf, i.e. deafened, and the deaf - voiced, i.e. voiced. Positional changes of observations

Assimilation of consonants
The logic is this: the Russian language is characterized by the likeness of sounds if they are similar in some way and at the same time are close. Learn the list: [c] and [w] → [w:] - stitch

Simplifying consonant clusters
Learn the list: vst - [stv]: hello, feel zdn - [zn]: late zdts - [sts]: under the bridle lnts - [nts]: sun

Letters and sounds
Letters and sounds have different purposes and different nature. But these are comparable systems. Poe

stress
Word stress is the emphasis on the greater power of the voice and the duration of the pronunciation of one of the syllables in the word. In Russian, stress is free (various

stress
Stress is the selection of a group of words, a single word or a syllable in a word. In Russian, the stressed element is pronounced with greater force, more distinctly and with more

Russian word stress (compared to other languages) has a number of features
1. In many languages, the stress is fixed, constant, that is, the stress is assigned to a certain syllable in a word. In French, the stress is always pa.

Vowel pronunciation
1. Vowels under stress are pronounced distinctly: boron - [boron], garden - [sat]. 2. In an unstressed position, vowel sounds, like

Pronunciation of consonants
1. Consonants, paired in deafness-voicedness, can change their quality depending on the position in the word. Voiced consonants at the end of a word and before deaf ones are stunned, i.e. pronunciation

Pronunciation of consonant combinations
1. The combinations of szh, zzh, ssh, zsh at the junction of the prefix and the root, the root and the suffix are pronounced like long hard consonants [g], [w]: compress - [g] at, carrying - ve [w] y, n

Pronunciation of the endings -th -th
In the endings of the -th, -of its genitive case of adjectives and participles of the masculine and neuter gender, in place of the letter g, the sound [v] is pronounced: good - good [in

Pronunciation of loanwords
1. Before the letter e in many borrowed words, the consonants [d], [t], [h], [s], [n], [p] are pronounced firmly: antenna - an [te] nna, model - mo [de]

Some accentological norms of the modern Russian language
1. For a number of feminine nouns of the 1st declension with an accent on the ending, the accent in the accusative case of the singular is transferred to the first syllable: head