Formation of phonetic (hearing-pronunciation) skills: setting, correction, improvement

Phonetic (or auditory-pronunciation) skills are associated with sounding speech, with oral types of speech activity (listening and speaking) and are structurally divided into two groups: auditory and pronunciation skills. Such a division is rather conditional: on the one hand, it is impossible to achieve correct pronunciation without developing auditory skills, and on the other hand, the formation of speech hearing will be more successful if it is carried out in parallel with teaching pronunciation. Therefore, methodologists usually talk about the formation of non-auditory and pronunciation, auditory-pronunciation skills. The parallel formation of auditory and pronunciation skills is fully consistent with the principle of complexity in teaching the types of speech activity.

Many teachers of the preparatory departments consider it necessary to study phonetics only for the first few weeks, and then switch to the formation of lexical and grammatical skills and turn to phonetics only occasionally. As a result, the level of formation of phonetic skills in most foreign students leaves much to be desired. The reason for this situation is that the formation of these skills is probably the most time-consuming process in teaching a foreign language. The formation of acceptable foreign language pronunciation skills with regular language classes usually takes at least two years. At the same time, the older a person is, the more difficult it is for him to rebuild his articulation base and the more time he needs to master foreign language pronunciation skills.

That is why the formation and development of phonetic skills should take place during the entire period of study at the preparatory faculty: in a more concentrated form at the initial stages of education and at least one hour a week at subsequent stages. The special importance of working on phonetics in the first days of training is due to the specifics of this aspect of the language: before learning words and grammar, before learning to create and understand someone else's speech by ear, it is necessary to master the phonetic means of the language.

All teaching of phonetics at the preparatory faculty can be divided into two large parts: an introductory course and an accompanying course. Target introductory course- to lay the foundations of speech hearing and pronunciation. Usually it is designed for 7-10 training days. At the same time, students master not only the phonetic aspect of the language: they learn words and grammar, assimilate speech patterns that allow them to start communicating in Russian from the first days of training. That is why Russian language textbooks intended for students of the preparatory faculty usually begin not with an introductory phonetics course, but with an introductory language course, which lays the foundations in the field of not only phonetics, but also grammar and vocabulary. However, at the very initial stages of learning, the introduction of vocabulary and grammar is still determined by the phonetic aspect. Thus, the introduction of the grammatical theme "Plural of nouns" is possible only after studying the sounds [and] and [s].

There are two ways to build an introductory course. In nationally oriented textbooks, the sequence of studying phonetic phenomena can be determined by data comparing the native language of students and the language being studied. In this case, scientists establish similarities and differences between the phonetic phenomena of the Russian language and the native language of students and draw a conclusion about which material will be easier and which is more difficult to master. Then the phonetic material is arranged in order of increasing difficulty. For example, in Spanish there is a sound close to Russian [x], but there is no sound [zh]. Accordingly, in order to ensure a gradual increase in difficulties, in a textbook for Spanish-speaking students, the sound [g] as more difficult will be introduced after the sound [x]. In French, on the contrary, there is a sound close to Russian [g], and there is no sound [x]. In a textbook intended for French-speaking students, the Russian sound [g] will be introduced first, and after it the sound [x].

In textbooks of a general type, the introductory course is built without taking into account the native language of students. In this case, the sequence of introducing phonetic material is determined by the specifics Russian phonetic system.

Introductory courses always begin with work on vowel sounds, since these are the most vivid sounds for perception, they can be drawn, easily compared with each other, using vowels it is easy to draw students' attention to the movements of the organs of the speech apparatus. After vowels, they move on to hard consonants, then more complex sounds are introduced (soft consonants, affricates). From isolated sounds and syllables, they successively move on to words and sentences.

At the stage of introducing a new sound, students listen to the sounding pattern and the teacher's explanations, pronounce this pattern first to themselves and then aloud, and try to remember the position of the organs of the speech apparatus. Students reproduce the studied sound in an isolated position and in combination with other sounds, get acquainted with its handwritten and printed images, write down the letter corresponding to this sound.

When explaining the pronunciation of a sound, teachers often use reception of support on perceptible moments of articulation Perceptible moments of articulation are the positions of the organs of speech that can be observed, felt, felt and, therefore, controlled. These include the position of the tip of the tongue (up - down), the movement of the entire tongue (forward - backward), the tension of the tongue, the place of the bow or gap (if they are formed by the front of the tongue), the shape of the lips (stretched forward, stretched to the sides, rounded ), oral cavity solution (distance between the upper and lower teeth), the work of the vocal cords (presence or absence of vibration), the nature of the air stream (warm or cold, narrow or wide), its strength and direction (up to the sky, to the alveoli, to lower teeth). So, when setting the sound [w], the tangible moments of articulation are the position of the tongue (the tongue is pulled back, its tip is raised up), the shape of the lips (stretched forward and rounded), the work of the vocal cords (lack of vibration), the nature of the air stream (the air stream is warm, pointing up towards the sky). It is most convenient to present an explanation of the articulation of sounds to students in their native language or an intermediary language, however, if this turns out to be impossible, teachers introduce sounds, accompanying them with a demonstration of the schemes of the speech apparatus, asking students to repeat those movements that are perceived visually.

It should be borne in mind that not all movements of the speech apparatus are tangible. Some of them are difficult and even impossible to feel and control. In addition, as was indicated in the previous paragraph, in some cases the teacher cannot explain to students in the language they know what movements of the speech apparatus generate the sound. In this case, helper sounds help, that is, sounds that have in their composition the same movements as new sound, and, accordingly, facilitating its setting. So, when pronouncing [w], the back of the back of the tongue rises, but this is an imperceptible movement. To call it, use the help of consonants [x, r] and vowels [y, o], which are pronounced like [w], with the back of the tongue raised. The tense pronunciation of the sound combinations [kshu], [shu], [ksho], [khsho], [wushu], [osho] will help raise this part of the tongue up. That's what it is acceptance of the use of sounds-assistants.

Sounds of similar articulation also help in the production of consonants that differ in terms of deafness/voicedness. For example, in Arabic, as in Russian, there are pairs of consonants [t] - [d] and [s] - [h], but there are no pairs [p] - [b], [f] in Russian -- [c], [w] -- [g], since there are no sounds [p], [c], [g] in Arabic. When staging these sounds in an Arabic audience, the teacher explains to students that the difference in pronouncing [p] - [b], [f] - [c], [w] -: [g] is the same as in pronouncing [ t] - [d] and [s] - [h]. Sometimes for the same purposes they use the sounds that students studied in high school in foreign language lessons. So, students from Arab countries usually learn French or English at school. In English there are sounds [p], [v], and in French - [p], [v], [g] about the same articulation as in Russian. In this case, we also allow the use of helper sounds based on sound analogy.

It helps the student to understand the structure of the sound when the sound is pronounced too clearly, the movements are performed tensely, with great effort. At the same time, all the student's attention is focused on the work of the speech organs. First, the sound is spoken to oneself, then the stage of loud pronunciation follows.

Putting the pronunciation of sounds in an isolated position and in syllables, move on to work on the pronunciation of words consisting of these sounds. At the same time, attention is paid to the place of stress in the word, to the quality of vowel sounds in stressed and unstressed syllables, to the quality of consonants depending on the position in the word, in particular, to the laws of stunning and voicing of consonants.

They begin setting up the pronunciation of a word, usually with monosyllabic words. (he, there, house, friend), since it is easiest to work out the tension and duration of the vowel in the stressed syllable on them. Then they move on to two-syllable and three-syllable words, and pay special attention to the assimilation of the rhythmic model of the word, which demonstrates in an abstract form the number of syllables in the word and the place of stress. Usually it is depicted using the alternation of large and small print (taTata) or schematically (__ "_). Many methodologists believe that learning the rhythmic patterns of the word helps tapping rhythm(sometimes stronger, then quieter) and pronouncing stressed syllables louder, but unstressed quieter.

The ease of pronouncing a sound in a word depends on its position in the word, so work on the sound begins in the most favorable position for pronunciation, and then successively moves on to more difficult positions. This so-called reception of use of a favorable phonetic position. For deaf consonants, the most favorable phonetic position will be the initial stressed syllable, for voiced - the position between vowels, the first of which is stressed, for soft consonants - the position between vowels, the first of which is stressed [and].

Again, it helps to realize the features of pronouncing a sound in the composition of a word. exaggeration of articulation, when a word is pronounced more distinctly than usual. So, for example, students whose native language is Spanish, when pronouncing occlusive voiced consonants [b], [d], [d] in the middle and end of the word, often replace them with the corresponding fricative voiced consonants, [b], [y]: doro [y] a, by [y] o [b] a, collection [B] saving. The technique of exaggerating articulation allows students to realize that when pronouncing these sounds in any phonetic position, there is always a stop. Exaggeration of articulation is often accompanied by slowing down the rate at which words are spoken.

Slow pronunciation of a word helps the student analyze the sounds included in it and pronounce them correctly.

For many foreign students, the pronunciation of consonant clusters in a word is of particular difficulty. In Russian, there are confluences of two consonants (who), three (the country), four (medicine) and even five (keep awake). When pronouncing such groups of consonants, foreigners sometimes insert reduced vowels: meeting[fisytyrecha]. To eliminate this phenomenon, method of accelerating the tempo of pronouncing the elephant: students are encouraged to pronounce the syllables [tra], [stra], [fetra], [stray], [fetre], etc. at a fast pace. Another typical mistake foreign students make when pronouncing a consonant cluster is dropping out consonants. For example, Spanish speakers sometimes pronounce the word student like a [student], and the word get up how to [get up]. Help with troubleshooting this error techniques for slowing down the pace of pronunciation of a word And exaggeration of articulation.

In the course of the Russian language at the preparatory faculty, foreign students already on the first day of classes learn to pronounce not only individual sounds, syllables, words, but also entire sentences. In working on a sentence, two aspects turn out to be the most important: the continuous pronunciation of words and the correct intonation. When pronouncing Russian sentences, foreign students usually make the following mistakes:

The center of the intonation structure is located on the wrong word, as a result of which the meaning of the sentence changes, for example: I passed the exam instead of I passedexam or Yesterday you werein theater? instead of yesterday youwere in the theatre?

Lowering the tone instead of raising it in the center of the intonation structure and vice versa, for example: This is Anton instead of Is that Anton?

The absence of a decrease in tone at the end of a sentence (intonation of completeness).

Lack of fusion of pronunciation of words.

a) pronunciation of all parts of the intonation structure with different loudness: the pre-center part in a normal voice, the center - loudly, the post-center part - very quietly;

b) the use of hand movements: the teacher shows a change in tone with his hand, the students repeat this movement after him and pronounce the sentence first to himself and then aloud;

c) step-by-step development of the intonation structure (IC): first, the movement of tone (raising or lowering the voice) is placed in the center of the intonational structure, then students learn the pronunciation of the center and pre-center part in IC-1 (intonation of a declarative sentence) or the center and post-center part in IC- 3 (intonation of an interrogative sentence without a question word), and then they learn to pronounce the entire intonation structure as a whole.

After students are aware of the features of pronouncing a sound, syllable, word or sentence, the next stage of work on phonetics begins - listening and pronouncing the studied phenomena of the language in the process of performing phonetic exercises. Simultaneously with phonetic skills, technical reading and writing skills are formed, which leads to the establishment in the minds of students of strong associative links between oral and written forms of speech: between sounds and letters, auditory and graphic images of words and phrases, intonation and punctuation of sentences.

Phonetic exercises are usually built in the following sequence:

1) observation (auditory and visual) of the unit under study without repeating the sample in order to create its auditory image and articulatory attitude (it also includes exercises for differentiating the units under study);

2) listening, repetition and correction, first with visual support for articulation or written signs, then without visual support (imitative exercises);

3) independent delayed playback. Here are examples of tasks for auditory and imitative exercises:

1. Listening and distinguishing sounds, syllables, rhythmic word patterns, intonation structures.

-- Listen to sounds (syllables, words, sentences, text).

-- Listen to the syllables and write 1 or 2. Sample: [sa - sa] - 1; [sa - tsa] - 2.

-- Listen to the words and write 1 if you hear the sound [ts], or 2 if you hear the sound [s].

Sample: cheese - 2, circus - 1.

-- Listen to the words, determine the number of the rhythmic pattern:

Sample: map - 1, factory - 2.

-- Listen to the words, read, put stress.

-- Listen to the words and write (pronounce) their rhythmic patterns.

-- Listen to the sentences, show the movement of the tone with your hand.

--Listen to the sentences and put the sign /. / if it's a message, or /?/ if it's a question.

Example: Is this Ivan? --/?/This is Ivan. --/. /

-- Listen to the questions and answer according to the model: Sample: -- you wrote letter?

Yes, I wrote.

You wrote letter?

Yes, a letter.

Did you write a letter?

2. Listening and repeating sounds, syllables, words, sentences.

-- Listen, read, repeat to yourself.

-- Listen, read, repeat out loud.

-- Listen, repeat to yourself.

-- Listen, repeat aloud.

3. Establishing correspondences between sound and written forms of speech.

-- Read aloud.

-- Listen, write.

From exercises of the language type, during which the attention of students is directed to the studied phonetic phenomenon, they move on to conditionally communicative exercises. When drinking such exercises, students are given the attitude to perform. any speech action in accordance with the proposed situation: ask about something, provide information, ask the item to do something, etc. In other words, the student's main attention shifts from the form of speech to its content. For example, in the classroom, you can suggest the following situation: You have watched a new movie and want to know if your friend has seen this movie or not. Ask him about it. While doing this exercise, the student should ask a general question with the appropriate intonation: Kumar, have you seen this movie?- but at the same time, the main attention of the student will be directed not to the pronunciation side, but to the content of the sentence. This exercise can be continued if this microdialogue is presented as a speech sample. So, for example, students may not be interested in a movie, but in a book that someone has read, a play that someone has watched, etc.

Phonetic skills are improved when students perform: a) language and conditional communicative exercises aimed at working out a new phonetic phenomenon; b) language and conditionally communicative exercises aimed at practicing vocabulary and grammar; c) communication exercises that develop listening and speaking skills.

Accompanying phonetics course(for correction and improvement) is carried out after the introductory course in parallel with the main language classes. Unlike the introductory course, the selection of phonetic material here is completely determined by the studied vocabulary and grammar.

phonetics foreign student learning

There are two options for organizing an accompanying course. In the first case, one lesson per week is planned and conducted, dedicated only to phonetics. This is how it is customary to work with future philology students. In the second case, 5-10 minutes are allotted for phonetic work at each lesson (this is the so-called phonetic exercise). Phonetic exercises are best done at the beginning of the lesson: it helps students switch to Russian, ensures that the auditory and articulatory apparatus is adjusted to Russian pronunciation, and allows you to remove the phonetic difficulties of the new lexical and grammatical material. This option of organizing an accompanying course usually takes place when teaching future non-philology students.

When selecting material for phonetic charging during correction, the teacher analyzes the words and grammar that will be introduced in this lesson, and selects a small amount of material (one or two phonetic phenomena), which can cause difficulties for students. Then he makes up exercises, texts for taking dictation and reading aloud. The types of work in the accompanying and introductory courses are the same, however, in the accompanying course, work with text takes a greater place (listening to texts, writing dictations, intonation marking, reading aloud, etc.). During phonetic exercises, students can pronounce (in chorus or each separately) proverbs, sayings, tongue twisters, short poems and prose passages learned in advance, sing songs. It is advisable to analyze and learn proverbs and sayings when repeating any difficult sounds, for example:

[w] -- Friendship is friendship, and service is service.

Typical mistakes of students of Finnish and Estonian nationality are indistinguishing sounds w And from. Estonians are confused well And h ( in Estonian well And w characteristic only for borrowed words, similar to Russian f, which occurs only in words of foreign origin. A typical example for the Russian language can be found in the works of Pushkin. In the poem "Through the wavy fogs ..." there is not a single letter f, it is not in the large poem "The Song of the Prophetic Oleg" either. And in the poem "Poltava" there are only three f in the words figure, anathema, fleet., By the way, f and Estonians have only in borrowings) . For Estonians are also characterized by the pronunciation of long vowels (which, when written, should be written in two letters in a row - aa instead of but, oo instead of about etc.), which is typical for the norms of the Estonian language. In addition, they freely rearrange words in sentences. And this also corresponds to the norms of their native language. Example - Makdisin eile kinos - I went to the cinema yesterday. Eile kdisin mina kinos - I went to the cinema yesterday. When constructing a sentence, such a mistake is also characteristic - I'm starting to write (the future tense among Estonians is often formed by adding the verb hakkama - to begin). Also, Estonians and Finns make mistakes in determining the gender of a noun (there is no concept of gender in Estonian and Finnish).

Hungarian students (the Hungarian language is also part of the Finno-Ugric group) often confuse the sound w in Russian with his soft w, not typical for Russian. In addition, according to the norms of their own language, they usually put the stress on the first syllable. The most unusual for those unfamiliar with Hungarian writing are the following correspondences: gy> d, ly> th, s> sh, sz> with, zs> f. In sentences, they can put an object between the subject and the predicate ( Student performs an exercise instead of the corresponding normalized Russian Student doing an exercise).

The constant attention of the teacher to the phonetic side of students' speech, the correction of mistakes during the exercises leads to the fact that students themselves begin to monitor their pronunciation and try to speak Russian without phonetic errors. The formation of self-control is facilitated by recording students' speech with subsequent listening, control reading of texts in the classroom and self-correction by students of erroneous pronunciation.

A separate aspect of the work in the accompanying phonetics course is related to the differentiation of the studied Russian sounds. Let us give as an example a series of exercises aimed at differentiating the sounds [w] and [s]. These exercises are useful in teaching Russian pronunciation to native speakers of Spanish, Finnish, Estonian, Modern Greek, Vietnamese and some other languages.

Example exercise

1. Ours is us, yours is you, which is a hundred, a knife is a nose.

2. Beautiful nose. - A sharp knife. We were not found at home. -- Our son. One hundred rubles. -- What are you doing? Sasha asks. - Write words. Your son. -- What is your name?

3. The fox sees the cheese - The fox was captivated by the cheese.

The cheat approaches the tree on tiptoe; He wags his tail, does not take his eyes off Crow And says so sweetly, breathing a little: “Darling, how pretty! Well, what a neck, what eyes! To tell, so, right, fairy tales! What feathers! what a sock! And, of course, there must be an angelic voice!

(I. Kr.)

If you argue, it’s so bold, If you punish, then it’s for the cause, If you forgive, then with all your heart, If you feast, then feast with a mountain!

(L.K.T.)

It is believed that after the initial stage, students have mainly formed hearing and pronunciation skills. However, in reality, it turns out that some sounds are not even set, there is no automation of the skills of correct pronunciation of words with the correct stress, non-Russian intonation characterizes oral speech and reading texts. Therefore, mastering the articulatory base of the Russian language in the field of words, syntagma and phrases, mastering the technique of fluent and expressive speaking and reading require further improvement and automation. In addition, the task is to overcome the already existing incorrect pronunciation, which creates an accent in the Russian speech of foreign students.

In the conditions of the language environment, the accent in pronunciation is so “compensated” speech redundancy that the speaker with an accent gives the impression of the absolute effectiveness of the speech act in terms of its impact on the interlocutor. Such moments reinforce a false sense of satisfaction in a foreign student, because he is understood and perceived as an equal in a speech situation. Therefore, the student loses the incentive to learn the language in general and to its pronunciation side, in particular.

At this stage, the reaction of the semantic program is carried out without any tension: the basic skills of formulating the statement are automated, and attention is switched to the content plan, so the correction of incorrect skills is perceived by students as an internally unmotivated action that interferes with the work of thought. It is known from psychology that a skill is inhibited by voluntary attention to the performance of actions, as a result of which a temporary deautomatization of skills occurs: actions begin to be performed more slowly, more uncertainly. To remove such psychological inhibition, it is necessary to build a corrective course of phonetics in a different way, involving a fairly informative and culturally saturated educational material, which increases the interest of students and plays an important role in the development of the speech culture of foreign philology students.

It is equally important when creating a correction course in Russian phonetics for the final stage of teaching foreign students, which may occur during an internship in the country of the language being studied, to use the psychological characteristics of students (age, established pronunciation skills of the native language), to give them the opportunity to analyze, compare and see the results of your pronunciation.

The methodological concept of teaching Russian pronunciation based on the psychological theory of the gradual formation of mental actions and concepts solves this problem. The essence of this methodological concept is that the theory (explanation, demonstration) should provide a generalized and maximally complete orientation in phonetic material, followed by the organization of a phased assimilation according to a strictly fixed action plan, which has four stages of action formation:

the formation of an action in a material or materialized form;

the formation of action in loud speech without direct reliance on diagrams, tables, records;

formation of action in external speech about oneself;

formation of action in inner speech.

Even more material can be gleaned from the experience of the departments of Russian as a foreign language Russian universities, and this material requires serious scientific and methodological reflection. Department of Russian for foreign students of Ural state university them. A.M. Gorky has extensive experience working with native speakers of Mongolian, Vietnamese, Japanese, Korean, Chinese, Turkish, English (with its variants), German and other languages. This experience makes it possible to identify frequently encountered phonetic deviations and errors, analyze their causes and outline ways to overcome them.

An experienced phonetic teacher, listening to the speech of a foreigner in Russian, “sees” the speaker’s articulation and can give specific advice on correcting the mistake, without even resorting to complex terminology (move the tongue forward and upward, bend the front of the tongue with a small spoon, etc.). ).

This is a constant work in the correction of sounds. However, at the initial stage, it is important to put the sound, to prevent a mistake, and knowledge of the phonetic system of the source language is very helpful here.

The key concept of phonetics "sound" works in any national audience. However, the scope of this concept should become terminological. A student who operates with the ratio of sound and letter, i.e., who knows the language with alphabetic writing, will quickly master the Russian alphabet with all its uppercase and lowercase, printed and handwritten versions, by analogy with his own. In the Japanese and South Korean audience, despite the fundamental difference in the language system and writing, the Latin alphabet, mastered through the widely studied American version, serves as an intermediary for learning Russian. in English. In China, English is still not so common. Schools introduce the Latin alphabet to transcribe Chinese words and establish sound analogies, but the level of education in schools is different, and many Chinese are not familiar with either the Latin alphabet or the relationship between sound and letter. It takes much more time for an introductory phonetic course to compare the familiar system "syllable - word - hieroglyph" and the unusual "sound - letter - syllable - word". Simplifies, therefore, the assimilation of the articulation of sounds by presenting them in syllables. It is justified to reduce the possible syllables in the Russian language into tables ( ba-ba-pa-pa, would-be-wee-wee etc.). Further, the opposition of consonants in combination with stressed vowels is fixed in communicatively significant words. Then combinations of consonants with vowels in unstressed positions are considered. In addition, in syllables it is easier to identify typical and individual errors of students and offer the necessary set of exercises.

Despite the fact that the Russian language is included in the Indo-European language family, it is no easier for a native speaker of German or English to learn Russian phonetics than a native speaker of Turkish or Hindi. Errors among speakers of the Romano-Germanic languages ​​(as well as Slavic) should be expected to be few, but these are “persistent” errors, almost impossible to correct at an advanced stage, but relatively easily prevented by Nuleviks. So, for example, the absence of opposition in hardness / softness or its presence in combination with certain vowels leads to well-known errors when pronouncing Russian hard and soft l, pronouncing vowels denoting the softness of the previous consonant, i, e, e, u as iotated or as diphthongs, indistinguishability when listening to the endings of the infinitive and the 3rd person, other cases that are easily regarded by Russians as “with a soft sign” or “without”. The absence of vowel reduction in the native language leads to okan, ekan and yakan in Russian. The lack of assimilation of consonants by voiced/deafness results in the dissimilarity of consonants at the junction of a preposition and a noun, the pronunciation of a voiced word at the absolute end of a word, where there should be stunning, etc. From the point of view of a foreigner, Russian phonetics is far from being as simple as Russians themselves are used to thinking , the correspondence between spelling and pronunciation is not at all so obvious. Failure to draw an analogy with one's own phonetic system can block all further study of the Russian language by a foreigner. To overcome errors in a certain national audience, as well as in individual work in mixed groups, it should be taken into account that errors in the pronunciation of Russian sounds may be characteristic of representatives of certain language groups and speakers of specific languages. It is hardly worth talking about some sounds or positional changes of sounds that do not exist in any other language - in our experience we do not have such data, but we can talk about typical problems. For example, the above in relation to the Romano-Germanic languages ​​applies equally to the languages ​​of Southeast Asia.

Here are some observations on the development of the pronunciation of Russian sounds in Chinese, Korean, Japanese and Vietnamese audiences. Despite the geographical proximity, these are languages ​​of different types, different families, different writing systems and different phonetic systems.

The greatest problems in the production of Russian sounds are found among native speakers of the Vietnamese language. Despite the Latin alphabet used in Vietnamese, it is extremely difficult for students from Vietnam to correlate the sounds of Russian and Vietnamese through international transcription (in particular, the tone of pronunciation is important in Vietnamese, and not just articulation). By analogy with their native phonetics, the Vietnamese are looking for tonality in Russian pronunciation, mixing intonation at the syntagma level with accent stress at the word level. For the articulation of vowels, it is important to clearly master the stress of the sound (i.e., the strength, duration and clarity of articulation), and not its tone. These same problems, albeit to a lesser extent, are also found in other East Asian audiences. After mastering the articulation of Russian vowels under stress (only articulation turns out to be unfamiliar s), mastering the normative reduction oh, ah, uh, and in unstressed positions, iotation i, e, u, e at the beginning of a word, after vowels and b, b, change I in unstressed positions after soft consonants. Deviations in the pronunciation of Russian vowels are associated not so much with the complexity of their articulation as with the confusion of pronunciation positions.

There are much more problems in the production of consonant sounds (phonemes are no longer 6, but 36), and they vary greatly in different national audiences. For example, the Japanese do not distinguish not only b-p in terms of sonority / deafness and hardness / softness, but also b-p-v-f on participation / non-participation of teeth in articulation. Therefore, it is necessary first to consciously contrast these sounds, to be aware of their articulation, and then to bring the pronunciation and auditory perception to automatism with the help of a set of exercises. Mixing may seem unexpected. m And n Vietnamese, pronunciation st on the spot T at the end of a word. However, this is related to positional changes and interference of two phonetic systems. In such situations, errors are eliminated not so much by correcting the sounds themselves, but by repeating and practicing the pronunciation of those words where such errors are made. In all oriental languages ​​there is a mixture R And l, mixing is possible R And well- this is due to the fact that the position of the speech organs during the pronunciation of these sounds is similar (and this can be seen on the "articulatory cuts"), the difference lies in the presence / absence of "trembling" of the tip of the tongue. And for pronouncing solid Russian R a minimum of three "jitters" is needed, and for a soft Russian R one is enough, but it is no less difficult for a foreigner. To set these sounds, you first need to give audio exercises to determine whether students distinguish these sounds by ear, and then develop the necessary skills to pronounce the trembling sound. Exercises should be given with words where "difficult" sounds are in different positions (for example, red - cool, bar - score, took - took, red - skis, bow - hands, go to bed early - lecturer's speech, love and say…), insofar as r-l difficult to distinguish at the absolute end of the word, the sound l it is difficult for a foreigner to pronounce in syllables lu-lu And ly-whether etc. It is traditionally difficult to pronounce soft Russian h, w: affricate substitution possible h on her half - soft T, pronouncing a shorter or harder SCH. Such errors are eliminated by the conscious mastering of the gradual articulation of the affricate (similar to the solid affricate c, which does not cause such difficulties), double pronunciation of the soft w as part of SCH. Besides, SCH mixed with sounds w, hard and soft from in the Japanese audience, which is due to the lack of opposition of these sounds in certain positions in the Japanese language. Among the deviations in the pronunciation of consonants in all Eastern audiences, there are frequent replacements of soft d And h soft affricate dz. This is observed mainly in syllables with vowels. e, and and requires correction in words with such syllables.

pronunciation skill- this is the ability to freely and quickly distinguish and recognize by ear the phonetic phenomena of a foreign language in someone else's speech and correctly and automatically pronounce the sounds of a foreign language separately in a stream of speech, correctly intonate.

According to E.I. Passov, in the process of forming a pronunciation skill, the following operations and actions are carried out:

Perception- introduction. The task of this stage is to create the correct sound image, without which neither the further formation of the skill nor its functioning is possible. An auditory image is created in the process of presenting a phonetic phenomenon.

Differentiation- comprehension, distinction. There is an understanding of the differential features of a sound or another phenomenon.

Imitation. Connections of sound and speech-motor images of a speech unit are fixed.

Isolated reproduction. Based on the use of a phonetic phenomenon, articulation is fixed.

combination(switching). On the basis of combining phonetic phenomena and switching attention from one to the other, all the operations that make up the pronunciation skill are strengthened.

One of the most important tasks of teaching English, according to Belkina M.Yu. - Preservation and improvement of pronunciation skills. In a non-linguistic environment, there is a rapid decrease in the achieved level. In practice, exercises are used that prevent forgetting phonetic material. To this end, tongue twisters are used in the classroom, and phonetic competitions are organized outside of school hours.

"I think teachers who avoid pronunciation activities look as if they do not know their subject - or are lazy." (Teacher development resource book)

[p] Peter Piper picked a peck of pickled pepper. If Peter Piper picked a peck of pickled pepper, where is the peck of pickled pepper Peter Piper picked.the teachers questions:picked a peck of pickled pepper?did Peter Piper pick?pepper did Peter Piper pick? .

According to Paley O.I., for the formation of pronunciation skills, it is effective to use work with rhymes in English lessons. They train students in monologue and dialogic speech, enrich vocabulary, broaden the horizons of schoolchildren and give wise advice. In the lessons, children can listen to rhymes on the record and read them on the cards at the same time. For example,

"All is well that ends well."

"Better than never."

"Live and learn." .

From the point of view of Sinkevich G.S., poetry in English lessons contributes to a better assimilation of language material due to the action of mechanisms involuntary memorization, allowing to increase the volume and strength of the memorized material. Thanks to the presence of poems in the lessons, it becomes possible to figuratively and accurately reflect various aspects of the social life of the people of the country of the language being studied. Poems can influence the intellect, emotions of the child and his figurative and artistic memory, contribute to the aesthetic education of children. When choosing material, it is necessary to take into account that the rhyme affects the child's emotions, taking into account the age characteristics and interests of the children, and also has methodological values ​​for the formation and improvement of basic speech skills and abilities of children. The use of poems and rhymes in the target language is relevant at the initial stage of teaching foreign languages. Firstly, students from the very beginning become familiar with the culture of the country of the language being studied, since children, according to psychologists, are especially sensitive and receptive to a foreign culture. Secondly, the student's personality begins to develop comprehensively, because specially selected poems stimulate figurative thinking and form good taste.

As for the stages of the lesson at which this material can be applied, they are different. Depending on the methodological task of a particular stage, rhymed material is used:

) for phonetic charging at the initial stage of the lesson;

) at the stage of introduction, primary consolidation, as well as training children in the use of lexical and grammatical material;

) at any stage of the lesson as an incentive for the development of speech skills and abilities;

) as a kind of relaxation in the middle or at the end of the lesson, when students need a discharge that relieves stress and restores their performance.

As Rachok T.P. said, the main thing in the work of every teacher is the desire to ensure that the learning process turns from a monotonous mechanical reproduction of material into a creative search. To a large extent, this is facilitated by work on poetic works that develop the child, enrich his spiritual world, and teach him to see the beauty of nature. Approaches to work on poems in foreign language lessons can be different, depending on the tasks set by the teacher, on the age of the students. Poems can be used as one of the most effective types of phonetic exercises, on the material of which, with the help of technical means, you can work out individual sounds, intonation, and stress. So, for example, to consolidate sounds, we use rhymes given in various teacher's manuals. Rhyming "Be Tidy" allows you to work on sounds: , [e], [l], [k].

Learn your lessons well as you can.tidy like Nick,dirty like Dan.

Practicing the sound [I], you can refer to the following tongue twister:

"Tick-tock, tick-tock, Tommys clock.

"Tick-tock, tick-tock, and ticks his clock.

Similarly, rhymes can be chosen to work out any sound that causes difficulties for children. Therefore, it is necessary to distribute rhymes according to the following criteria:

rhyme should not be long;

it’s good if the rhyme is musical, that is, recorded on a cassette, or there are notes for it. Rhyming songs to music are emotionally colored, so they are better remembered, add variety to the lesson, and cheer up children.

Poems and rhymes also help to replenish students' vocabulary, learn lexical or grammatical material on the topic. When working on poems, an important task is to improve the skills of correct pronunciation and fluency of speech. Very often, the accumulation of vocabulary by students is accompanied by carelessness in the articulation of English sounds. Students are not very fond of repeating isolated sounds and words. But experience shows that at all levels of language learning, schoolchildren enthusiastically repeat sounds if they are offered small tongue twisters or rhymes for this purpose.

Much attention should be paid to teaching the lexical side of schoolchildren's speech, since vocabulary is the most important component of speech activity. Students must master the building material for communication and interaction. The speech of the teacher is the main source of enrichment of the vocabulary of students. Speech samples immediately give an idea of ​​how a given word or phrase can be used.

Advanced introduction of lexical units it is recommended to widely use at all stages of education in various forms, taking into account the age characteristics of schoolchildren, their level of preparation.

Techniques for advanced introduction of vocabulary, early inclusion of new lexical units in combination with learned ones, and then systematic repetition of the student's active vocabulary - all this allows students to be better prepared to use the acquired vocabulary when reading and speaking at the stage of application.

It is very important that English lessons are not boring, and for this you need to use a variety of visuals and a lot of games. For high school students it will be role-playing and business games.

One of the means of activating speech and thought activity is a game. The use of a game situation, a role-playing game in the lesson enhances the emotional perception of the material. During the game, students acquire the experience of verbal communication.

However, it is necessary to observe a number of conditions under which didactic games will enhance the communicative activity of students in English lessons:

Didactic games must be used in a specific system;

Didactic games should gradually change and become more complex;

The game must correspond to the psychological readiness of the student for the game, communication, joint activities;

Games should include language material from other topics for the purpose of repetition;

It is necessary to consider an adequate form of error correction;

To choose a game, it is necessary to take into account its influence on the development of mental, cognitive processes, emotions and will, on the formation of socio-cultural competence and a picture of the world around.

The success of using didactic games in the classroom depends, first of all, on the atmosphere of speech communication that the teacher creates in the classroom. It is important that children get used to such communication, get carried away by it and become participants in the same process with the teacher.

It is important to take this into account when conducting control lessons, especially at the initial stage of training. It is important not to focus students' attention on the controlling function, but to conduct such lessons in an interesting, entertaining way.

So, for example, in order to control the degree of assimilation of the topic covered, lessons-competitions are held.

For organization learning activities different forms and methods of work are used. Learning is a purposeful and motivated process. The task of the teacher is to include each student in activities that ensure the formation and development of cognitive needs.

Games, from a methodological point of view, carry the following tasks:

) Creation of psychologically favorable readiness of students for verbal communication;

) Ensuring the natural need for repeated repetition of language material by them;

) Training students in choosing the right speech option, which is a preparation for situational spontaneity of speech in general.

In the context of teaching oral foreign speech, a role-playing game is primarily a speech activity, playing and learning at the same time. From the point of view of students, a role-playing game is a game activity in which they act in certain roles. The purpose of the role-playing game is the activity being carried out - the game, the motive lies in the content of the activity, and not outside it. The educational nature of the game is not realized by schoolchildren. From a teacher's point of view, role play can be seen as a form of organization educational process. For the teacher, the goal of the game is the formation and development of speech skills and abilities of students. The role-playing game is controlled, its educational nature is clearly understood by the teacher. The forms of sociocultural competence are shown in Figure 1.

Picture 1.

The use of role-playing in teaching is a vivid example of duality, when the pedagogical goal is hidden and appears in a veiled form.

Developing the informative competence of students, at the same time we form a set of concepts for a particular situation; language picture peace; background knowledge; general outlook and other special knowledge. Communicative competence is formed in all types of speech activity, ensuring the perception of speech works and their generation in the conditions of oral or written interaction of communication participants.

As a model of interpersonal communication, the role-playing game causes the need to communicate in a foreign language, and in this sense, it performs a motivational and incentive function.

A role-playing game can be attributed to educational games, since it largely determines the choice of language tools, promotes the development of speech skills and abilities, allows you to simulate student communication in various speech situations, in other words, a role-playing game is an exercise for mastering the skills and abilities of dialogical speech (DR). .) in conditions of interpersonal communication. In this regard, role-playing provides an educational function.

So, the game carries a big positive moment in the formation of communicative motivation, because the basis of any communication is the solution to the problem that is discussed in a life situation. The situation is the basis of communication, and the process of communication is a continuous, dynamic series of situations replacing each other. In order for the student to feel comfortable in real life, the teacher must simulate such situations of communication. In this case, it is advisable to use situational role-playing games in foreign language lessons.

Consider the following methodical approach - independent work with text. Idea continuing education involves the development in students of the need for further self-education, self-improvement. A foreign language has great potential for this.

Success in learning a foreign language largely depends on the ability of students to work independently, on their desire to perform certain types of tasks, use a dictionary, reference materials, and engage in search activities.

Independent work should be variable in nature, because in the same class there are sometimes students of unequal levels of learning, classes are held in groups of different sizes.

The task of the teacher is to help students form the necessary skills for self-education, which is especially important in today's life. Self-education is impossible without the ability to work independently; rationally allocate your time, use different sources of information, work with a book, read at a fast pace, etc.

The teacher should develop the ability of students to independently determine the topics of reading. As material for reading, one can recommend excerpts from works of art, journalistic texts, newspaper articles, while taking into account the age characteristics of students, their interests, and personal experience. Middle and high school students awaken the need for self-educational activities necessary in the future.

The tasks accompanying the text material help to carry out a differentiated approach to students, to carry out various forms of work: individual, group, collective. Work with each text ends with a situational exercise that helps students form their own position on the information received, express their point of view, and conduct a conversation in an environment close to real, natural.

The pre-text exercises and questions that stimulate the mental activity of students contribute to the formation of the skills of self-educational activity of students. Post-text exercises help to more fully and deeply understand the content of the proposed materials, draw students' attention to the most important events, and express their point of view.

In the process of reading, acquaintance with the country of the language being studied, its way of life, customs, culture, mores expands the horizons of students, enriches their spiritual world, awakens and maintains interest in the country of the language being studied, in the language, in the life of the people, helps to better understand such universal values ​​as kindness, mercy, honesty, decency and others, stimulates the mental activity of students, forms the skills of self-educational activity.

One of the effective ways to organize the speech interaction of students in English lessons is design methodology. Students are offered a specific, taken from real life, problem that is familiar and meaningful to them. To solve it, students must apply their existing knowledge and skills, as well as new ones that have yet to be mastered.

When working on a project, English acts as a means by which students receive the information they need, and as a way to communicate with each other.

The project method is one of the most effective, flexible and versatile teaching methods. This technology is designed to activate the learning process, make it more productive, as well as form and further develop the motivation for learning. Based on work experience, the project method can be successfully applied both in English lessons and in extracurricular activities with students. This method is especially popular and in demand at the middle and senior stages of education. For the successful application of the project method, it is necessary to represent the organization and structure design work.

State educational institution for orphans and children,

Left without parental care

Baranovskaya special / correctional / boarding school

For children with handicapped health

LESSON SUMMARY

« Formation of pronunciation skills. SOUND FROM "

Conducted: speech therapist M.A. Kurkina

Lesson summaryon the formation of pronunciation skills

Theme: Sound C.

Target: fixing the correct pronunciation of the sound With isolation

in syllables, words and sentences;

development of phonemic hearing: determining the presence of sound in a word; determining the position of a sound in a word; formation of skills of sound-letter analysis and synthesis of words.

Lesson progress

1. Setting the goal of the lesson.

Speech therapist. Today we will continue to learn how to pronounce the sound C correctly, we will select words with this sound, and then make sentences from these words. These birds, the Jays, will help us.

2. Breathing exercises."Push the ball into the goal."

3. Clarification of the correct pronunciation of an isolated sound.

Speech therapist. Jays live in a city called Svistunov. In this city, everyone knows how to whistle like this: "S-S-S." Listen again: "S-S-S."

The Jays invite us on an excursion to the city of Svistunov. The road there is long, difficult and we can’t reach it on foot.

Speech therapist. What do we do?

Child. We will go by car.

Speech therapist. Let's remember what else you can go?

Name the different modes of transport: car, truck

Bus, etc.

Speech therapist. Oh! Our bus has a flat tire. What do we need to do to go? Right! We need...

Child. Pump.

Speech therapist. Let's pump up the wheel. How the pump whistles: S-S-S.

(Pronounce the sound FROM.)

Speech therapist. What movement does the lips make when we pronounce the sound C?

Child. Stretched into a smile.

Speech therapist. What about language?

Child. It goes down, behind the lower teeth.

Speech therapist. What stream of air comes out of the mouth? Blow on your palm.

Child. Cold.

(At the request of the speech therapist, the child, clearly articulating, pronounces the sound FROM.)

Speech therapist. Sound From what - consonant or vowel?

Child. Consonant.

Speech therapist. Why do you think it's a consonant? What other consonant sounds can you name?

Exercises in pronouncing a sound of various duration.

The speech therapist shows a picture of a large and a small wheel. The big wheel denotes a long pronunciation of the sound C-C-C, the small one - a short sound C.

4. Pronunciation of the sound C in syllables.

Speech therapist. The jays will teach us to play the colorful piano and sing"whistling notes":use your index finger to press the “keys” and pronounce the syllables written on them, for example, SA-SA-SA. One click - one syllable. And now let's sing "whistling song":press only the red keys, from left to right, and pronounce the syllables written on them. Now press only the yellow keys, then the green ones. As a result, the child says 3 times: SA-SY-SO-SU.

Pick apples: pointing to the apples in the first row (from top to bottom), pronounce the syllables written on the apples: AC-AC-AC. Say all the syllables in rows. Then “pick” only apples from one branch and pronounce syllables (AS-YS-OS-US). Repeat this with all branches.

5. Determining the presence of sound in a word.

We ended up in the city of Svistunov. In this city, the names of all residents begin with the sound S. Speech therapist pronounces various names(Sanya, Kolya, Sonya, Sveta, Mila, Oksana, Katya, Slava),children choose from a number of names those in which there is a sound C, while raising a signal card with the letter FROM .

In the shops of this city, only those items are sold that have the sound C in their names. But the seller got confused and put a lot of extra toys on the counter. The speech therapist gives the task to help the sellers of the city of Svistunov select toys (or object pictures depicting toys), in the names of which you will hear the sound C:table, ball, chair, elephant, cat, sleigh, fork, shelf, scales, fox, beads, book, scooter, dog, album, bus, braid, pump.

Fizminutka. The jays have arrived

They sat at the gate.

We sat nicely

They flew again.

6. Determining the position of sound in a word (beginning, middle, end).

Arrange the pictures in your apartments:sand, soup, mask, wheel, catfish, pineapple, scooter, nose, bus, cactus, boots, owl.

7. The game "From letter to word."

From the names of the depicted objects, select the first sound, correlate the sound and the letter, make a word from the letters and correlate the word and its image.

Words: fox, owl, badger, gopher.

8. Pronunciation of sentences with words in which there is a sound C.

Sonya is washing the dishes. Sonya washed the dishes.

9. Summing up the lesson.

Speech therapist. What sound did we learn to pronounce and distinguish today?

Child. S sound.

Speech therapist . What words with this sound do you remember?

E.I. Passov singled out the following four first stages of the formation of the skill of speaking in a foreign language: I. Listening (mostly the comparison operation is being worked out). II. A short answer to a general question (the reaction time, the operation of comparison, replacement are being worked out). III. Short answer: a) to an alternative question (all the above operations and the operation of selection and construction by analogy are worked out); b) to a special question (the selection operation is being worked out). IV. A complete answer to all types of questions (the operations of construction by analogy, transformation, combination and a set of a whole from elements are worked out sequentially).

As you can see, the first stage is associated with reception and correlates with the work of the identifying memory level. The subsequent stages are connected with reception, on the one hand, and reproduction and production, on the other. They are carried out on the basis of the work of both the identifying and reproducing levels of memory, and the speaker's task of expressing thoughts is psychologically becoming more complicated all the time. The listening stage was singled out as an independent stage of learning so that the student could formulate sound and verbal standards - stereotypes, could learn to establish semantic connections and retain in memory the foreign-language sound of the statement. In general pedagogical terms, it is important that at the stage of listening, students, as if not revealing their own language weaknesses, nevertheless, participate in speech activity. It is also important that the stage of forced silence stimulates the emergence of the communicative need for speaking.

When highlighting the stage of listening, it was also taken into account that recognition, as an easier type of activity, should precede reproduction. Recognition is easier, since it is enough for it to know a few features of the structure, while reproduction requires not only its knowledge, but also the ability to realize all its features; that is why the stage of reception is first singled out. When developing speaking skills, the development of elements must precede the development of the whole, since otherwise attention is distributed between several objects and does not focus on difficulties, the specifics of this particular phenomenon; that is why stages II and III are singled out. At the same time, any production of the whole must first be based on a model of its semantic and grammatical design.

Obviously, in the process of learning to speak a foreign language, a rather difficult psychological problem arises, taking into account the peculiarities of the formation of each of the links in the internal structure of this type of activity, and in particular, foreign language speech skills. At the same time, another big problem arises of working out each link in the structure of speech activity in a foreign language and bringing it to the appropriate level of perfection: actions to skills, and operations included in the action to automatism. It is here that the basic general didactic principles and psychological patterns of developing skills should be observed: purposefulness, meaningfulness, distribution of exercises in time, continuity of training, motivation, communicativeness of each speech action, etc. At the same time, the criteria for its formation should be taken into account.

There are no questions that teaching pronunciation as a whole is subordinated to the development of speech activity. But it was not always clear to the methodologists whether it was worth concentrating work on pronunciation at the initial stage or gradually improving skills over the entire period of study.

Previously, it was believed that the first option is the most acceptable. A reflection of this point of view was the emergence of the so-called "introductory phonetic courses". However, this approach had a number of significant drawbacks:

• - being a paramount task, the development of pronunciation at the initial stage prevented the formation of skills and, as a result, the skills of practical use of the language, since the possibility of working in this direction was sharply reduced due to the small amount of time available school teacher;
• - at the middle and senior stages of training, work on pronunciation was stopped, since it was believed that the skills were formed at the initial stage; although it is this type of skills that can be considered the most susceptible to deautomatization;
• - attempts to immediately deliver impeccable pronunciation were directly related to detailed explanations of articulation, which leads to excessive theorization of the educational process.

Currently, methodologists believe that work on improving pronunciation should be carried out throughout the entire period of study, although the role of this work and its nature change at different stages.

At the initial stage, the formation of auditory pronunciation skills takes place, which includes: familiarization with sounds, training students in their pronunciation to form skills, applying the acquired skills in oral speech and when reading out loud.

At this stage, the material sound shell has not yet organically merged with the thoughts contained in the sample. It also grabs the attention of the students. Therefore, the task of the first stage is to automate the listening skills, directing the efforts of students to an elementary exchange of thoughts.

Oral forms of work on linguistic material prevail here. However, in the process of reading and writing, the nature of work on pronunciation does not change. Loud reading - typical for this stage - creates additional opportunities for the development of auditory pronunciation skills. Writing is also often accompanied by speaking aloud, during which the necessary attention is paid to listening skills.

Acquaintance with a phonetic phenomenon occurs through a visual, somewhat exaggerated demonstration of its features in a sounding text. The sequence of presentation of phonetic material is dictated by its needs for communication. Therefore, from the first steps, it is sometimes necessary to introduce sounds that are the most difficult, which have no analogue in the native language.

In teaching pronunciation, the analytical-imitative approach justified itself. Given that the learning unit is a phrase, students repeat the example after the teacher or record. If the students did not make mistakes in pronunciation, they move on to work on the following examples. If the teacher noticed any shortcomings, the sounds that are subject to special training are isolated from a coherent whole and explained on the basis of the articulation rule. This is the analytical part of the work. Then these sounds are again included in the whole, which is organized gradually: syllables, words, phrases, phrases, and are pronounced by students after the sample. This is the imitation part.

Middle and senior stages. It could be assumed that the auditory pronunciation skill formed at the initial stage at subsequent stages improves by itself under the influence of the expanding and deepening speech experience of students. However, this is not entirely the case.

The task of the middle stage of learning is to maintain the acquired pronunciation skills, to prevent their deautomatization. Naturally, the content of speech becomes more complicated, and this absorbs the main attention of students, and pronunciation is overlooked. The influence of the native language becomes more noticeable. There is an interference of formed skills.

The pronunciation task of the senior stage does not differ in principle from the middle stage. It also consists in maintaining and improving listening skills. The teacher does not reduce the requirements for pronunciation of students in the process of all speech activity.

It is conditionally possible to distinguish two main stages in training. At the first, initial stage, the formation of phonetic skills takes place. Familiarization with new material occurs when using the analytical-imitative method. In order for the lesson not to be overloaded with theory, students are given the task of simply copying the teacher, who, if necessary, gives brief and original rules-instructions.

When training phonetic material, students constantly consult with the "standard". The work includes two types of exercises: active listening to the sample and conscious imitation.

The natural task of the middle and senior stages is to maintain the acquired skills, to prevent their deautomatization, which is expressed in an ever stronger manifestation of interference. To prevent it, it is necessary to use all possible methods of struggle to the fullest extent, one of which is, for example, maintaining the exemplary speech of the teacher.

This also includes special exercises, both in listening and in reproduction. Properly selected and systematically implemented, they can become reliable assistants in the fight against interference.

To facilitate the perception of new material, a methodical typology of phonemes was specially developed. The first type includes phonemes similar in Russian and German. The second type includes phonemes that at first glance are similar to Russian, but in fact have significant differences. When they are reproduced, interference is especially strong. The sounds of this group are considered the most difficult. The third type represents phonemes that have no analogues in the native language. Each type of sound is introduced in the class in a specific way.

Intonation skills are also easily deautomatized. Effective reception learning intonation is the practice of tongue twisters, proverbs, poems that attract students with an unusual form and interesting content and increase their motivation in learning.

Page 2

Improving phonetic skills based on the use of poems in high school

TABLE OF CONTENTS

Introduction 1. Linguistic and psychological characteristics of the phonetic aspect of the language 1.1. Features of teaching the phonetic aspect of the language 1.2. Linguistic and psychological features of teaching phonetics 1.3. Characteristics of poems 1.4. Psychological characteristic 1st year students Conclusions on the first chapter 2. Methodological features of working with poems in the process of improving phonetic skills 2.1. Stages of improving phonetic skills 2.2. Approaches in teaching phonetics 2.3. Exercises aimed at improving phonetic skills 2.4. Methodological features of working on phonetics with the help of poems 2.5. Student Assessment Criteria Conclusions on the second chapter Conclusion List of used literature

Introduction

The use of poetry is one of the effective means in mastering a foreign language. When reading a poem, the student better perceives the phonetic features of a given language, sees the conscious use of vocabulary to convey the author's thoughts, and gets acquainted with the various functions of the language in communication.

Poetry can be used as an example of modern authentic colloquial and literary speech to achieve the main learning goals (improving phonetic and grammatical skills) and to develop creativity students 1 . The effectiveness of the use of poetry samples largely depends on the properly organized sequence of working with them and the choice of exercises that stimulate the mental activity of students and contribute to the development of their motivation.

The relevance of this workis determined by the fact that acquaintance with the best examples of foreign poetry contributes to the comprehensive holistic development of the student's personality, improving his culture at the same time as improving foreign language skills and abilities.

aim work is to study ways to improve phonetic skills with the help of poems in German lessons at a university. The goal of the work made it possible to formulate the following research objectives:

1. Consider the linguistic and psychological characteristics of phonetic skills.

2. Give a description of the poems.

3. Present the psychological characteristics of students.

4. Consider the methodological features of improving phonetic skills based on poems in German lessons.

5. Provide criteria for assessing students.

6. Conduct an experiment using poems to improve phonetic skills.

object research is the methodology of teaching a foreign language in high school. Subject research is the role of poems in improving phonetic skills in German lessons at the university.

Hypothesis of this study lies in the fact that the use of poetic texts with a rhythmic-intonational structure in German lessons can help improve the phonetic skills of students.

Research methods.The main method in the work was critical analysis various literature on the methodology of teaching foreign languages ​​at the university. In addition, methods of observation and testing of students were used.

In our work, we relied on research on the methodology of teaching foreign languages ​​by such authors as I.L. Beam, N.D. Galskova, I.A. Zimnyaya, A.A. Leontiev, E.I. Passov, I.V. Rakhmanov, G.V. Rogov and others.

Features of teaching the phonetic aspect of the language are considered in the works of N.V. Elukhina, O.N. Nikonova, V.A. Artyomov.

A.A. writes about working with poems in foreign language lessons. Mirolyubov, N.E. Pirkhavka, T.V. Kondratiev.

The work consists of an introduction, three chapters, a conclusion and a list of references and references.

The introduction substantiates the relevance of the chosen work, sets the goal and objectives of the study, puts forward a hypothesis, defines the object and subject of the study.

Chapter 1 gives a linguo-psychological characteristic of the phonetic aspect of the language, discusses the features of the use of poetry in teaching a foreign language, and gives a psychological characteristic of students.

Chapter 2 shows the main stages of improving phonetic skills, gives approaches to teaching phonetics, discusses the methodological features of working with poems in German lessons, presents a subsystem of exercises and criteria for assessing students.

The third chapter is experimental (practical). It gives a psychological description of the group 256-a, describes the experiment.

In conclusion, the main results of the work are summarized.

1. Linguistic and psychological characteristics of the phonetic aspect of the language

1.1. Features of teaching the phonetic aspect of the language

Phonetics is a branch of linguistics that studies how the sounds of human speech are formed. The material of phonetics is the totality of all sound means (phonemes and intotones) 2 .

Phonetics as an aspect of learning is understood as the sound structure of the language - the totality of all sound means that make up its material side (sounds, sound combinations, stress, rhythm, melody, intonation, pauses) 3 .

Language, as a means of communication, arose as a sound language. The listener will not understand the speech if he himself does not have pronunciation skills. The presence of solid pronunciation skills ensures the normal functioning of all types of speech activity. Phonetics is not studied at school, as an independent section and the mastery of pronunciation skills is carried out in the course of teaching oral speech and reading. Requirements for pronunciation skills are determined based on the principle of approximation, that is, approximation to the correct pronunciation.

Basic requirements for pronunciation skill:

1) phonemic - implies a degree of correctness for the phonetic design of speech, sufficient for easy understanding by her interlocutor.

2) Fluency - the degree of automation of the pronunciation skill, allowing students to speak at the correct pace of speech. (110 - 130 characters per minute) 4 .

The intonation skills of students often do not hold water. Teachers face the acute question of whether there is a real opportunity to improve the teaching of intonation. It is known that intonation, as well as phonetic skills, are the most unstable 5 .

Sometimes recommendations related to teaching pronunciation are based only on phonological data. However, these studies can not always be directly used in the methodology of teaching a language at a university, for which a deepening into the nature of sound is not as important as mastering the sound composition in its most simplified form. Therefore, a detailed description of the articulation of sounds, based on their physiological characteristics, and a schematic representation of the position of the speech organs in the process of articulation are unsuitable for teaching pronunciation at a university. 6 .

Thus, only the presence of solid pronunciation skills ensures the normal functioning of all types of speech activity without exception. This explains the importance attached to work on pronunciation at the university.

The sounds of speech determine the meaning of the word and morphological forms, influence the syntactic structures and styles of speech. Therefore, one of the most important prerequisites for communication is the development of auditory pronunciation skills, that is, the ability to correctly associate an audible sound with its corresponding value and produce, in turn, sounds corresponding to certain values. 7 .

1.2. Linguistic and psychological features of teaching phonetics

It is known that any psychological and methodological plan for constructing a scheme for the formation of activities, and in particular the skills of foreign language speaking, is based, first of all, on the general didactic principle of sequence. In a concrete refraction to the development of speech skills, this principle is realized in the requirement of a phased, gradual course of their development (see, for example, the works of L.G. Voronin and I.I. Bogdanova 8 ). R. Lado expresses this position quite clearly when describing the principles that characterize the scientific approach to teaching foreign languages. R. Lado notes that “language should be taught gradually, leading the student through a system of cumulative graduated steps... There are certain strategically advantageous parts in teaching the structure, from which it is convenient to start learning, and a certain sequence” 9 . It can also be said that the solution of this issue depends on the choice of language material, on the basis of which the mechanism of speech is worked out. Secondly, the speech statement must have a communicative value, and, thirdly, the development of the speech mechanism must be carried out on the elements of the sentence, not on its entire structure. In other words, the task is to find such forms of speech utterance that, having an independent communicative significance, could at the same time be considered as elements of the main semantic unit of speaking - a sentence.

A statement in writing (writing) is necessarily preceded by its detailed pronunciation in inner speech, and reading to oneself, even very fluently, is accompanied by the sounding of a visually perceived text. At the same time, voicing is of a collapsed nature, but it can only be reached through expanded, first in external speech (reading aloud), and then in internal speech (reading to oneself), therefore, the imperfection of pronunciation skills hinders the development of reading fluency. It is often the cause of inaccurate or even incorrect understanding of the text.

The importance of listening skills for speech activity in its main varieties is beyond doubt. Violation of the phonemic correctness of speech (meaning the semantic function of phonemes), its incorrect intonation by the speaker leads to misunderstanding and misunderstanding on the part of the listener.

Incorrect articulation of the phrase also leads to a change in meaning. So, from the arrangement of pauses, the meaning of the following sentences changes:

Anne, Michael und Kurtgehen in die Schule.

Anne! Michael und Kurtgehen in die Schule.

In the first case, it is said that three children go to school. In the second, the speaker addresses the girl and informs her that two boys are going to school.

In our opinion, these examples, although their list could be continued, clearly illustrate the role of phonetics in speaking.

It should be noted, however, that the poor development of auditory pronunciation skills not only affects the issuance of information to speakers, but also makes it difficult to understand someone else's speech that corresponds to the pronunciation norm. In this case, there is no necessary identity between the speaker and the receptor in the elements of the message. The sounds heard are not associated with the sound base of the students themselves and therefore have no signal value for them.

Mastering listening skills is an important condition for learning to read. To loud reading training view) are subject to the same requirements as for speaking. Violation of phonemic correctness when reading leads to the same consequences as when speaking - the listener ceases to understand the reader. If during loud reading the connection between the level of development of auditory pronunciation skills is obvious, then during quiet reading (or reading to oneself), which is the goal of learning, this connection is more complex. It is known from psychology that the process of reading to oneself is associated with inner speech. 10 based on oral speech. At the same time, oral speech is “reorganized according to the mechanism” and is greatly simplified: “its whole significant composition is replaced by new short signals” 11 . It should be remembered that these signals are purely subjective. Such processes are also characteristic of inner speech in the process of reading in the native language. As for, nevertheless, a foreign language, the lower the level of proficiency in this skill, the closer the nature of quiet reading is to loud reading. At an advanced stage, their qualitative difference is possible. Thus, the autonomous development of quiet reading, not associated with the development of auditory pronunciation skills of a foreign language, leads to a significant limitation of the communicative role of the language, as it disrupts the connection between the main types of speech activity.

1.3. Characteristics of poems

The use of authentic poems in foreign language lessons is one of the important reserves for increasing students' motivation when mastering a foreign language, since such poems allow students to get acquainted with modern foreign poetry, the culture and customs of the country of the language being studied, which always arouses great interest.

Emotions play an important role in learning a foreign language. Education of the correct motivational orientation, setting goals for students should be accompanied by an impact on the emotional attitude of students to learning. Emotions undoubtedly have a motivating value in the learning process.

Psychology has shown that emotions do not develop by themselves, but are closely dependent on the characteristics of a person's activity and his motivation. The specificity of emotions, noted the prominent Soviet psychologist A.N. Leontiev, is that they reflect the relationship between motives and the possibility of success in implementing these motives. 12 . Emotions arise in a person when the motive is actualized and often before a person rationally evaluates his activity. Thus, emotions have a significant impact on the course of any activity, including educational.

So, in order to create and maintain motivation for learning in a foreign language lesson, a special emotional climate is needed. The use of poetry by the teacher in the classroom can help create and maintain this climate and therefore increase students' motivation.

The use of samples of modern foreign poetry in a foreign language lesson can be one of the effective means of achieving such main goals of teaching the subject "foreign language" as practical, general educational, and developing.

The role of poetry in achieving each of these goals is as follows.

1) The use of poetry contributes to the development of basic communication skills - reading, listening, speaking, and the latter most often appears in the form of a discussion of the content of a poetic work, which can cause a real discussion in a group, since the problems raised in poetic works are universal, are of a vital nature, do not always provide an unambiguous solution. Thus, poetry contributes to learning the basic types of speech activity. At the same time, the practical goal of learning is achieved. 13 .

2) Acquaintance with the best examples of foreign poetry, types of poetic meters (iambs, trochees, etc.), as well as with options for translating poems into the native language, contributes to the development of the linguistic and cultural competence of the student, that is, the achievement of the general educational goal of learning 14 .

3) The specificity of poetry helps the student to master the emotional and valuable experience of communication. The teacher also gets to know his student more deeply, as if he receives his psychological portrait. Thus, the use of poetry has a developmental value; in addition, it helps to provide not only the language atmosphere in the classroom, but also psychological comfort.

When teaching a foreign language, it becomes possible to use different types of motivation, not only playful, communicative and cognitive, but also aesthetic, which is provided by acquaintance with the poems of foreign poets. The content of these materials is of interest to students. Moreover, the student himself, delving into the authentic work and understanding it in his own way, becomes an “informant” for the teacher.

In the text of the poem, as in any product of objective activity, there is a “program for its creation”, which means its comprehension (rethinking) in the process of use. In this case, the reader is seen as an active interpreter, an active partner of the author: he not only “extracts information” from the text of the poem, but also “introduces” his own understanding into the text.

In connection with the above, the understanding of the poetic text in the lesson can be expressed using the following scheme:

In order to obtain the result indicated in the scheme, the system of tasks performed in connection with the text of the poem must be focused on the student's intellectual activity and organized taking into account the basic psychological patterns of communicative activity. It is necessary that the above personality-oriented model of students' activity when working with a poem consists of three interrelated stages:

1) Creation of a “waiting field” with the help of tasks preceding the reading of a poem (incentive-motivational phase).

3) Personal “identification”, that is, comprehension of what has been read with the help of intensive further language and speech practice (productive phase) 15 .

1.4. Psychological characteristics of students I course

It is well known that students I courses are extremely heterogeneous in their composition. Some of them already have a fairly developed professional orientation: they know for sure what they want to do in the future, what profession they will choose. Others are still not very sure, they doubt. They either have a wide range of interests, or no clearly defined interests at all. Still others do not know at all what to choose. They are either too exposed to other people's opinions, or not well informed. 16 .

A special problem is the attitude of students to a foreign language. His demand for modern world is now obvious to everyone. However, there is often a wide variation in their proficiency. For some students, it is given quite easily, and they are convinced of the need to improve their knowledge of a foreign language, although the subject of their professional choice may be a completely different field of knowledge (for example, social science, journalism, economics, computer science, natural science disciplines). Others, on the contrary, show a professional interest in a foreign language and would like to engage in teaching, translation or research activities in the field of linguistics, philology in the future. It is difficult for others, they are far behind others in terms of their level of education, they have lost motivation to study it, they have lost hope of mastering a foreign language, although, perhaps, they would like to master it at an elementary communicative level. Moreover, it should also be borne in mind that I course, students from different schools can be collected, in which teaching a foreign language was delivered differently, which can also be the reason for the spread in the level of learning.

Successful teaching of a foreign language is closely related to the level of development of the cognitive sphere of the student's personality. Cognitive development is not limited to the accumulation of a certain amount of information, but is a condition for the actualization of higher mental functions of a person, the acquisition of knowledge necessary for successful professional activity.

The assimilation of knowledge by students, the development of skills and abilities are formed mainly in cognitive activity. In the course of training, interests, abilities, motives, temperament, character and other aspects of the psyche of students are manifested, so teachers should know from which mental processes, states and properties depends on the achievement of the main goal, how to use educational material and learning conditions for the comprehensive development of future specialists, their theoretical and practical training. The impeccable logic of the presentation of the material, the depth of its content, purposefulness, taking into account the nature, principles of a particular science - all these most important components of the scientific methodology will not give the expected results if the teacher does not take into account the psychological side of the learning process 17 .

Whatever we teach and no matter how we teach, we first of all turn to the student's senses, which are his "windows to the world." Whether a student listens to a lecture or reads, or observes the actions of the experimenter during laboratory classes, first of all, his sensations and perceptions are included in the work, and only then - memorization, establishing associations, comprehension, creative processing, etc. But all this is only after the work of the sense organs.

If the teacher wants to somehow influence cognitive activity student (and this is what education is), it is addressed primarily to his senses. All the senses are essential here, but vision and hearing are especially important, because through these sensations a person receives most of the information.

The influence of expectation, probabilistic forecasting on perception affects not only how a person heard the word, but also on a higher level of perception of the meaning of speech. The listener may not only not hear what was said, but also hear not what was said.

After the same lecture, students can sometimes claim that the teacher did not mention something at all, although the tape recording indicates the fallacy of their opinion. The notes that students take to lectures are not transcripts. The notes they write are largely a record of their thoughts on what the lecturer is talking about. Meanwhile, the students are sure that this was said by the lecturer. The same is true for visual perception. 18 .

The universal component of any learning is memorization: a set of student actions aimed at mastering the educational material (should not be confused with “memorization”, which, as a rule, is the result of the student’s helplessness, who is not able to organize productive memorization).

The first condition for memorization can be formulated as follows: what needs to be learned and assimilated must be singled out by a person from all other perceived aspects of the external and internal world. It is not enough to look - you need to see, it is not enough to listen - you need to hear.

Studies have shown that attitude, i.e., readiness for an event, determines the timing, strength, and nature of memorization. Teaching with the setting “before the exam” retains knowledge only until leaving the examination room, with the setting for approximate memorization gives approximate knowledge. Perception of information without setting for memorization often does not give any knowledge at all. 19 .

Thus, attention and attitude to learning are external expressions of the orientation of the student's mental and practical activity towards the results, goals or process of learning. This orientation is achieved by linking these main aspects of the teaching with the internal, external and personal determinants of the individual's activity. The results of learning are determined not only by subjective factors (attitude to the subject), but also by objective factors (properties of the material being learned).

Many specialists in the field of pedagogy and psychology consider the psychological and didactic approach to learning to be the most relevant and promising. Education, carried out in line with the psychological and didactic approach, implies a high efficiency of training and compliance with the idea of ​​personality-oriented developmental education.

So, M.A. Kholodnaya in her report emphasizes that in the education system the psychological and didactic approach is an alternative to the established ideas of learning, the criteria of which are knowledge, skills and abilities. 20 .

Despite the different options that are possible within the framework of the psychological and didactic approach, they always have one thing in common: the learning process in all its components (content, textbooks, organization of classes, teacher behavior, etc.) must be built on the basis of objective mental patterns of student development.

Conclusions on the first chapter

Thus, we can conclude that the phonetic aspect is one of the most important in the language and its study at the university should be given special attention. As one of the means of teaching the phonetic aspect of the language, poetry can act, which affects not only the consolidation of certain skills, but also contributes to the emotional and cultural development of students. The most successful use of poems is at the first stage of teaching a foreign language at a university, which is associated with psychological features 1st year students. Poems can be considered, on the one hand, as a sample of sounding foreign speech, reflecting the peculiarities of the life, culture and way of life of the people, on the other hand, as an effective way of teaching a foreign language. Thus, in order to develop a personality, it is necessary to use verses that provide motivation for students to learn.

In order to develop the student's personality, it is necessary to use authentic problematic material for discussion, which provides different types of motivation, as well as the use of various types of interaction in the classroom.

So, poetry can be used as an example of modern authentic colloquial and literary speech to achieve the main goals of learning and to increase the motivation for learning in foreign language learners. All this determines the need to use poetic texts in foreign language lessons at the university.

2. Methodological features of working with poems in the process of improving phonetic skills

2.1. Stages of improving phonetic skills

E.I. Passov singled out the following four first stages of the formation of the skill of speaking in a foreign language: I. Listening (mostly the comparison operation is being worked out). II. A short answer to a general question (the reaction time, the operation of comparison, replacement are being worked out). III. Short answer: a) to an alternative question (all the above operations and the operation of selection and construction by analogy are worked out); b) to a special question (the selection operation is being worked out). IV. A complete answer to all types of questions (the operations of construction by analogy, transformation, combination and a set of a whole from elements are worked out sequentially) 21 .

As you can see, the first stage is associated with reception and correlates with the work of the identifying memory level. The subsequent stages are connected with reception, on the one hand, and reproduction and production, on the other. They are carried out on the basis of the work of both the identifying and reproducing levels of memory, and the speaker's task of expressing thoughts is psychologically becoming more complicated all the time. The listening stage was singled out as an independent stage of learning so that the student could formulate sound and verbal standards - stereotypes, could learn to establish semantic connections and retain in memory the foreign-language sound of the statement. In general pedagogical terms, it is important that at the stage of listening, students, as if not revealing their own language weaknesses, nevertheless, participate in speech activity. It is also important that the stage of forced silence stimulates the emergence of a communicative need for speaking. 22 .

When highlighting the stage of listening, it was also taken into account that recognition, as an easier type of activity, should precede reproduction. Recognition is easier, since it is enough for it to know a few features of the structure, while reproduction requires not only its knowledge, but also the ability to realize all its features; that is why the stage of reception is first singled out. When developing speaking skills, the development of elements must precede the development of the whole, since otherwise attention is distributed between several objects and does not focus on difficulties, the specifics of this particular phenomenon; that is why stages II and III are singled out. At the same time, any production of the whole must first be based on a model of its semantic and grammatical design. 23 .

Obviously, in the process of learning to speak a foreign language, a rather difficult psychological problem arises, taking into account the peculiarities of the formation of each of the links in the internal structure of this type of activity, and in particular, foreign language speech skills. At the same time, another big problem arises of working out each link in the structure of speech activity in a foreign language and bringing it to the appropriate level of perfection: actions to skills, and operations included in the action to automatism. It is here that the basic general didactic principles and psychological patterns of developing skills should be observed: purposefulness, meaningfulness, distribution of exercises in time, continuity of training, motivation, communicativeness of each speech action, etc. At the same time, the criteria for its formation should be taken into account.

There are no questions that teaching pronunciation as a whole is subordinated to the development of speech activity. But it was not always clear to the methodologists whether it was worth concentrating work on pronunciation at the initial stage or gradually improving skills over the entire period of study.

Previously, it was believed that the first option is the most acceptable. A reflection of this point of view was the emergence of the so-called "introductory phonetic courses" 24 . However, this approach had a number of significant drawbacks:

Being a paramount task, the development of pronunciation at the initial stage prevented the formation of skills and, as a result, the skills of practical use of the language, since the opportunity to work in this direction was sharply reduced due to the small amount of time that a school teacher has at his disposal;

At the middle and senior stages of education, work on pronunciation was stopped, since it was believed that the skills were formed at the initial stage; although it is this type of skills that can be considered the most susceptible to deautomatization;

Attempts to immediately deliver impeccable pronunciation were directly related to detailed explanations of articulation, which leads to excessive theorization of the educational process. 25 .

Currently, methodologists believe that work on improving pronunciation should be carried out throughout the entire period of study, although the role of this work and its nature change at different stages.

At the initial stage, the formation of auditory pronunciation skills takes place, which includes: familiarization with sounds, training students in their pronunciation to form skills, applying acquired skills in oral speech and when reading out loud 26 .

At this stage, the material sound shell has not yet organically merged with the thoughts contained in the sample. It also grabs the attention of the students. Therefore, the task of the first stage is to automate the listening skills, directing the efforts of students to an elementary exchange of thoughts.

Oral forms of work on linguistic material prevail here. However, in the process of reading and writing, the nature of work on pronunciation does not change. Loud reading - typical for this stage - creates additional opportunities for the development of auditory pronunciation skills. Writing is also often accompanied by speaking aloud, during which the necessary attention is paid to listening skills.

Acquaintance with a phonetic phenomenon occurs through a visual, somewhat exaggerated demonstration of its features in a sounding text. The sequence of presentation of phonetic material is dictated by its needs for communication. Therefore, from the first steps, it is sometimes necessary to introduce sounds that are the most difficult, which have no analogue in the native language.

In teaching pronunciation, the analytical-imitative approach justified itself. Given that the learning unit is a phrase, students repeat the example after the teacher or record. If the students did not make mistakes in pronunciation, they move on to work on the following examples. If the teacher noticed any shortcomings, the sounds that are subject to special training are isolated from a coherent whole and explained on the basis of the articulation rule. This is the analytical part of the work. Then these sounds are again included in the whole, which is organized gradually: syllables, words, phrases, phrases, and are pronounced by students after the sample. This is the imitative part. 27 .

Middle and senior stages. It could be assumed that the auditory pronunciation skill formed at the initial stage at subsequent stages improves by itself under the influence of the expanding and deepening speech experience of students. However, this is not entirely the case.

The task of the middle stage of learning is to maintain the acquired pronunciation skills, to prevent their deautomatization. Naturally, the content of speech becomes more complicated, and this absorbs the main attention of students, and pronunciation is overlooked. The influence of the native language becomes more noticeable. There is an interference of formed skills.

The pronunciation task of the senior stage does not differ in principle from the middle stage. It also consists in maintaining and improving listening skills. The teacher does not reduce the requirements for pronunciation of students in the process of all speech activity 28 .

It is conditionally possible to distinguish two main stages in training. At the first, initial stage, the formation of phonetic skills takes place. Familiarization with new material occurs when using the analytical-imitative method. In order for the lesson not to be overloaded with theory, students are given the task of simply copying the teacher, who, if necessary, gives brief and original rules-instructions.

When training phonetic material, students constantly consult with the "standard". The work includes two types of exercises: active listening to the sample and conscious imitation.

The natural task of the middle and senior stages is to maintain the acquired skills, to prevent their deautomatization, which is expressed in an ever stronger manifestation of interference. To prevent it, it is necessary to use all possible methods of struggle to the fullest extent, one of which is, for example, maintaining the exemplary speech of the teacher.

This also includes special exercises, both in listening and in reproduction. Properly selected and systematically implemented, they can become reliable assistants in the fight against interference.

To facilitate the perception of new material, a methodical typology of phonemes was specially developed. The first type includes phonemes similar in Russian and German. The second type includes phonemes that at first glance are similar to Russian, but in fact have significant differences. When they are reproduced, interference is especially strong. The sounds of this group are considered the most difficult. The third type represents phonemes that have no analogues in the native language. Each type of sound is introduced in the class in a specific way.

Intonation skills are also easily deautomatized. An effective technique for teaching intonation is the practice of tongue twisters, proverbs, poems that attract students with an unusual form and interesting content and increase their motivation in learning.

2.2. Approaches in teaching phonetics

When getting acquainted with phonetic phenomena, the explanation must necessarily alternate with the demonstration of "standards" that students hear from the teacher or in the recording. This is followed by intensive training in pronunciation, which again takes place on the basis of "standards". The training includes two types of exercises: active listening to the pattern and conscious imitation.

In order for listening to be truly active, it must be preceded by tasks that help draw students' attention to the desired quality of sound, intotoneme. It stimulates the selection from the stream of words of a specific sound to be mastered. By raising a hand or a signal card, the student shows the teacher how he recognized the sound.

Active listening exercises are an obligatory part of the exercises in the development of listening skills; they polish the ear and lead students to exercises in reproduction 29 .

The proportion of exercises in reproduction should be significantly higher than the previous ones. After all, they are a conscious imitation of the "standard". They mobilize all the efforts of students and direct them to high-quality reproduction of a new sound. Simple imitation, without understanding the peculiarities of a foreign language sound, is not effective enough, since students tend to perceive foreign sounds through the prism of the pronunciation base of their native language. For some sounds, this is safe, but for others it can be fraught with disruption of communication. Conducted regularly exercises in conscious imitation help to overcome interlingual and intralingual interference.

Conducting the teacher contributes to the improvement of the quality of conscious imitation. At the same time, students should be taught certain symbolism of gestures. Longitude is represented by a horizontal movement of the hand, brevity of sound - by a quick arcuate; labialized vowels - by moving the hand forward and rounding it (imitation of the position of the lips). It is especially important to conduct when teaching intonation: the stress is demonstrated by an energetic wave of the hand from the bottom up, the rise in tone corresponds to a smooth movement of the hand up, its decrease - down. Conducting a teacher is an important visual support for students at the stage of formation of auditory pronunciation and rhythmic intonation skills.

The subject of training exercises can be sounds and sound combinations placed in ever larger units: from a syllable - through a word - to a phrase and text. Work on pronunciation at the same time goes from listening to the text to the text created by the student.

When developing pronunciation skills, the following organizational forms are widely used: choral, individual and pair. Choral work allows you to increase the training time: each student repeatedly pronounces the necessary sounds. In addition, pronunciation in chorus emphasizes the pronunciation features of sounds, makes them more visual, thanks to their reproduction by all students in unison. In addition, such work contributes to the reduction and removal of complexes, the language barrier. However, the effect of choral work depends on how it will be combined with individual work. It is important to alternate these two types, since speaking alone increases the responsibility of each student individually.

For conscious imitation, it is advisable to give students material that is valuable in terms of content: songs, rhymes, aphorisms, poems, proverbs, sayings. At the initial stage - counting rhymes and sayings, at a later stage - true examples of a poetic word 30 .

In this regard, works of art or their fragments are of particular attraction, the assimilation of which reveals interdisciplinary connections, in particular with literature and art. As a result, valuable material will not only enrich the memory of students with pronunciation standards, but will simultaneously contribute to the expansion of the general educational horizon, which will ultimately play a positive role in the development of learning motivation.

We can single out the following points of effort on the part of the teacher and students to strengthen listening skills at an advanced stage. This is the performance of phonetic charging; development of the phonetic side of the new lexical and grammatical material; work on pronunciation by reading aloud.

Phonetic exercises, performed at almost every lesson during the entire course of teaching a foreign language, are a special training exercise in pronunciation that prevents forgetting phonetic material and prevents de-automation of skills. When performing phonetic exercises, students must mobilize both voluntary and involuntary attention to pronunciation. A certain sound (from objectively difficult ones or those that are poorly mastered by a given group of students) should become the subject of arbitrary attention. The tasks are formulated as follows: “Repeat the words after me / the speaker, paying attention to the sound [ z ]". Several goals should not be associated with phonetic exercises, as is often the case in practice, when a teacher includes grammatical and lexical phenomena in phonetic exercises for repetition. The attention of students is scattered, and this affects how carefully the phonetic side is worked out. Undoubtedly, lexical and grammatical material, one way or another, is included in phonetic exercises, but the emphasis should be on the phonetic side. For example, "Let's remember the name of the flowers, paying attention to the pronunciation of words."

Improving pronunciation skills occurs in connection with work on new vocabulary and grammar material. Introducing students to new lexico-grammatical phenomena, one should not lose sight of the pronunciation difficulties contained in them.

All these phenomena, in principle, should already be known to students, that is, in their experience there are many words with similar phonetic features. However, summing up new words under the corresponding rule does not happen by itself. Therefore, it is necessary to draw students' attention to their pronunciation in one of the following ways: after pronouncing a word, ask a leading question regarding its phonetic features (“Where does the stress fall in compound words And. therefore, in this word?”) or invite students to recall and give words already known to them with similar pronunciation features. The pronunciation side of grammatical forms and constructions is also practiced. When working on the syntax, the teacher is given great opportunities to update rhythmic and intonation rules. 31 .

As a result, any portion of words and grammatical phenomena can become an occasion for improving pronunciation skills at an advanced stage. It is important to emphasize the following: the teacher should not again explain the articulation and rhythmic-intonation rules, the main thing is to encourage students to remember the rule and bring a new language unit under it. The effectiveness of this approach also lies in the fact that it involves the assimilation of the new in close connection with the old, the constant updating of all previously learned material.

2.3. Exercises aimed at improving phonetic skills

The sequence of studying sounds in the practical nature of teaching foreign languages ​​at a university is determined primarily by two provisions: 1) the need to form oral-speech skills at the very beginning, already in the introductory course; 2) the need to take into account phonetic difficulties. The leading method of mastering pronunciation is repeated listening and the most accurate imitative reproduction of sound and its subsequent use in the speech stream. 32 .

The decisive factor in the creation of pronunciation skills, like any other, are exercises, in this case phonetic.

1. Exercises for the perception of a new sound by ear:

1) in the flow of speech - in a speech sample, first in the teacher's speech, then in a mechanical recording;

2) in a separate word, in isolation, in combination with the teacher's explanations, if this phoneme belongs to the second group;

3) followed by repeated reproduction, first in a separate word, then in a speech sample.

2. Exercises to reproduce the phonetic phenomenon. Collective and individual forms of work are used.

1) reproduction by individual students and correction by the teacher of possible errors;

2) choral reproduction together with the teacher;

3) choral reproduction without a teacher;

4) individual reproduction by individual students in order to control the formation of the correct auditory-speech-motor sample.

3. Training exercises to automate the pronunciation speech skill in conditionally speech phonetic directed exercises (for example, counting rhymes). This type of exercise includes conditional speech exercises of a dialogic and monologue nature, in which the studied phonemes are trained in conditional speech communication, in educational speech. 33 .

Exercises for the development of phonetic and intonational hearing:

1) verbally divide the word into sounds and name them. Determine the number of syllables in the words you hear;

2) set the number of short or long vowels in the words heard;

3) find in the columns and mark the words in the order in which they sounded;

4) select words with a trained sound from a connected text by ear and write them down in spelling;

5) determine the number of words in the listened sentences;

6) determine by ear and write down the last word of each sentence of the listened segment.

Formation of pronunciation skills:

1) listen to a series of sounds and raise your hand when you hear a given sound;

2) listen to a couple of sounds and raise your hand when you hear a new sound;

3) raise your hand when you hear an interrogative, declarative, negative sentence;

4) underline the word in the sentence that is stressed;

5) name the word containing a certain sound;

6) say a couple of words after the speaker, paying attention to the differences in the pronunciation of sounds;

7) say a proverb, a tongue twister, first slowly then quickly (quietly - loudly).

8) make a phonetic markup of the text based on the voice of the teacher or speaker, read the text aloud 34 .

All these exercises are a necessary component for improving the phonetic skills of students in foreign language lessons at a university.

2.4. Methodological features of working on phonetics with the help of poems

In addition to special exercises for setting, maintaining and improving the pronunciation of students, memorization of tongue twisters, rhymes, and poems is widely used. It doesn't have to be memorization though. Sometimes it is enough just to train, for example, a poem, looking at the text. These types of work have two goals: to achieve, firstly, the maximum correctness of pronunciation and, secondly, its fluency.

Accordingly, two stages of work are distinguished. At the first stage, the text is learned under the guidance of a teacher and in a language laboratory (with a tape recorder). As a result, students receive a mark for correct reading. Only after this comes the second stage of work, aimed at speeding up the reading of an already learned poem: the student is required not only correct, but also fluent pronunciation 35 . The student is told the time that should take reading aloud the corresponding text, and he trains either on his own or in a language laboratory (where he reads the text aloud after the speaker in pauses strictly limited in duration). The student receives a positive mark for reading if he keeps within the given time, while maintaining the correct pronunciation.

After that, the corresponding poem is given for memorization, but if the material was intended only for reading aloud, then the work is considered completed.

Reading aloud and memorizing by heart will give tangible results only if at the same time the most correct pronunciation is achieved every time. Therefore, it is recommended to select small excerpts (up to 10 - 12 lines), work with which must necessarily go through both stages. 36 .

In order for speech to be clear, legible and understandable, work with poems can play an invaluable role. They are the best means of achieving clarity of speech.

Take for example the following poem for practicing sound [m]

Mi-Ma-Mausemaus

Komm aus dem Loch heraus.

Mi-Ma-Mausemaus

Komm in my Katzenhaus!

Miau, miau, miau.

The general strategy for teaching pronunciation (meaning, first of all, the sequence of work with poems) can be represented as follows:

Listening to the poem by the student, its comprehension, the teacher isolating the word to be phonetically processed (in our case: Mi-Ma-Mausemaus), pronouncing it by the student, repeating the sound by the student, repeating the word and phrase as a whole.

When working on poems, a communicative orientation should be ensured. This means that teaching pronunciation should not be perceived as an end in itself, but should be subordinated to the needs of speech.

For example :

Unsere Katze heisst Kritzekratze.

Kritzerkratze heisst die Mieze,

Und ihr Kind heisst Kratzekritze

Kratzekritzes Vater heisst Kater.

In this poem, we not only work out the sound [k], but also solve such a communicative task as “acquaintance” (Uns e re Katze heisst…, Kritzerkratze heisst… and so on).

It is necessary to provide for the situational and thematic conditionality of phonetic material, which should, if possible, be woven into the fabric of the lesson, correlating with it in terms of content.

For example :

Wie geht es Ihnen,

Frau Bunt?

Und Ihnen, Fraulein Krause ?

Oh, danke schon

Es geht uns gut!

Wirgehen jetzt nach Hause.

This poem can be used not only to practice different types of intonation (in a declarative sentence, in an exclamatory sentence and in an interrogative one), but is also a good material for a lesson on the topic “Wie geht es?”

It is important to combine consciousness with intuition. This means that only sounds that do not present any particular difficulties for students should be imitated based on the intuitive adjustment of the organs of speech. If the phonetic phenomenon is relatively difficult, then the teacher needs explanations that help students consciously overcome this difficulty.

It is necessary to ensure the visibility of the presentation of a sound, a phonetic phenomenon. So, for example, visual clarity takes place if the teacher specifically shows the articulation of sound, uses a gesture to indicate stress, rising melody, and so on.

Student activity is a prerequisite for the strength of assimilation German pronunciation. Therefore, it is very important, especially during frontal work, to monitor the activity and purposefulness of each student's actions. 37 .

An individual approach is needed to the formation of the pronunciation side of students' speech in the conditions of collective learning. It is well known that students are not equally easy to master pronunciation. It is important to take into account their individual characteristics (the mobility of the speech apparatus, the development of phonetic hearing, and so on). And therefore it is advisable to ask students to learn poems by heart. This will help to identify the level of formation of the pronunciation side of each student's speech and show what phonetic phenomenon should be worked on with this student.

So, teaching the pronunciation side of speaking and reading occupies a particularly significant place in the process of teaching a foreign language. Throughout the training, the task is to maintain phonetic skills. This task is important and therefore it should not escape the teacher's field of vision.

2.5. Student Assessment Criteria

The course of learning is regulated on the basis of feedback, i.e. continuous or periodic monitoring and accounting of current results. When teaching, the main means of such control are the answers and actions of students, the degree of their correctness, the number of errors. The effectiveness of educational activity management largely depends on the methods and forms of implementation: 1) students' search for the right answer and actions, 2) signaling mistakes made, 3) correcting them, 4) the teacher's reaction to mistakes.

The object of control in a foreign language lesson is speech skills and abilities, i.e. the degree of ownership of various types of speech activity. For example, in speaking - the level of development of dialogic and monologue skills, in listening - the volume, duration of sound, completeness and accuracy of understanding monologue and dialogic speech with a single perception in mechanical recording and in live communication, in reading - the ability to extract the necessary information readable text a certain character at a certain time 38 .

The control of listening skills is carried out when students perform speech exercises - in listening and when speaking or reading aloud unprepared in advance, since only in this case it is possible to objectively judge the degree of practical possession of them.

When evaluating the correctness of a student's speech, one should distinguish between phonetic and phonological errors. The former distort the sound quality, but do not violate the meaning of the statement; the second - distort the content of the statement and thereby make the speech incomprehensible to the interlocutor. In accordance with the accepted approximation, the presence of errors of the first type is allowed in the student's speech and is not taken into account when evaluating the answer, while phonological errors are regarded as a violation of the correctness of speech. 39 .

The educational value of assessment in stimulating and guiding the educational and cognitive activity of students. The evaluation functions are:

a) in informing about the state of knowledge of the student, about the level of their compliance with the requirements of the program;

b) in informing the student about his success or failure

c) in expressing the general opinion of the teacher about this student 40 .

From the standpoint of a student, assessment can act as a motive for learning activities, and this motive can embody:

Need for teacher approval

The need to be at the level of one's self-esteem,

Desire to make it easier for yourself to follow up (for example, finding a good job) 41 .

In psychology, individual and group evaluation norms are distinguished. Teachers using group norms consider the achievement of an individual student in comparison with the existing level of achievement of the group. Other teachers use individual norms when evaluating students. For them, the personal growth of the student is important. Great care must be taken when comparing students with each other. Psychologists note that it is possible to compare only students with the same abilities, but who have achieved various successes due to different attitudes towards learning 42 .

At the end of the lesson, the results of the work are summarized and students are evaluated. The evaluation criteria in the lesson are: completeness, grammatical and phonetic correctness of statements, activity of work in the lesson.

The units of control for an oral response are: a coherent presentation of a linguistic theory (rule); linguistic analysis (phonetic, morphological, syntactic, spelling) of several units; monologue response to questions at the end of the topic; text analysis (topic, main idea, type of speech, etc.), commenting on the solution of linguistic tasks.

As a genre of speech activity, an oral monologue is an organic unity of the communicative and linguistic competence of students. Therefore, in the oral response, on the one hand, the knowledge of linguistic theory and the ability to apply them in performing practical tasks are evaluated, and on the other hand, the ability to select language means in accordance with the speech situation, formulate the statement according to the laws of text construction and observe language norms (orthoepic, grammatical, accentological).

Oral response assessment standards (according to 10 point system):

0 points - the student cannot correctly answer any of the teacher's questions on the assimilation of theoretical material or refuses to answer.

1 point - the student cannot reproduce the rule, but recognizes some linguistic phenomena among words, phrases, sentences, in the text; allows more than 7 linguistic errors.

2 points - the student partially knows the rule, but reproduces it only in a dialogue with the teacher, finds it difficult to give examples; explains the implementation of practical tasks after a preliminary analysis of the sample; allows 4-5 linguistic errors and 4-5 errors in the speech design of the statement.

3 points - the student partially knows the rule, cannot always give examples; explains the implementation of practical tasks only with the help of a sample or leading questions from the teacher; with difficulty builds a monologue statement; presents material inconsistently; makes 3-4 errors in the presentation of linguistic material and 4-5 errors in speech design, which cannot be corrected even with the help of leading questions from the teacher.

4 points - the student knows the rule, but can state it with the help of the teacher's leading questions, gives examples not in full; explains the performance of tasks of a reproductive nature based on a sample; makes 3-4 errors in the presentation of the material, and 3-4 errors of a speech nature, some of which are corrected after leading questions from the teacher.

5 points - the student knows and almost independently presents the theoretical material, gives examples from the textbook; explains the implementation of practical tasks without a sufficiently deep justification and identification of cause-and-effect patterns; builds an answer in compliance mainly with the norms of the language; makes 1-2 errors in the definition of concepts, which he corrects with the help of leading questions from the teacher, and 2-3 errors of a speech nature.

6 points - the student knows and reproduces theoretical material from any place, gives examples from the textbook; theoretically substantiates the correctness of the implementation of a standard educational task; speech basically meets the requirements of correctness, accuracy, consistency, expressiveness, purity, relevance; in the statement he makes 1 mistake or 2 linguistic mistakes, which he corrects on his own or with the help of leading questions from the teacher, 1-2 minor linguistic flaws and 1-2 speech flaws.

7 points - the student knows the rule well, gives examples from the textbook, consciously explains the implementation of practical tasks of the standard level; owns the norms of the language, mainly observes such qualities of speech as accuracy, expressiveness, logicality, purity; in the oral response, he makes 1-2 linguistic errors, which he corrects on his own or with the help of leading questions from the teacher, and 1-2 speech defects.

8 points - the student fully and reasonably presents the educational material, gives examples, answers the teacher's questions, explains the implementation of practical tasks, including those of increased complexity; observes the norms of the language, builds a statement in compliance with accuracy, logic, purity, expressiveness, appropriateness of speech; in an oral response, he allows 1-2 linguistic flaws, which he corrects on his own, and 1-2 speech flaws or 3-4 speech flaws.

9 points - the student fully and consciously presents the theoretical material, can independently give examples, correctly answers the additional questions of the teacher; is able to compare and explain the similarities and differences of linguistic phenomena; explains and argues the implementation of practical tasks of increased complexity; observes the norms of the language and such qualities of speech as: accuracy, consistency, purity, expressiveness, relevance; allows 1-2 speech defects.

10 points - the student correctly and exhaustively presents the theoretical material, independently gives examples, consciously answers any questions of the teacher; is able to compare and explain similar linguistic phenomena; is able to explain how to apply the generalized rule to the solution of particular problems; explains and justifies the implementation of practical tasks high degree difficulties, including tasks “with traps”; composes a task for this rule, can teach another; observes the norms of the language, does not allow mistakes and shortcomings in the speech design of the statement (taking into account the student's preparation).

Note: a positive mark may be given (with the consent of the student) for a series of answers throughout the lesson, if the student correctly and thoroughly stated his point of view.

Phonetic skills in the process of reading and speaking are evaluated according to the following criteria:

"5" - the student demonstrated the required skills in all types of speech activity, while avoiding serious phonetic errors.

"4" - the student demonstrated the required skills in all types of speech activity, while making mistakes that somewhat hinder communication, but do not violate it.

"3" - the student demonstrated the required skills in all types of speech activity at a level that allows maintaining communication, despite some serious errors that make it difficult (errors in the pronunciation of individual sounds, in the intonation of speech).

"2" - the student has demonstrated elementary skills that are part of the structure of communicative competence, but do not allow for reliable and stable communication.

Conclusions on the second chapter

Thus, we can conclude that among the possible principles for regulating the course of learning, there are none that could be considered universal and best. Some of them are more effective in solving some didactic problems, others - in solving others. This raises the problem of the optimal combination of these principles when programming and activating the learning process.

Using foreign poetry, we can improve the sociolinguistic and sociocultural competence of students, expand their background knowledge, instill respect and love for the culture of the language being studied.

The study of poetry is the formation of a person by entering a culture; through its appropriation, he becomes its subject. And the product of the study of poetry is what a person acquired, appropriated as a result of knowledge, development, education and teaching.

Acquaintance with the best examples of foreign poetry contributes to the comprehensive holistic development of the student's personality, improving his culture at the same time as improving foreign language skills and abilities. Learning poems can be considered especially effective for staging, maintaining and improving the pronunciation of students.

Conclusion

The main thing in the work of every teacher is the desire to ensure that the learning process turns from a monotonous mechanical reproduction of material into a creative search. This is facilitated by work on poems.

The poetic form of speech is an effective means of pedagogical influence on the student's inner world, his thoughts and feelings, a means of speech development and aesthetic education.

The use of poetry in the classroom is one of the important reserves for increasing students' motivation, including them in active work. Poems allow students to get acquainted with German poetry, culture and customs of the country of the language being studied, which always arouses great interest among students.

Brightness, imagery, fantasy in poetry arouse students' interest in a foreign language. Learning poetry is an active method of replenishing students' vocabulary. The rhythmic and melodic pattern of poetry, clear rhyme and repetition of language units greatly facilitate and speed up the assimilation and consolidation of vocabulary, characteristic turns of speech, and grammatical structures. Poems, as one of the types of verbal communication, are a means of more durable assimilation and expansion of vocabulary, as they include new words and expressions. In poetry, already familiar vocabulary is found in a new contextual environment, which helps to activate it. By learning poetry, students more easily master the pronunciation side of speech, assimilate foreign and rhythmic patterns of speech. Short poems and rhymes are effective for this. They are recommended to be used for phonetic exercises, language gymnastics.

Poems mainly reflect phenomena of the surrounding world, actions, deeds, assessments that are close and consonant with students, and meet the cognitive and speech needs of students. Therefore, their content has personal significance for students, and the language material of poetic works has a communicative value, as it is marked by speech.

When working on a poetic material, a number of requirements must be observed. For educational purposes, accessible works are selected. The language material of these works must meet the program requirements.

Memorizing poetry should not be an end in itself. Need to achieve full understanding and understanding both the content and the linguistic embodiment of this content in poetry. Need to strive to speech material then came out of the poems directly into the speech of students, was used in their interpersonal communication. Therefore, poems should be a harmonious part of the overall plot of the lesson, correlated with the topics and situations of communication in the lesson and after school hours.

Thus, poems stimulate students to monologue and dialogic statements, serve as the basis for the development of students' speech-thinking activity, and contribute to the development of both preparatory and non-preparatory speech.

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2 Nikonova O.N. Phonetics of the German language: Uch. - 2nd ed., Rev. and additional - M .: Publishing house of literature in foreign. yaz., 1948. - S. 8.

3 Nikonova O.N. Phonetics of the German language: Uch. - 2nd ed., Rev. and additional - M .: Publishing house of literature in foreign. yaz., 1948. - S. 10.

4 Maslyko E.A., Babinskaya P.K. Handbook of a foreign language teacher. - Minsk, 1999. - S. 120.

5 Experimental Phonetics and Psychology of Speech: Proceedings of the Laboratory of Experimental Phonetics and Psychology of Speech / Ed. V.A. Artemov. - M .: Publishing House of Moscow. un-ta, 1954. - S. 69.

6 Bim I.L. Methods of teaching foreign languages ​​as a science and problems of a school textbook: An experience of a system-structural description. - M.: Russian language, 1977. - S. 43.

7 Passov E.I. Fundamentals of methods of teaching foreign languages. - M.: Russian language, 1977. - S. 51.

8 Voronin L.G., Bogdanova I.I., Burlakov Yu.A. Formation of speech skills in teaching foreign languages ​​// New research in ped. sciences. - 1966. - VI. – C. 51 – 64.

9 Lado R. Teaching a foreign language // Methods of teaching foreign languages ​​abroad. - M.: Progress, 1967. - S. 58.

10 Sokolov A.N. Internal speech in the study of a foreign language // Questions of psychology. - 1960 - No. 5. - P. 39.

11 Zhinkin N.I. Mechanisms of speech. - M .: Academy of Pedagogical Sciences, 1958. - P. 70.

12 Galskova N.D. Modern methods of teaching a foreign language. - M.: Arkti-Glasa, 2000. - S. 23.

13 Passov E.I. Communicative method of teaching foreign language speaking. - 2nd ed. - M .: Education, 1991. - S. 103.

15 Pirkhavka N.E., Kondratieva T.V. From the experience of working with authentic poems in French lessons // IYaSh. - 1991. - No. 1. - P. 13.

16 Yasvin V.A. Educational environment: from modeling to design. - 2nd ed., Rev. And extra. - M.: Meaning, 2001. - S. 94.

17 Passov E.I. Program-concept of communicative education. - M .: Education, 2000. - S. 50.

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19 Issues of pedagogy and psychology of higher education: Sat. Art. / Ed. M.A. Cold. - Tomsk: Publishing House Vol. Univ., 1980. - S. 49.

20 Issues of pedagogy and psychology of higher education: Sat. Art. / Ed. M.A. Cold. - Tomsk: Publishing House Vol. un-ta, 1980. - S. 8.

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22 Rakhmanov I.V. Some theoretical questions of the methodology of teaching a foreign language in secondary school. - M.: Russian language, 1991. - S. 70.

23 Rakhmanov I.V. Some theoretical questions of the methodology of teaching a foreign language in secondary school. - M.: Russian language, 1991. - S. 71.

24 Experimental Phonetics and Psychology of Speech: Proceedings of the Laboratory of Experimental Phonetics and Psychology of Speech / Ed. V.A. Artemov. - M .: Publishing House of Moscow. un-ta, 1954. - S. 89.

25 Rakhmanov I.V. Some theoretical questions of the methodology of teaching a foreign language in secondary school. - M .: Russian language, 1991. - S. 72.

26 Leontiev A.A. General methodology for teaching a foreign language. - M.: Russian language, 1991. - S. 50.

27 Experimental Phonetics and Psychology of Speech: Proceedings of the Laboratory of Experimental Phonetics and Psychology of Speech / Ed. V.A. Artemov. - M .: Publishing House of Moscow. un-ta, 1954. - S. 42.

28 Galskova N.D. Modern methods of teaching a foreign language. - M.: Arkti-Glasa, 2000. - S. 72.

29 Rakhmanov I.V. Some theoretical questions of the methodology of teaching a foreign language in secondary school. - M.: Russian language, 1991. - S. 120.

30 Elukhina N.V. Overcoming the main difficulties of understanding foreign speech by ear as a condition for the formation of the ability to communicate orally // IYaSh. - 1996. - No. 4. - P. 24.

31 Bim I.L. Theory and practice of teaching German in secondary school: Problems and prospects: Uch. settlement - M .: Education, 1988. - S. 103.

32 Bim I.L. Theory and practice of teaching German in secondary school: Problems and prospects: Uch. settlement - M .: Education, 1988. - S. 32.

33 Passov E.I. Fundamentals of methods of teaching foreign languages. - M.: Russian language, 1977. - S. 104.

34 Rogova G.V. Methods of teaching foreign languages ​​in secondary school / G.V. Rogov; F.M. Rabinovich; THOSE. Sakharov. - M .: Education, 1991. - S. 44 - 45.

35 Passov E.I. Communicative method of teaching foreign language speaking. - 2nd ed. - M .: Education, 1991. - S. 60.

36 Pirkhavka N.E., Kondratieva T.V. From the experience of working with authentic poems in French lessons // IYaSh. - 1991. - No. 1. - P. 12.

37 Passov E.I. Communicative method of teaching foreign language speaking. - 2nd ed. - M .: Education, 1991. - S. 72.

38 Maslyko E.A., Babinskaya P.K. Handbook of a foreign language teacher. - Minsk, 1999. - S. 72.

39 Questions of control of learning of students in a foreign language: Methodical manual / R.S. Alpatova, M.Z. Biboletova, I.L. Beam and others; Ed. A.A. Mirolyubova. - Obninsk: Title, 1999. - P. 24.

40 Ananiev B.G. Psychology of pedagogical assessment // Selected psychological works. - M., 1980. - S. 110.

41 Questions of control of learning of students in a foreign language: Methodical manual / R.S. Alpatova, M.Z. Biboletova, I.L. Beam and others; Ed. A.A. Mirolyubova. - Obninsk: Title, 1999. - P. 21.

42 Hrabal V. Some problems of motivation of educational activity of students // Questions of psychology. - 1987. - No. 1. - P. 35.

Poem

Understanding the text by the teacher

understanding of the text by the student

Group text comprehension

New understanding of the text by the teacher

New understanding of the text by the student