Vol 16, No 3 (2018): PHONETICS
- Year: 2018
- Articles: 9
- URL: https://journals.rudn.ru/russian-language-studies/issue/view/1097
- DOI: https://doi.org/10.22363/2618-8163-2018-16-3
Full Issue
Editor's Column
FROM THE EDITOR
259-260
Review Article
PHONETICS IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE
Abstract
The article is devoted to teaching foreign students Russian phonetics in modern system of education, problems of learning Russian sounds considering interference of the students’ native languages. The authors pay special attention to electronic phonetic courses, especially nationally oriented; games for teaching phonetics; integrated system of teaching phonetics at all levels of learning, techniques in teaching Russian pronunciation and stress. Perspectives and problems of developing phonetics are discussed in the article.
261-278
Actual Problems of Russian Language Studies
COMPARATIVE STUDYING OF SOUND MODIFICATION AND THEIR VARIATION IN THE RUSSIAN AND PERSIAN LANGUAGES
Abstract
Modern Persian language belongs to Ancient Persian language group. It has 29 phonemes with 6 vowels and 23 consonants. Phoneme changes can be explained on base of vowel and consonant perception. Each language has its own phonetic structure, for example Persian does not have diphtongues. Sound modification is sound variation, omission, or change. Phoneme opposition neutralization and assimilation, i.e. sound change in voicelessness/voicedness, are connected, but consonant voicing or devoicing in sound combinations or phonetic positions are different in Russian and Persian languages. The article analyzes sound modification in Persian language, presents their detailed description. These modifications are compared with the ones in Russian.
279-286
FUNCTIONAL CONDITIONALITY OF WORD’S ACCENTUATION IN RUSSIAN ORAL SCIENTIFIC SPEECH
Abstract
In modern pragmalinguistic and intonational studies an increasing relevance for describing academic discourse has the analysis of prosodic aspect of text organization and word accent as meaningful means of linguistic speech structure. The scientific significance of the research object is determined by the insufficient study of this phenomenon both in domestic and in foreign linguistics. The article describes the regularities of phrasal and prosodic word accent in oral scientific monologue of different genres. The purpose of the work is to characterize the intonational features this text and to reveal the functional conditionality of word accent in the discourse of linguistic personality. The author solves the following problems: to describe existing approaches to nterpreting semantic potential of word accent, to define the uniqueness of intonation organization of scientific oral monologue, to show the determinants of word accent in real speech contexts. In this regard, special attention is paid to the identification of text-forming mechanisms of accent, related to oral scientific discourse. The research is carried out on the basis of real oral scientific texts records processed by the method of auditory analysis with subsequent functional interpretation of the obtained data. The duration of analyzed records of oral scientific speech of various genres (lectures, reports, speeches in discussions) is more than 30 hours. After the study, the following results have been obtained: linguistic and rhetorical features of oral scientific discourse prosodic organization are revealed; the factors determining word accent in speech flow are described, the functioning of the lexico-semantically, positional-syntactically, contextually, situational-thematically and pragmatically conditioned accentuations in the analyzed material is shown. The scientific perspectives of the theme are seen in drawing up the rules of accentuation of different grammatical word classes in public speech and defining lexicographical aspects of the accentuated lexical units in the discourse, which, undoubtedly, will make a significant contribution to the description of the speech portrait of Russian linguistic personality in different communicative spheres of speech.
287-304
Methods of Teaching Russian as a Native, Non-Native, Foreign Language
CORRECTING PERCEPTION AND PRONUNCIATION COMPETENCES OF NORWEGIANS STUDYING RUSSIAN AS A FOREIGN LANGUAGE
Abstract
This article considers the importance of phonetics in learning Russian as a foreign language. Oral communication is impossible without phonetics. Moreover, a good knowledge of phonetics is the key to successful communication. In a real speech, different levels of a language system interact and form a single unit. Good perception and pronunciation skills are necessary to form and develop skills and abilities in all types of speech activity - listening, speaking, reading and writing. In the article the author analyses typical perception and pronunciation difficulties at the segmental level among Norwegians who study Russian as a foreign language and offers some exercises to correct phonetic mistakes at this level.
305-321
Page of a young scientist
DURATION AND FORMANT VALUES OF UNSTRESSED VOWELS IN RUSSIAN AS ACOUSTIC CUES FOR SEGMENTATION: A PERCEPTIVE EXPERIMENT BASED ON NONCE WORDS
Abstract
The research deals with natural perception of word boundaries by native speakers of Standard Russian. A specific feature of Russian word rhythmic structure is a so-called “prosodic core”: not only stressed, but also first pre-stressed vowels differ in duration and quality from vowels that occur in other positions, a phenomenon that is also commonly described as two degrees of reduction. The purpose of this study is to find out whether native Russian speakers are able to use acoustic differences between vowels [ɐ] (Degree 1 reduction) and [ə] (Degree 2 reduction) in order to recognize word boundaries correctly. The stimuli for the experiment were nonce words, five-syllable sequences including two stressed vowels; they were presented to the participants of the experiment in a form of fictional foreign names. The listeners were asked to choose between two possible ways of segmentation of these fivesyllable sequences into a first name and a second name of a person. The results of the experiment show that native Russian speakers used the acoustic differences between vowels for segmentation, but the results were statistically significant only for some of the stimuli. However, for half of stimuli the listeners performed correct segmentation at chance level. In addition, artificial modification of first pre-stressed vowel duration was performed for some of the stimuli; the participants’ responses show that vowel duration influences the degree of success in the segmentation task.
322-343
THE PROCESS OF PHONETIC SKILLS AND PHONEMATIC HEARING DEVELOPMENT OF CHINESE STUDENTS LEARNING RUSSIAN
Abstract
This article presents the results of a comparative analysis of two phonetic systems and the experimental data obtained in monitoring phonetic skills and phonematic hearing of Chinese students of preparatory faculty, philological faculty (bachelors), postgraduate students-philologists. Describing the dynamics of phonetic skills and phonematic hearing has practical and theoretical meaning, because it is important to identify the reason of incorrect pronunciation and find the best solution to correct it. Only theoretical (linguistic) and experimental methods in phonetic studies can reveal more objective characteristics of native (Chinese) language interference. The comparative analysis of phonetic and intonational differences of typologically different languages makes it possible to predict phonetic difficulties and accent of Chinese students speaking Russian and differentiate the objective mistakes, caused by native language interference, and individual ones. The experiment has revealed typical phonetic mistakes resulting from the linguistic features of the two languages, and subjective factors (psychological, physiological) in a certain learning environments. The purpose of the article is to show that the development of phonemic hearing in the process of studying a foreign language and the dynamics of phonetic skills are interrelated. They influence the effectiveness of studying a foreign language. So the teacher should not underestimate the role of phonetics in teaching a foreign language.
344-358
Chronicles. Reviews. Annotations.
359-361
362-365