Phonetics p and b in German. Study of the possibilities of using poems in the process of teaching the phonetics of the German language. Student Assessment Criteria
Methodology for teaching phonetics of a foreign language
The attention to teaching the phonetics of the German language is not accidental, since a foreign language teacher must not only have the vocabulary of the taught language, but also be able to pronounce them correctly, accurately put stress in them. After all, it is known that often an incorrectly placed stress can change even the meaning of the word: übersetzen - to transport, but: übersetzen - to translate
Mistakes of this kind inevitably lead to misunderstandings between communication partners. And as our real life shows, how a person speaks the language and its pronunciation norms often depends on his professional career, his future, his well-being.
That is why I believe that equal attention should be paid not only to grammar and vocabulary, but also to phonetics when teaching German, especially at the initial stage of learning. Moreover, it is necessary to form in children the correct auditory-pronunciation skills, and the ability to correctly put stress in words.
The correct formulation of stress in complex German words deserves special attention: firstly, because the presence of a large number of complex words is a specific feature of the German language; secondly, mastering the rules of stress in difficult German words, as a rule, presents the greatest difficulties for children at each stage of education. In Russian, there are few such polysyllabic words, and the stress in Russian is free and mobile (hand - ruki), and in German it is motionless (der Stuhl - die Stühle). And it is the fixed character of the German stress and its gravitation towards the beginning of the word that is most difficult for children to learn. In addition, complex German words are characterized by secondary stress (Bü cherschrank, Groβmutter), but for the Russian language this phenomenon is uncharacteristic.
Knowledge of the rules of word stress in simple and complex German words, in combination with other skills and abilities, is mandatory for children learning German in order not only to understand the speech of a native speaker and be understandable, but also to earn respect from their peers - native speakers, to be human educated and well-rounded. The great German poet and scientist IV Goethe said: "He who does not know foreign languages, he does not know anything about his own."
Verbal stress. Concept and types of stress
The physical property of sound matter, which has the name of the strength or intensity of sound, is used in both German and Russian languages as the basis of verbal stress. Verbal stress, according to O.A. Nork, is the highlighting of one of the syllables of a word, which can occur with the help of various phonetic means.
If the stressed syllable differs from unstressed syllables in greater strength, which arises due to the greater tension of the muscles of the speech apparatus, then the stress is called power (dynamic). If the stressed syllable differs from the unstressed by a change in the pitch of the main tone of the voice, then this stress is called musical. The stressed syllable can also be characterized by an increase in duration (quantitative stress). In many languages, all these types of stress are combined. In Russian, the stressed syllable differs from the unstressed one in greater strength, greater duration and clarity. Unstressed syllables are weakened, the sounds in them are shorter, have fuzzy articulation, vowels are subjected to quantitative and qualitative reduction. Therefore, the Russian accent is quantitatively dynamic.
Many linguists and phoneticians (O.A. Nork and others) note German stress as dynamic, but not quantitative. Although the German stressed syllable is characterized by a slight increase in duration, due to the fact that the duration of the vowels of the German language is a phonemic feature, not only long, but also short vowels can be pronounced in the stressed syllable. However, both are shorter in unstressed syllables. Since the quality of vowels in unstressed syllables in German does not change, there is no qualitative reduction of vowels in German either. It should also be noted that the change in pitch neither in German nor in Russian does not determine the stress of the syllable.
External signs word stress: place and mobility
The external characteristics of word stress are its place and mobility.
The question of the place of stress in a word arises, as a rule, when it comes on the stress of words consisting of two or more syllables.
Word stress in languages can be free (falls on any syllable in a word) or connected (assigned to a certain syllable: first, last, etc.) [MG Kravchenko: 5]. Word stress in German (as well as in Russian) is phonetically free, it can fall on any of the syllables in the word, for example: "machen, ver" gessen, unter" nehmenetc. German stress tends to the first syllable, it mainly falls on the beginning or prefix (half-prefix), while the number of unstressed prefixes in the German language is small [RM Uroeva: 11].
In the course of historical research, it was established that the stress in the Indo-European language-base was free, then in the course of development it became connected and was fixed in the languages of the Germanic group behind the first syllable [O. Nork: 9]. In the Old High German period of the development of the German language, the stress again became free, which is proved, for example, by the unstressedness of a number of verb prefixes, as well as by the preservation of the original stress in words borrowed from other languages of that period. In most German words, the stress is traditionally kept on the first syllable of the root.
The free stress principle is used in German to distinguish words, for example: "Passiv(passive voice) andpas" siv- passive (adjective).
This is especially evident in verbs with prefixes:durch-, ü ber-, unter-, wieder-, um-. The use of the same principle is observed in some adjectives with the prefixun- and with suffixes: -lich, - ig, - sam, - bar, - haft... In cases where the prefixun- has a negative meaning, the stress falls on it, for example: "unmö glich ( nichmö glich) , " unverstä ndlich, " unvorsichtigetc. But, when the prefix does not attach a negative meaning to the adjective, but only strengthens it, the stress usually falls on the root, for example:un" merkbar, un" merklich, un" lö slichetc. When moving within a word when it changes (for example, when a plural of nouns is formed), the moving stress is not a phonological, but a morphological characteristic of the word. Qualitatively, the German stress also needs to be defined as mobile, although this mobility is limited and characteristic in some cases, for example: "Doktor - Dok" toren... There are cases when the stress also moves during word formation, for example:. " Bü cher - Bü che" rei
The number of stress in a word and its function
In German, there are three degrees of verbal stress by strength: main, secondary and zero. The degree of stress depends on the type of morpheme. The main stress falls on the root of the word, the separable prefix, some foreign language suffixes and the defining component in compound words. German suffixes with full vowels have secondary stress, as well as the identifiable component of compound words. Zero stress - non-separable prefixes, inflections and suffixes with reduced (e) [Kaspransky RR: 3].
Simple words in German are pronounced with one stress, for example: "surren, " gestern, " arbeitenetc. In complex words of the German language, there are two stresses: one component bears the main stress, which unites the complex word as a whole, the other component is secondary. In a small group of difficult German words, two stress levels of equal strength are noted.
The distribution of stress in a complex word distinguishes it from a phrase of two significant words with two strong stress, for example: "Nuss" knacker.
In some complex German words, the only distinguishing feature is the use of the corresponding type of stress. Since the components of a complex word can consist of two or more stems, the distribution of phonologically significant stress remains the same as in a two-term compound (word combination).
The stressed syllable has the ability to subjugate neighboring unstressed syllables, forming a phonetic unity - a phonetic word. This function is called organizing [Krushenitskaya GK: 6].
The stress in the language also performs a semantic function - word-distinguishing, which, by placing stress on different syllables of words with the same phonemic composition, helps to distinguish lexical and grammatical meanings and forms, i.e. where stress is the only word distinguishing feature. For example: "Aktiv(active voice) -ak" tivactive - adjective), "umschreiben(rewrite) -umsch" reiben(describe).
The rhythmizing function of verbal stress is also highlighted. A phonological word is usually longer than a word form, since includes proclitics and enclitics, the composition of which is specific for each language.
In German, proclitics are: article, prepositions, conjunctions, relative pronouns and adverbs, particleszuandso; auxiliary verbs, modal verbs, personal and reflexive pronouns, impersonal pronounesand indefinite personal pronounman, negationnicht, prepositions, modal particles can be both enclitics and proclitics [Abramov BA: 1]. By organizing a phonological word, stress creates a certain rhythm of speech, which is found in the ratio of the strength of stressed and unstressed syllables. The most obvious rhythmizing function is manifested in secondary stress:
in German, the main stress is more often the first, the secondary - the second;
the presence of a secondary stress is mandatory in a German compound word.
In a number of difficult German words (especially in two-component), syllables with secondary stress are weakened, and sometimes called unstressed, for example: "Fuβball, " Freitagetc.
Difficulty mastering German verbal stress
The considered features of the phonological word and verbal stress in the German language help to highlight the main difficulties that Russian-speaking students face in mastering German pronunciation, including stress.
The fixed character of the German stress and its gravitation towards the beginning of the word is difficult to acquire; there are numerous mistakes in pronouncing internationalisms.
The combined character of Russian stress is carried over to German speech.
The sequences of unstressed syllables in the German language, the constant unstressedness of some classes of words, the features of the secondary German stress are quite difficult.
In all of the above cases, the prevention and overcoming of errors is laborious work, which is not possible without comments and explanations.
Word stress rules in German. Stress in simple and derived words
IN simple words the main stress is on the first root syllable of the word, for example: "machen, " lesenetc. But there are words in which the main stress falls on the second or third syllable, for example:dieFo" relle, dasHerme" llin.
In derivative words with German prefixes, the main stress can highlight either the root or the prefix:
the main stress falls on the root of a word if there is an inseparable unstressed prefix in front of it:be-, ge-, er-, ver-, zer-, emp-, ent-, eg:be" kommen, ver" gessen, ge" lingen, zer" stö renetc;
in words with non-separable prefixesmiss- andun- stress can fluctuate, i.e. main stress can highlight either the root of a word or a prefix. In adjectives, participles and nouns the prefixmiss- accepts the main stress, the root - secondary, for example:die " Missbildung, " missbrä uchlichetc;
consoleun- often accentuated in participles, nouns, adjectives; bears the main stress if it negates the meaning of the root ("unabhä ngig); in derived adjectives with suffixes -ig, lich, - sam, - bar, - haftthe main stress fluctuates. If the adjective is used in a figurative meaning and the prefix carries an enhanced meaning, then the main stress falls on the root of the word, but if the adjective without the prefixun- is not used, then it has a secondary stress.
Words with prefixesvoll-, hinter-, wieder-, unter-, ü ber-, um-, durch- have an oscillating stress; in verbs with a non-separable prefix, in many adjectives and nouns used in a figurative sense, these prefixes have a secondary stress (for example: über" setzen); in verbs with a separable prefix, nouns and adjectives with a direct meaning, these prefixes have the main meaning, for example: "Umgebung.
In words with prefixesab-, an-, auf-, ein-, mit-, nach-, vor-, zwischen- the main emphasis falls on the prefix, for example: "ankommen, " mitnehmen, " Nachteileetc; in nouns and adjectives with a prefixur- the main stress is on the prefix, the secondary stress is on the root, for example: "Uroma.
In derivative words with German suffixes, the main stress falls on the initial root syllable; zero accent suffixes: -e, - er, - ler, - ner, - ru, - chen: eg: "Junge, " Mä rchenetc.; secondary stress have suffixes: -bar, - haft, - keit, - heit, - sam, - schaft, - tum,- los, - at, - nis, - ung, - ling, - ing, - lein, - lich, eg:die " Wohnung, " Frä uleinetc.
In complex abbreviations, the place of the main stress is determined depending on their type. The main stress in letter abbreviations falls on the last syllable.
In foreign words, the stress is preserved according to the pronunciation norms of the language from which they are borrowed.
Stress in compound words
The most large group compound words make up complex attributive nouns with the main stress on the first component and the second on the second, for example: /Kleider/ schrank.Components of a complex noun can consist of one stem or several.
In compound nouns that have three stems, stress can shift. In two-component compound nouns, the main stress falls on the root of the defining word, which comes first, and the secondary stress falls on the root of the defined word, which comes in second place, for example: /Arbeit/ geber, / Kü hl/ schranketc. However, there are cases when the defining component of a complex noun moves to second place, while the main stress on it remains, for example:Nord" ostetc.
In complex adjectives, the main stress falls on the first component, for example: /dunkel/ blaubut:alt/ englisch, alt/ indisch... Multicomponent complex adjectives, in which the initial component expresses a strengthening or comparison, have two stresses, which are called equilibrium [Uroeva RM: 11].
Compound verbs have the main stress on the first component, and the secondary stress on the second, for example: /spazieren/ gehen... In some complex verbs, the first part is not separated, but the stress is distributed in the same way as with the first part to be separated, for example: /mut/ machen.
Most complex German dialects have only one stress, which falls on the second component [Kozmin O.G: 4], for example: über/ all; in adverbs with a second component -sets, - so,- halb- only one stress, which always falls on the first component, for example: /wieso, / deshalb... In complex adverbs with a componentda- the stress falls on the second component, for exampleh: da/ rum.
In complex numbers, usually all components are hit equally hard, for example: /ein/ tausend/ drei.
Interrogative pronouns have only one stress, which falls on the second component [Uroeva RM: 11], for examplep: wo/ fü r, wo/ ranetc.
In complex proper names and geographical names, the place of stress can be different: in some words it falls on the first component of a complex word, in others - on the second, for example:Saar/ brü cken... In names that consist of several words, the main stress falls on the last word, for example: /Rheinland-/ Pfalz.
Interjections, which are often two-syllable, usually have an emphasis on the last syllable, for example:olla/ la.
All of these rules listed above are the basic rules for German stress. In difficult cases, when words (names, titles, interchange) are encountered, in which the place of stress is unclear, in order to avoid mistakes, you should use special reference books and dictionaries on German pronunciation.
Nowadays, there are many teaching aids and exercises for setting German stress, especially in difficult German words, tk. they are the ones that cause the greatest difficulty. It is very important that teachers and teachers of the German language attach great importance to such activities and not neglect them in the classroom at all levels of education.
Pupil, student, teacher and just a person who wants to communicate with a native speaker on an equal footing, wants to understand the German language and be understood by himself, must possess not only lexical and grammatical knowledge, skills and abilities, but also be phonetically literate. Only then will he be able to safely say that he speaks German.
List of used literature and Internet resources:
Abramov B.A. Theoretical grammar of the German language. Comparative typology of German and Russian languages: Textbook for universities. - M .: FLINT: Nauka, 2012.
Bim I.L. Theory and practice of teaching foreign languages: traditions and innovations. - M .: TEZAURUS, 2013.
Kaspransky R.R. Theoretical phonetics. -www. search. rsl. ru
Kozmin O.G. Practical phonetics of the German language: a textbook for German students. - M .: NVI-TEZAURUS, 2002. . search. rsl. ru
Nork O.A., Adamova N.F. Phonetics of the modern German language. -www. BiblioFond. ru
Nork O.A., Milyukova N.A. Phonetics of the German language. Textbook for students of linguistic and philological faculties of higher educational institutions. - M., Education, 2004.
Romanov S.D. A large modern German-Russian, Russian-German dictionary. - Donetsk: Bao, 2006
Uroeva R.M. Handbook of phonetics and grammar of the German language. - 3rd ed., Rev. -www. search. rsl. ru
Filippova I.N. Comparative typology of the German and Russian languages.-M: Publishing house MGOU, 2012.
Posted on
Poetry as a means of achieving the main goals of teaching a foreign language. From this definition, it is obvious that the learning process is a two-way process, which includes, in their unity, the teaching activity of the teacher of the teacher of a foreign language and the educational activity of learning the student's language aimed at learning the language mastering the language. Poetry can be used as a model of modern authentic colloquial literary speech to achieve leading learning goals and to develop students' creativity ....
Share your work on social media
If this work did not suit you at the bottom of the page there is a list of similar works. You can also use the search button
|
1.1. Linguistic and psychological characteristics of the phonetic aspect of language 1.2. Poetry as a means of achieving the main goals of teaching a foreign language 1.3. Psychological characteristics of younger students 2.1. Stages of improving phonetic skills 2.2. Features of the formation of phonetic skills 2.3. Methodological features of working with poems in German lessons 2.4. Subsystem of exercises for working with poems 2.5. Student Assessment Criteria |
INTRODUCTION
Teaching a foreign language, as defined by I.V. Rakhmanov, there is "... the process of the teacher's systematic and consistent communication of knowledge and the inculcation of skills and abilities in the field of foreign languages, the process of active and conscious assimilation of them by students, the process of consciousness and consolidation in children of the qualities that we strive to educate them." 1 ... From this definition, it is obvious that the learning process is a two-way process, which includes, in their unity, the teaching activity of the teacher (foreign language teacher) and the educational activity (language learning) of the student, aimed at learning the language (language acquisition).
The use of poetry is one of the most effective tools for mastering a foreign language. When reading a poem, the student sees the conscious use of vocabulary to convey the author's thoughts and gets acquainted with the various functions of language in communication. A foreign language, like a native language, performs all four functions: it serves as a means of cognition, is a keeper of national culture, is a means of communication and expression of attitude to the world, and acts as a tool for development and education.
Poetry can be used as a model of modern authentic colloquial literary speech to achieve leading learning goals and to develop students' creative abilities. 2 ... The effectiveness of using samples of poetry largely depends on a properly organized sequence of work with them and the choice of exercises that stimulate the mental activity of students and contribute to the development of their motivation. Since the goal of teaching a foreign language is not only the acquisition of knowledge, the formation of skills and abilities in schoolchildren, but also the assimilation of information of a regional and cultural-aesthetic nature, the knowledge of the values of another national culture for them, the question of the cultural component undoubtedly arises when determining the content of education. This component includes certain knowledge (linguistic and cultural), as well as skills and abilities (verbal and non-verbal behavior). When selecting the content of the national-cultural component from the whole variety of linguistic and cultural material, one single out what has pedagogical value, which can contribute not only to teaching communication in a foreign language, but also to familiarizing with the country's culture of this language. 3 .
Relevance of this workis determined by the fact that the study of culture in the learning process makes a significant contribution to the upbringing of the younger generation. The subject "foreign language" occupies a special place in this. He not only acquaints with the culture of the countries of the studied language, but by way of comparison he emphasizes the peculiarities of his national culture, acquaints with universal human values. In other words, it contributes to the education of schoolchildren in the context of the "dialogue of cultures".
The use of cultural materials dramatically increases the motivation for learning, which is extremely important, since learning without motivation is ineffective. According to research by psychologists A.K. Markova and A.B. Orlova, the motivational sphere includes several aspects - a number of motives: ideals and value orientations, needs and cognitive interests 4 ... Familiarization with the materials of cultures contributes to the awakening of cognitive motivation, that is, schoolchildren not only master the program material, but also get acquainted with unknown facts of culture, which undoubtedly arouses their interest. Therefore, the learning process taking into account the interests of schoolchildren becomes especially effective.
Hypothesis This study is that the use of poetic texts with a rhythmic and intonational structure in German lessons can help improve the phonetic skills of students.
The purpose This work is to study the possibilities of using poems in the process of teaching the phonetics of the German language. This goal made it possible to formulate the following tasks of this study:
1. Consider the linguistic and psychological characteristics of the phonetic aspect of the language.
2. Give a linguo-psychological description of the poems.
3. Present the psychological characteristics of the junior level of education.
4. Consider the methodological features of improving phonetic skills based on poems in German lessons.
5. Present the criteria for student assessment.
Object research is the process of improving phonetic skills in younger students. Subject research is a method of using poems to improve phonetic skills in younger students.
Work structure.The work consists of an introduction, three chapters, a conclusion and a list of used literature.
In the introduction, the relevance of the selected work is substantiated, the goals and objectives of the study are set, a hypothesis is put forward, the object and subject of the study are determined.
Chapter 1 gives a linguo-psychological characteristic of the phonetic aspect of the language, examines the linguo-psychological features of the use of poetry in teaching a foreign language, gives a psychological characteristic of the younger stage of education.
Chapter 2 shows the main stages of improving phonetic skills, gives approaches to teaching phonetic skills at school, examines the methodological features of working with poems in German lessons, presents a subsystem of exercises and assessment criteria for students.
In the conclusion, the main results of the work are summarized.
Research methods.The main method of the work was the method of critical analysis and comparison of various methodological literature on the methodology of teaching foreign languages at school. In addition, methods of observation and testing of students were used.
Chapter 1. Linguistic and psychological characteristics of the phonetic aspect of the language and junior students
1.1. Linguistic and psychological characteristics of the phonetic aspect of language
Phonetics as an aspect of learning is understood as the sound structure of a language - the totality of all sound means that make up its material side (sounds, sound combinations, stress, rhythm, melody, intonation, pauses) 5 .
Language as a means of communication arose and exists, first of all, as a sound language, and possession of its sound structure (the presence of its pronunciation skills) is a prerequisite for communication in any of its forms. Speech will be understood by the listener with difficulty, distorted or not at all understood if the speaker violates the phonetic norms of the language. The listener will not understand or will have difficulty understanding the speech addressed to him if he himself does not possess pronunciation skills 6 .
Expression in writing (writing) is necessarily preceded by its detailed pronunciation in internal speech, and reading to oneself, even very fluently, is accompanied by the sounding of the visually perceived text. At the same time, scoring is curtailed, but one can only come to it through expanded, first in external speech (reading aloud), and then in internal speech (reading to oneself), therefore, imperfection of pronunciation skills inhibits the development of reading fluency. It is often the reason for inaccurate or even misunderstanding of the text.
Students' intonation skills often do not stand up to scrutiny. The question for teachers is whether there is a real opportunity to improve the teaching of intonation. It is believed that in the conditions of a modern school this is an impossible task. It is known that intonation, as well as phonetic skills are the most unstable 7 .
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 in secondary school, for which it is not so important to deepen into the nature of sound as mastering the sound composition in its most simplified form. therefore detailed description articulation of sounds, based on their physiological characteristics, and a schematic representation of the position of the organs of speech in the process of articulation are not suitable for teaching pronunciation in high school 8 .
Thus, only the presence of solid pronunciation skills ensures the normal functioning of all types of speech activity without exception. This explains the importance that is attached to the work on pronunciation in high school and myself, in particular.
Speech sounds determine the meaning of a word and morphological forms, affect syntactic structures and styles of speech. Therefore, one of the most important prerequisites for communication is the development of hearing and pronunciation skills, that is, the ability to correctly associate an audible sound with its corresponding meaning and to produce, in turn, sounds corresponding to certain meanings 9 .
The importance of hearing and pronunciation skills for speech activity in its main varieties is beyond doubt. Violation of the phonemic correctness of speech (meaning the meaningful function of phonemes), its incorrect intonational design by the speaker leads to misunderstandings 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 Kurt gehen in die Schule.
Anne! Michael und Kurt gehen in die Schule.
In the first case, it is said that three children go to school. In the second, the speaker turns to the girl and informs her that two boys are going to school. 10 .
In my 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 hearing and pronunciation skills not only affects the delivery of information to speakers, but also makes it difficult to understand someone else's speech, which 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. 11 ... The sounds heard are not associated with the sound base of the students themselves and therefore have no signal value for them.
Learning listening and speaking skills is also an important prerequisite for learning to read. Loud reading (educational type) has the same requirements as speaking. Violation of phonemic correctness in reading leads to the same consequences as in speaking - the listener ceases to understand the reader. While the relationship between the level of development of listening and speaking skills is obvious when reading loudly, then when reading quietly (or reading to oneself), which is the goal of learning, this relationship is more complex. It is known from psychology that the process of reading to oneself is associated with inner speech. 12 , which is based on oral speech. At the same time, oral speech "is rebuilt according to the mechanism" and is greatly simplified: "its whole significant composition is replaced by new short signals" 13 ... It should be remembered that these signals are purely subjective. Such processes are inherent in internal speech and 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 to loud reading. At an advanced stage, their qualitative difference is possible. Thus, the autonomous development of quiet reading, which is 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, since it disrupts the connection between the main types of speech activity.
1.2. Poetry as a means of achieving the main goals of teaching a foreign language
The use of authentic poems in foreign language lessons is one of the important reserves for increasing students' motivation in mastering a foreign language, since such poems allow students to get acquainted with modern foreign poetry, culture and customs of the country of the studied language, which always arouses great interest 14 .
Emotions play an important role in learning a foreign language. Education of the correct motivational orientation, goal setting in schoolchildren should be accompanied by an impact on the emotional attitude of schoolchildren to learning. Emotions are undoubtedly motivating in the learning process.
In psychology, it has been shown that emotions do not develop by themselves, but closely depend on the characteristics of a person's activity and his motivation. The specificity of emotions, noted the prominent Soviet psychologist A.N. Leont'ev (1978), is that they reflect the relationship between motives and the possibility of success in the implementation of these motives 15 ... Emotions arise in a person when a motive is actualized and often before a person's rational assessment of his activities. Thus, emotions have a significant impact on the course of any activity, including learning.
All aspects of schoolchildren's educational work are accompanied by certain emotions. Let us single out the features of the emotional climate that are most often different in the psychological and pedagogical literature, which are necessary to create and maintain motivation for learning:
1) positive emotions associated with the school as a whole and staying in it. They are the result of the skillful and well-coordinated work of the entire teaching staff, as well as the correct attitude to school in the family.
2) positive emotions due to equal, good business relationships between the student and teachers and friends, the absence of conflicts with them, participation in the life of the classroom and school team.
3) emotions associated with the realization by each student of their great opportunities in achieving success in academic work, in overcoming difficulties, in solving complex problems.
4) positive emotions from the encounter with new educational material. The teacher should not neglect the first, still situational manifestations of a positive attitude towards learning, observed when schoolchildren encounter new unexpected educational material, its effective design, entertaining lessons, and entertaining books.
5) positive emotions that arise when students master the techniques of independent acquisition of knowledge, new ways to improve their educational work, self-education 16 .
However, it is important for a teacher to remember that emotional well-being, praising students, and the predominance of self-satisfaction among schoolchildren in extreme cases can lead to stagnation in educational work, to a cessation of the growth of students, to their "closedness" for development.
Therefore, in the learning process, emotions with a negative modality must also be present. Such negative emotion as dissatisfaction is a source of searching for new ways of working, self-education and self-improvement.
Along with the emotion of relative dissatisfaction in learning, there should be a feeling of overcoming the difficulty. The child must always be aware of the assessment as a result of his mental effort. If the mark spoils the student, then he develops a frivolous attitude towards learning. It is impossible to deprive the student of emotions from overcoming difficulties on his own. It is no coincidence that recently the programs of our school are being built at a fairly high level of difficulty. At the same time, it is important to avoid overloading schoolchildren. 17 .
So, when teaching a foreign language lesson, a special emotional climate is required. The teacher's use of poetry in the classroom can help create and maintain this climate and therefore increase student motivation.
In our opinion, the use of samples of modern foreign poetry in a foreign language lesson can be one of the effective means of achieving such basic goals of teaching the subject "foreign language" as
Practical
General education
Developing
In our understanding, the role of poetry in achieving each of these goals is as follows:
1) due to the fact that the language of a modern poetic work is not archaic, its syntax, as well as style, is basically simple, it contains authentic linguistic material that is as close as possible to modern colloquial literary speech. In addition, when reading a poem, the student sees the conscious use of vocabulary to convey the author's thoughts and gets acquainted with the various functions of language in communication. The use of poetry contributes to the development of basic communication skills - reading, listening, speaking, and the latter most often acts 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 touched upon in poetry are universal, have a vital character, not always suggest an unambiguous solution. Thus, poetry contributes to the teaching of the main types of speech activity. At the same time, the practical goal of learning is achieved. 18 ;
2) acquaintance with the best examples of foreign poetry, types of poetic meters (iambic, trochaic, etc.), as well as with options for translating verses into their 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 19 .
3) The specificity of poetry helps the student to master the emotional-value experience of communication. The teacher also gets to know his student deeper, as if he gets his psychological portrait. Thus, the use of poetry has a developmental significance; in addition, it helps to provide not only the linguistic atmosphere in the lesson, but also psychological comfort.
Due to the fact that the personality is generated by activity and its development occurs in the process of activity, including communicative, in the lesson it is necessary to provide motivated substantive communicative activity with a foreign language. In particular, it is very important to find the means (teaching materials, etc.) necessary for communication in the school setting. At the same time, it is advisable that the communicative activity was realized by the student himself. 20 .
Since the personality is a hierarchy of motives, then for its development in the learning process it is important to create a versatile motivation for communicative activity. When teaching a foreign language, it becomes possible to use different types motivation, and not only playful, communicative and cognitive, but also aesthetic, which is provided by familiarity with the verses of foreign poets. The content of these materials is interesting for students. Moreover, the student himself, delving into an authentic work and understanding it in his own way, becomes an “informant” for the teacher.
Due to the fact that the development of a personality requires its interaction with the people around it, it is necessary to organize this interaction on the basis of joint subject-oriented, motivated communicative activity of students among themselves and with the teacher. The exclusive role of organizing such interaction is played by communicative-oriented exercises, the content and motivational content of which is problematic and involves various options for their implementation. The use of such exercises not only helps the student to master the language as a means of communication, but also, if possible, stimulates his creative activity. 21 .
In the text of the poem, as in any product of objective activity, there is a “program for its creation”, which means its interpretation (rethinking) in the process of use. In this case, the reader is viewed as an active interpreter, an active partner of the author: he not only “extracts information” from the text of the poem, but also “brings” 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 diagram 22 :
In order to obtain the result indicated in the diagram, the system of tasks performed in connection with the text of the poem should be focused on the intellectual activity of the student and organized taking into account the basic psychological laws of communicative activity. It is necessary that the aforementioned personality-oriented model of student activity when working with a poem should be composed of three interrelated stages:
1) creating a "waiting field" with the help of tasks preceding the reading of the 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) 23 .
Poems can be considered, on the one hand, as an example of sounding foreign speech, reflecting the peculiarities of life, culture and everyday life of the people, on the other, as an effective way of teaching a foreign language. Thus, in order to develop personality, it is necessary to use verses that provide students with motivation for learning. At the same time, the use of poems is most successful in teaching younger schoolchildren, which is associated with their psychological characteristics.
1.3. Psychological characteristics of younger students
“Younger school age is a period of absorption, accumulation of knowledge, a period of assimilation predominantly. The successful performance of this important function is favored by the characteristic features of children of this age: trusting submission to authority, increased sensitivity, attentiveness, a naive playful attitude to many of what they encounter ”- this is how NS characterizes this age. Leites 24 .
With admission to school, the whole structure of a child's life changes, the regime changes, certain relationships develop with the people around them, especially with the teacher.
As a rule, younger students fulfill the teacher's requirements unquestioningly, do not enter into arguments with him, which, for example, is quite typical for a teenager. They trustfully perceive the assessments and teachings of the teacher, imitate him in the manner of reasoning, in intonation. If an assignment is given in the lesson, then the children carefully complete it, without thinking about the purpose of their work. Obedience of junior schoolchildren is manifested both in behavior - among them it is difficult to find malicious violators of discipline, and in the learning process itself - they take for granted what and how they are taught, do not claim independence and independence. Moreover, trust, obedience, personal attraction to the teacher, as a rule, are manifested in children, regardless of the quality of the teacher himself. This property, reflecting a certain stage in the development of a child, has its own strengths and weaknesses. Such mental characteristics as gullibility, diligence, are a prerequisite for successful training and education. At the same time, undivided submission to the authority of the teacher, thoughtless fulfillment of his instructions can further negatively affect the process of teaching and upbringing. 25 .
At this age, children readily and with interest acquire new knowledge, skills and abilities. They want to learn how to write, read, and count correctly and beautifully. While they are only absorbing, absorbing knowledge. And this is greatly facilitated by the susceptibility and impressionability of the younger student. Anything new (a picture book brought by the teacher, an interesting example, a teacher's joke, visual material) evokes an immediate reaction. Increased reactivity, readiness for action is manifested in the classroom and in how quickly the children raise their hand, impatiently listen to the answer of a comrade, and strive to answer themselves.
The primary schoolchild's focus on external world... Facts, events, details make a strong impression on him. At the slightest opportunity, students run closer to what interested them, try to take an unfamiliar object in their hands, fix their attention on its details. Children are happy to talk about what they have seen, mentioning many details that are obscure to an outsider, but very, apparently, significant for themselves.
At this age, the child is completely in the grip of a vivid fact in the image: the teacher reads something terrible - and the children's faces become tense; a sad story - and sad faces, some have tears in their eyes 26 .
At the same time, at primary school age, the desire to penetrate into the essence of phenomena, to reveal their cause is not noticeably manifested. It is difficult for the younger schoolchild to single out the essential, the main thing. For example, retelling texts or answering questions about them, students often repeat individual phrases and paragraphs almost verbatim. This also happens when they are required to tell in their own words or briefly convey the content of what they read. 27 .
An important source of the success of younger students in learning is their imitation. Students repeat the teacher's reasoning, give examples similar to those of their comrades, etc. Such sometimes only external copying helps the child in assimilating the material. But at the same time, it can lead to a superficial perception of certain phenomena and events.
Children of this age do not generally think about any difficulties and difficulties. So a naive, playful attitude to cognition allows them to master new experience without much difficulty, to join the life of adults.
The younger student has a number of needs that were also characteristic of the preschooler. He still has a strong need for play activities, but the content of the game is changing. The younger student continues to play at school, at the teacher 28 ... But now, playing, he can spend hours writing, solving, reading, drawing, singing, etc. This is important to consider when organizing learning activities, turning it in shape sometimes into a fun gameplay.
Like a preschooler, a younger student has a strong need for movement. He cannot sit still in the lesson for a long time. This need manifests itself especially clearly during changes. That is why it is necessary to provide children with the opportunity to move more.
For both the preschooler and the younger student, the need for external impressions is very characteristic. Subsequently, it is transformed into cognitive needs. The first grader is primarily attracted by the external side of objects, phenomena, events. For example, he strives with great desire to fulfill various public assignments. But so far the interest in them is only external: to a sanitary bag, for example, to a bandage with a red cross, etc. Fulfilling assignments, the student shows maximum activity until the feeling of novelty disappears 29 .
From the first days of schooling, the child has new needs: to accurately fulfill the teacher's requirements, to successfully master new knowledge, skills, abilities, to come to school with completed assignments; the need for a good grade, for approval and control of his actions by adults, especially a teacher; the need to be the best, beloved student, the need for constant communication with the teacher, with classmates, the desire to become an Octobrist, to fulfill a certain social role (to be the headman, the commander of an asterisk, etc.) and many others.
Thus, we can conclude that the phonetic aspect is one of the most important in the language and special attention should be paid to its study at school. Poetry can act as one of the means of teaching the phonetic aspect of the language, influencing not only the consolidation of certain skills, but also contributing to the emotional and cultural development of students. The most successful use of poems at the younger stage of teaching a foreign language, which is associated with the psychological characteristics of younger students. The very use of poems in foreign language lessons introduces a certain game component into the teaching system, and game activity is one of the leading at this age. All this determines the need to use poetic texts in foreign language lessons in secondary school.
Chapter 2. Methodological features of improving phonetic skills based on poems
2.1. Stages of improving phonetic skills
It is known that any psychological and methodological plan for constructing a scheme for the formation of activity, and in particular the skills of foreign language speaking, is based, first of all, on the general didactic principle of sequence. In a specific refraction to the development of speech skills, this principle is implemented in the requirement of a step-by-step, gradual course of their development (see, for example, the works of L.G. Voronin and I.I.Bogdanova 30 ). This position is quite clearly expressed by R. Lado when describing the principles that characterize the scientific approach to teaching foreign languages. R. Lado notes that "it is necessary to teach the language gradually, guiding the student through the system of cumulative graded steps ... In teaching structure, there are certain strategically advantageous parts from which it is convenient to start learning, and a certain sequence" 31 ... We can also say that the solution to this issue depends on the choice of linguistic material, on the basis of which the speech mechanism is worked out. Secondly, the speech utterance should have a communicative value, and, thirdly, the working out of the speech mechanism should 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 independent communicative significance, could at the same time be considered as elements of the main semantic unit of speaking - sentences.
In the work "Some psychological prerequisites for modeling speech activity in teaching a foreign language" 32 an attempt was made to describe speech activity in the process of speaking as a hierarchical structure, the levels of which are located as the psychological difficulties associated with the performance of various mental operations increase. These levels can be considered as certain stages of the purposeful formation of the speech mechanism. The main criteria for their selection are also associated with the possibility of dismembering the syntactic structure of a phrase, which is the main speech unit, into elementary components and practicing each of the latter in various, increasingly complex types of speaking (short answer, full answer, narration, etc.). At the same time, this approach provides element-by-element processing of the phrasal structure of an extended sentence in speaking acts that have full communicative value. 33 .
The following four first stages of the formation of the skill of speaking in a foreign language were identified: I. Listening (mainly the comparison operation is practiced). 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 being 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 collection 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 level of memory. The subsequent stages are associated with reception, on the one hand, and with reproduction and production, on the other. They are carried out on the basis of the work of both the identifying and the reproducing levels of memory, and the speaker's task of expressing thoughts is psychologically becoming more and more complicated. 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 keep in memory the foreign language sound of the utterance. In general pedagogical terms, it is important that at the listening stage, students, as if not discovering 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 to speak. 34 .
When identifying the listening stage, 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 several 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 highlighted first. When developing speaking skills, the development of the elements should precede the development of the whole, since otherwise the attention is distributed among several objects and does not focus on the difficulties, the specifics of this particular phenomenon; that is why stages II and III are highlighted. Moreover, any production of the whole must first rely on a sample of its semantic and grammatical design. 35 .
Obviously, in the process of learning to speak a foreign language, a rather difficult psychological problem 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, speech foreign language skills. At the same time, another big problem arises of working out each link in the structure of speech foreign language activity and bringing it to an 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 skills development should be observed: purposefulness, meaningfulness, the distribution of exercises in time, the 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 the teaching of pronunciation as a whole is subordinated to the development of speech activity. But the methodologists did not always understand whether it was worth concentrating work on pronunciation at the initial stage or gradually improving skills throughout the entire period of study.
At a certain stage, it was believed that the first option was the most acceptable. A reflection of this point of view was the emergence of the so-called "introductory phonetic courses" 36 ... However, this approach had a number of significant drawbacks:
Being a paramount task, practicing pronunciation at the initial stage hindered the formation of skills and, as a result, skills in the practical use of the language, since the opportunity to work in this direction was sharply reduced due to the small amount of time available to the school teacher;
At the middle and senior stages of training, work on pronunciation stopped, since it was believed that the skills were formed at the initial stage; although it is this type of skill that can be considered the most susceptible to de-automation;
Attempts to immediately deliver flawless pronunciation were directly related to detailed explanations of articulation, which leads to over-theorization of the educational process 37 .
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.
Initially there is a formation of hearing and speaking skills, which includes: familiarization with sounds, training students in their pronunciation to develop skills, application of acquired skills in oral speech and during loud reading 38 .
At this stage, the material sound shell has not yet merged with the thoughts organically contained in the sample. It also attracts the attention of students in and of itself. Consequently, the task of the first stage is to automate listening and speaking 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 the work on pronunciation does not change. Reading out loud - typical of this stage - creates additional opportunities for developing listening skills. Writing is also often accompanied by speaking out loud, during which the necessary attention is paid to the listening skills. 39 .
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 his needs for communication. Therefore, from the first steps it is sometimes necessary to introduce sounds that are the most difficult, having no analogue in the native language.
In teaching pronunciation, the analytical-imitative approach has justified itself. Given that the unit of instruction is a phrase, students repeat example after teacher or post. If students have made no mistake in pronunciation, they move on to work on the following examples. If the teacher noticed any shortcomings, the sounds 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 job. Then these sounds are again included in the whole, which is organized gradually: syllables, words, phrases, phrases, and pronounced by the students following the pattern. This is the imitative part 40 .
This approach to teaching phonetic skills at the initial stage ensures the simultaneous assimilation by students of phonetic, grammatical, lexical, and intonational features of the English language in an undifferentiated form. With this formulation of training, it is simply unnecessary to train an isolated sound, since sounds almost never function in an isolated form.
Articulation rules are approximated (close to correct). In fact, these are rules-instructions that tell students which organs of speech (lips, tongue) are involved in the pronunciation of a sound. For example, to pronounce the sound [e], while pronouncing the Russian "e", you need to stretch your lips into a smile, almost close your mouth, and tighten your lips.
It is noticed that extraordinary formulated rules-instructions are remembered by students for the whole life; quite often the sounds and everything else have long been lost, and the teacher's apt explanation remains in the memory even ten years after leaving school. However, it is most rational to take advantage of the psychological trait of primary school students - excellent imitative abilities - and to make wider use of an effective teaching method - imitation 41 .
2.2. Features of the formation of phonetic skills
Phonetics is a branch of linguistics that studies the ways of forming the sounds of human speech. Phonetic material is the totality of all sound means (phonemes and intones) 42 .
Language, as a means of communication, emerged as a sound language. The listener will not understand speech if he himself does not possess 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 mastery of pronunciation skills is carried out in the course of teaching oral speech and reading. The requirements for pronunciation skills are determined based on the principle of apraximation, that is, the approximation to the correct pronunciation.
Basic requirements for pronunciation skills:
1) phonemicity - assumes the degree of correctness for the phonetic design of speech, sufficient for its easy understanding by the interlocutor.
2) Fluency is the degree to which the pronunciation skill is automated, allowing students to speak at the correct speaking pace. (110 - 130 characters per minute) 43 .
Students should master the intonation structure for the most common types of sentences. The selection of material is carried out according to the following principles:
1) compliance with the needs of communication (sense-distinguishing function);
2) stylistic principle (literary language or dialect) 44 .
At the initial stage of training, the main focus is on automating pronunciation skills, and at the last stage, the general patterns of pronunciation skills in the native and foreign languages are explained.
It is necessary to find out the degree of similarity and difference in the phonetic phenomena of the German and Russian languages and thereby determine the nature of the difficulties that students overcome in mastering the listening skills of the German language, and the nature of typical mistakes.
When comparing the German and Russian languages, there are 3 main groups of phonemes:
1. phonemes that coincide in the native and foreign languages;
The lightest phonemes, during training, the skill of pronouncing them from the native language to a foreign one is transferred by imitation and display;
2. phonemes that have features of similarity, but do not completely coincide in two languages. When teaching the pronunciation of these phonemes, the imprecision in pronouncing similar phonemes can be neglected. By imitating, showing, comparing, describing articulation;
3. phonemes that are absent in one of the two languages are the most difficult phonemes, since they are absent in the native language, the formation of a skill goes through the creation of a non-existent articulatory base, description of articulation, display, imitation 45 .
Comparison of Russian and German languages:
Vowels:
1) the length and brevity of the vowels of the German language has a meaningful meaning;
2) German vowels are superior to Russian long vowels in longitude, and short ones in brevity;
3) a hard fit of German vowels, which plays an important role in syllable and word extraction in the German language.
Consonants:
1) the absence of palatalization of consonants before vowels in German, in contrast to Russian. Therefore, the greatest difficulty for Russian students is the non-palatalized pronunciation of consonants before the front vowels:, [i],, [y];
2) aspiration of German voiceless consonant phonemes [p], [t], [k];
3) tension of active organs when pronouncing consonants. The most difficult consonants are [n], [h], [l];
4) aspiration of consonants at the end of words: Arbeit, at the beginning of words: Tafel.
Stress:
1) the stress in German falls on the first syllable, the ending of the word is usually unstressed 46 .
Speech hearing and pronunciation skills are understood as the phonemic skills of correctly pronouncing all sounds in the speech stream, understanding all sounds when listening to speech.
Rhythmic-intonational skills mean the skills of intonationally and rhythmically correct speech design and, accordingly, understanding the speech of others. 47 .
When teaching phonetics at school, we are talking about the formation of phonemic-articulatory and rhythmic-intonational stereotypes. The program provides for the mastery by students of the sounds of the German language, intonation of declarative (affirmative and negative), imperative and interrogative sentences (grade 5), intonation of a sentence with a frame structure (grade 6) and intonation of complex sentences (grade 7).
The sequence of studying sounds in the practical nature of teaching foreign languages in secondary school is determined primarily by two provisions: 1) the need to form oral and 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 sound reproduction and its subsequent use in the speech stream. 48 .
The decisive factor in creating pronunciation skills, like any other, are exercises, in this case phonetic ones.
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 the given 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 a phonetic phenomenon. Collective and individual forms of work are used.
1) reproduction by individual students and correction by the teacher of possible mistakes;
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 conditional speech phonetic directed exercises (for example, counting rhymes). The same type of exercises includes conditional speech exercises of a dialogical and monological nature, in which the studied phonemes are trained in conditional speech communication, in educational speech 49 .
Exercises for the development of phonetic and intonational hearing:
1) orally 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 by ear from the coherent text the words with the trained sound and write them down in spelling;
5) determine the number of words in the sentences you listened to;
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 in the sentence the word on which the stress falls;
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, tongue twister at first slowly then quickly (quietly - loudly).
8) make phonetic markup of the text based on the teacher's or speaker's voice, read the text aloud 50 .
2.3. Methodological features of working with poems in German lessons
Acquaintance with the best examples of foreign poetry contributes to the comprehensive holistic development of the student's personality, enhancement of his culture simultaneously with the improvement of foreign language skills and abilities 51 .
The essential characteristics of studying poetry are:
Personal orientation, that is, all content is built in such a way as to create opportunities for identifying individual inclinations and creative uniqueness of a teenager;
Openness, which means that teaching foreign poetry is not a self-sufficient closed system. The student should always see the prospect of a deeper knowledge of the literature of the target language at all levels (content, stylistic, etc.);
Non-regulation, which means the possibility of making the necessary changes to the course, depending on the level of competence of students, as well as preferences, artistic taste, and methodological views of the teacher himself 52 .
Acquaintance with foreign poetry does not lead to a simple accumulation of knowledge, but to the comprehension of the spirit, culture, psychology, way of thinking of the people, and this is an important cultural significance.
In general, the study of foreign poetry forms students' ability to participate in the dialogue of cultures. This implies certain level the formation of all types of competence: communicative, linguistic and cultural, general educational.
So, the formation of communicative competence consists in the ability to understand and generate foreign language statements precisely on the basis and in connection with the content and form of the poem in different situations communication (conversation, discussion, exchange of views, etc.) 53 .
The linguistic and cultural orientation consists of the corresponding background knowledge (that is, knowledge that is potentially present in the minds of the people, without which acquaintance with the artistic culture of the country of the target language would be impossible, as well as possession of the corresponding linguistic units with national and cultural semantics inherent in this national culture)
General educational competence involves the student's possession of the skills of intellectual cooperation with a book, another person, a group, a team, as well as mastery of mental operations for the analysis, synthesis and creative rethinking of artistic information 54 .
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 studying poetry is what a person acquired, appropriated as a result of cognition, development, education and teaching.
Studying German poetry in the process of teaching the German language gives students the opportunity to look differently at the problems of their peers in the country of the target language, to get acquainted with the peculiarities of culture, to understand the national-specific features of culture, to understand the national-specific features in the mentality of the people, to compare the lifestyle, customs and customs of your own country and the country of the target language 55 .
Reading German poetry provides an opportunity to compare and identify their actions with the actions of the characters, expands the schoolchildren's understanding of the world around them and their own place in this world, affects their emotional sphere, awakens a sense of belonging and empathy.
In addition to special exercises for staging, maintaining and improving the pronunciation of students, memorizing tongue twisters, rhymes, and poems is widely used. Although I will make a reservation that this does not have to be memorization. Sometimes it is enough just to practice, for example, a poem, looking at the text. These types of work have two goals: to achieve, first, maximum correct pronunciation and, second, - his fluency.
Accordingly, two stages of work are distinguished. In the first, 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 reading grade score. Only after this does the second stage of work begin, aimed at accelerating the reading of an already learned poem: the student is required not only correct, but also fluent pronunciation 56 ... The student is told the time it should take to read the corresponding text aloud, and he trains either on his own or in the language laboratory (where he reads the text aloud behind the speaker in pauses strictly limited in duration). A student receives a positive reading for reading if he meets the specified time, while maintaining the correct pronunciation.
After that, the corresponding poem is set to be learned by heart, but if the material was intended only for reading aloud, then the work is considered complete.
Reading aloud and memorizing by heart will only give tangible results if it achieves the most correct pronunciation each time. Therefore, it is recommended to select small excerpts (up to 10 - 12 lines), work with which must necessarily go through both stages 57 .
The exercises listed above and similar to them are used at all stages of education, although their purpose is somewhat different: at the initial stage, their goal is to develop students' hearing-speaking skills, and therefore specific gravity quite significant among other exercises; at the middle and senior levels, they are aimed at maintaining and improving these skills, as well as preventing mistakes. Therefore, they should be performed when mastering new language material, before appropriate exercises in oral speech and before reading texts. For the same purposes, at the beginning of each lesson, it is recommended to carry out the so-called phonetic exercises, in which the teacher includes the most phonetically difficult material from the upcoming lesson: one or another rhythmic-intonation model, a group of sounds, etc. Exercise can include one or two tasks of the above types, which are performed by students and chorus, and in turn.
2.4. Subsystem of exercises for working with poems
In order for speech to be clear, legible and understandable, working with poems can play an invaluable role. They are the best way to achieve speech clarity.
Take, for example, the following sound practice poem [m]
Mi-Ma-Mausemaus
Komm aus dem Loch heraus.
Mi-Ma-Mausemaus
Komm in mein Katzenhaus!
Miau, miau, miau 58.
The general strategy for teaching pronunciation (meaning, first of all, the sequence of working with poems) can be represented as follows:
Listening to a poem by students, comprehending it, isolating by the teacher the word subject to phonetic processing (in our case: Mi-Ma-Mausemaus), pronouncing it by students, reproducing the sound by students, multiple pronouncing the word and phrase in general.
1) Provide a communicative focus. 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 :
Unsre Katze heisst Kritzekratze.
Kritzerkratze heisst die Mieze,
Und ihr Kind heisst Kratzekritze
Kratzekritzes Vater heisst Kater 59 .
In this poem, we not only practice the sound [k], but also solve such a communicative task as “acquaintance” (Unsre Katze heisst…, Kritzerkratze heisst… and so on).
2) It is necessary to provide for the situational-thematic conditioning of the 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!
Wir gehen jetzt nach Hause 60.
This poem can be used not only for practicing different types of intonation (in a declarative sentence, in an exclamation point and in an interrogative one), but it is also good material for a lesson on the topic “Wie geht es?”
3) It is important to combine consciousness with intuition. This means that only sounds that are not particularly difficult for students should be imitated on the basis of intuitive adjustment of the organs of speech. If the phonetic phenomenon is relatively difficult, then the teacher is required to provide explanations to help students consciously overcome this difficulty.
4) It is necessary to ensure the clarity of the presentation of sound, phonetic phenomenon. So, for example, visual clarity takes place if the teacher shows specially the articulation of sound, uses a gesture to indicate stress, a rising melody, and so on.
5) The activity of students is a prerequisite for the strength of the assimilation of German pronunciation. Therefore, it is very important, especially in frontal work, to monitor the activity and purposefulness of the actions of each student. 61 .
6) An individual approach to the formation of the pronunciation side of students' speech in a collective learning environment is required. It is well known that the mastery of pronunciation is not equally easy for pupils. It is important to take into account their individual characteristics (mobility of the speech apparatus, 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 which phonetic phenomenon should be worked with this student.
So, teaching the pronunciation side of speaking and reading takes a particularly significant place at the initial stage of training. Further, it is carried out, as a rule, within the framework of the so-called phonetic exercises.
Here are examples of possible exercises during the lesson when working with poems at the initial stage of learning.
During the classes :
Guten Tag, Kinder! Gewiss Kennt ihr S.J. Marschaks Gedicht “Katzenhaus”. In diesem schonen Gedicht gibt es Zeilen: “ Tili - bom, tili - bom, cat's house on fire … "So klingen die Glocken im Gedicht-" tili - bom ”, Und wie konnen die Glocken noch klingen? "Ding-dong, bomm, bumm, bams ..."
1. Wisst ihr, wie die Glocken in Deutschland klingen? Hort ein Gedicht aufmerksam zu!
Alle Glocken: kling- klang –klong
Have you noticed how the sound of the bells is conveyed? Quite right, by sound [ ]. Is there such a sound in Russian?
German consonant [ ] pronounced like this: the back of the tongue is connected to the soft palate, forms a bow, the tip of the tongue touches the front lower teeth. The sound [] should not be pronounced as two separate sounds n and k or n and g at the end of a word.
2. Bitte, blickt zur Tafel, hort mir zu und antwortet auf die Frage: Welche Buchstaben bezeichnet den [] - Laut?
Kling, Engel, Enkel, singen, sinken.
Das [ ] bezeichnen die Buchstaben “n” vor “k” und “ng”.
(The teacher pronounces the words written on the board, clearly articulating sounds. If students make phonetic mistakes while reading, it is necessary to correct the mistakes, and then fix the correct version in memory).
3. Versucht Jetzt wie Glockchen zu klingen: - -.
4. Lassen wir wie kleine Glockchen zu klingen!
Glockchen klingen: kling- kling -kling
Lassen wir wie Glocken klingen! Sprecht mir nach!
Glocken klingen: klang- klang –klang
Und Jetzt grosse Glocken!
Grosse Glocken: klong- klong –klong
Und jetzt alle Glocken!
Alle Glocken: kling- klang –klong.
5. Wollen wir jetzt ein konzert machen. Versucht jetzt wie Glockchen zuklingen.Sehen wir mal, wer das beste Glockchen ist.
(In exercise 3, the students pronounce the sound to be trained in separate words, and in exercise 4 in whole phrases. At the end of the work on the poems, you can conduct a competition for the best reader of exercise 5)
6. Solche gute Glockchen habe ich noch nie gehort. Ihr klinget sehr gut. Sagt, singt ihr gern? Fragt eure Freunde!
Singst du gern Peter?
Ja, ich singe gern. (Nein, ich singe nicht gern).
(Exercise 6 reinforces the pronunciation of the trained sound in speech. Students like to work in pairs. You need to write the verbal support of the answers on the board. If in exercise 6 students make mistakes, you need to ask the student to name the correct option again so that it will be fixed in memory).
7. Wollen wir nach ein lustiges Gedicht lernen! Wisst ihr nicht, wie man die Finger auf Deutsch nennt ( Do you know the names of the fingers in German?) Hort mal zu!
der Daumen
der Zeigefinger
der Mittelfinger
der Ringfinger
der kleine Finger
Zeigt eure Finger und nennt sie!
(In Exercise 7, the teacher clearly names the names of the fingers in a foreign language and shows them, opening his palm as is typical for the Germans when counting).
8. Wollt ihr ein wenig spielen? Ich werde meine Finger zeigen und ihr sagt auf Deutsch: welche Finger zeige ich?
(In exercise 8, the fingers can be extended in order from thumb to little finger, vice versa and alternately)
9. Hort Jetzt ein gedicht zu:
Wir spielen, wir spielen und fangen lustig an.
Und wenn der Daumen nicht mehr kann,
Dann kommt der Zeigefinger dran
Jetst sprecht mit und nennt alle Finger!
Hat euch dieses Gedicht gefallen?
Wer mochtet dieses Gedicht allein rezititieren?
(In Exercise 9, verse can be accompanied by the movement of hands and fingers. The names are called in order).
We have given one of the possible options for using poetic texts in a German lesson, although there can be an infinite number of them.
2.5. Student Assessment Criteria
The object of control in a foreign language lesson is speech skills, i.e. the degree of proficiency in various types of speech activity. For example, in speaking - the level of development of dialogic and monologic skills, in listening - the volume, duration of sounding, completeness and accuracy of understanding monologue and dialogical speech with a one-time perception in mechanical recording and in live communication, while reading - the ability to extract the necessary information of a read text of a certain nature at the certain time 62 .
IN methodological literature the main and additional criteria for assessing the practical knowledge of various types of speech activity are highlighted. The main criteria below allow you to determine the minimum level of proficiency in this activity, additional indicators serve to determine a higher quality level.
Qualitative indicators of speaking: the degree of correspondence of students' statements to the topic and the completeness of its disclosure; the level of speech creativity and, finally, the nature of the correctness of the use of linguistic material, i.e. correspondence (or inconsistency) with grammatical, phonetic and lexical patterns of the target language.
The quantitative indicator of speaking is the volume of the utterance, i.e. the number of speech units used in speech 63 .
Control of listening and speaking skills is carried out when students perform speech exercises - in listening and in unprepared speaking or reading aloud in advance, since only in this case it is possible to objectively judge the degree of practical mastery of them.
When assessing 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 adopted approximation, the presence of errors of the first type is allowed in the student's speech and is not taken into account when assessing the answer, phonological errors are regarded as a violation of the correctness of speech 64 .
The most adequate form of control of speaking skills is the oral form, since it allows us to identify the most important qualities for a given type of speech activity: speech reaction, speech automatisms, the nature of stops, and situational speech. As for the content side of the speech and its correctness, then these sides can be checked using the written form of verification.
In the oral form of verification, some difficulties may arise in fixing the volume of the utterance and errors, which may be accidental due to the spontaneity of speech. Therefore, it is advisable to use sound recording media.
Oral control of speaking skills and abilities can be frontal, individual and group. Frontal oral examination is most convenient for current control and for identifying the degree of assimilation or automation of the material, for identifying the general picture of progress. This test is purposeful, conducted under the guidance of a teacher, and is carried out in the form of a question-and-answer exercise in which the teacher plays a leading role, except when the dialogic skills of starting and maintaining a dialogue are tested. In group control, a group of students is involved in the conversation. To identify the level of proficiency in monologue speech by individual students, individual types of control are used, for example: 1) answers to communicative questions on supports, according to the text; 2) a monologue statement on the same basis. Individual forms of control are the only possible ones when testing monologic skills, while it is necessary, however, to combine individual forms of testing with frontal ones in order to avoid the passivity of the class during prolonged questioning of individual students 65 .
Written works of a speech nature can also serve as the object of control of speaking. However, it should be borne in mind that written forms of testing for students are more difficult than oral ones. In addition, these forms do not allow recording such important qualities of oral speech as the degree of spontaneity, speech reaction and speech tempo.
All these forms of control are monolingual.
Thus, we can conclude that the exercises in reproduction are aimed at the formation of proper pronunciation skills. The material for these exercises can be sounds, syllables, words, phrases, sentences. Tasks can be performed with or without visual support.
Learning tongue twisters, rhymes, and poems can be considered especially effective for staging, maintaining and improving the pronunciation of students.
Obviously, it is necessary to exercise control over the exercise. When assessing speech, phonetic and phonological errors are distinguished. When evaluating the answer, only errors of the second kind are taken into account.
Provided that all of the above exercises are completed and systematic control, work on listening and speaking skills can be considered effective.
CONCLUSION
The main thing in the work of every teacher is the desire to ensure that the learning process turns from 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 inner world of the child, his thoughts and feelings, a means of speech development and aesthetic education.
The use of verses in the lesson is one of the important reserves for increasing the motivation of students, their inclusion in active work. Poems allow students to get acquainted with German poetry, culture and customs of the country of the target language, which always arouses great interest among students.
Brightness, imagery, fantasy in poetry for children awaken their interest in a foreign language. Learning poetry is an active technique for replenishing the vocabulary of children. The rhythmic and melodic pattern of verses, clear rhyme and repetition of linguistic units greatly facilitate and accelerate the assimilation and consolidation of vocabulary, characteristic turns of speech, grammatical structures. Poems as one of the types verbal communication, are a means of more lasting assimilation and expansion of vocabulary, as they include new words and expressions. In poetry, familiar vocabulary is encountered in a new contextual environment, which helps to activate it. Learning poetry, children more easily master the pronunciation side of speech, learn a foreign and rhythmic pattern of speech. Short poems and rhymes are effective for this. They are recommended to be used for phonetic exercises, tongue gymnastics.
The poems mainly reflect the phenomena of the surrounding world that are close and consonant with children, actions, deeds, assessments and meet the cognitive and speech needs of children. Therefore, their content has personal significance for children, and the linguistic material of poems has a communicative value, since it is marked by speech.
An interesting point in the work on poetry is the combination of poetry with the visual activity of children. It is necessary to invite students to draw what they feel and see when reading, make illustrations for them, pick up pictures for poems, remember and read a poem that fits the proposed picture or drawing. Children generally tend to comment on what they draw, how they do it. At the same time, the associative links between the word and the image are developed and strengthened.
When working on poetic material, a number of requirements must be observed. For educational purposes, works that are available in terms of content are selected. The language material of these works must meet the program requirements.
Memorizing poetry should not become an end in itself. It is necessary to achieve full understanding and comprehension of both the content and the linguistic embodiment of this content in verse. It is necessary to ensure that the speech material from the poems then goes directly into the speech of children, is used in their interpersonal communication. Therefore, poems should be a harmonious part of the overall plot of the lesson, correlate with the themes and situations of communication in the lesson and outside the classroom.
Thus, poems stimulate students to monologue and dialogical statements, serve as the basis for the development of speech-thinking activity of schoolchildren, and contribute to the development of both preparatory and non-preparatory speech.
LIST OF USED LITERATURE
- Artemov V.A. Psychology of teaching foreign languages. - M .: Education, 1969 .-- 276 p.
- Bim I.L. Methods of teaching foreign languages as a science and problems of a school textbook: Experience of system-structural description. - M .: Russian language, 1977 .-- 288 p.
- Bim I.L. Theory and Practice of Teaching German in Secondary School: Problems and Prospects: Uch. pos. - M .: Education, 1988 .-- 254 p.
- Bim I.L. Schritte I ... - M .: Education, 2001 .-- 120 p.
- Bim I.L. Schritte II ... - M .: Education, 2001 .-- 128 p.
- Bim I.L. Schritte III ... - M .: Education, 2001 .-- 122 p.
- Bim I. L. Schritte IV ... - M .: Education, 2001 .-- 125 p.
- Questions of control over the foreign language learning of students: Methodical manual / R.S. Alpatova, M.Z. Biboletova, I.L. Beam and others; Ed. A.A. Mirolyubov. - Obninsk: Title, 1999 .-- 79 p.
- 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.
- Galskova N.D. and etc.Das lustige bei uns zu Gast. - M .: Education, 1993 .-- 64 p.
- Galskova N.D. Modern methods of teaching a foreign language. - M .: Arkti-Glasa, 2000 .-- 301 p.
- Galskova N.D. Theory of teaching foreign languages: Linguodidactics and methodology: Uch. pos. - M .: Academy, 2004 .-- 333 p.
- Elukhina N.V. Overcoming the main difficulties of understanding a foreign language by ear as a condition for the formation of the ability to communicate orally. - 1996. - No. 4. - P. 23 - 29.
- Zhinkin N.I. Mechanisms of speech. - M .: Academy of Pedagogical Sciences, 1958 .-- 369 p.
- The communicativeness of teaching - into the practice of the school: From work experience. Teacher's book: Sat. Art. / Ed. E.I. Passova. - M .: Education, 1985 .-- 126 p.
- A.I. Khreshchanovskaya Rätsel album ... - M .: Education, 1969 .-- 151 p.
- Kuritsyn V. M. Deutsch mit Freude. - Shuya, 1993 .-- 274 p.
- Lado R. Teaching a foreign language // Methods of teaching foreign languages abroad. - M .: Progress, 1967 .-- S. 50 - 67.
- A. A. Leontiev General method of teaching a foreign language. - M .: Russian language, 1991 .-- 361 p.
- Markova A.K. Formation of motivation for learning at school age. - M .: Education, 1983 .-- 96 p.
- Maslyko E.A., Babinskaya P.K. and other Handbook of a foreign language teacher. - Minsk, 1999 .-- 373 p.
- Mirolyubov A.A. Cultural orientation in teaching foreign languages // IYASh. - 2001. - No. 5. - P. 14 - 19.
- Nikonova O.N. Phonetics of the German language: Uch. - 2nd ed., Rev. and add. - M .: Publishing house of literature on foreign. yaz., 1948 .-- 250 p.
- E.I. Passov Fundamentals of methods of teaching foreign languages. - M .: Russian language, 1977 .-- 213 p.
- E.I. Passov A communicative method of teaching foreign language speaking. - 2nd ed. - M .: Education, 1991 .-- 222 p.
- E.I. Passov Communication education concept program. - M .: Education, 2000 .-- 185 p.
- Pirkhavka N.E., Kondratyeva T.V. From the experience of working with authentic poems in French lessons // IYASH. - 1991. - No. 1. - P. 10 - 18.
- Rakhmanov I.V. Some theoretical questions methods of teaching a foreign language in secondary school. - M .: Russian language, 1991 .-- 274 p.
- Rogova G.V. Methods of teaching foreign languages in secondary school / G.V. Rogov; F.M. Rabinovich; THOSE. Sakharov. - M .: Education, 1991 .-- 285 p.
- Selivanova N.A. Objectives and content of the program of the course "Fiction of France" in 7-11 grades of schools with in-depth study of the French language // IYaSh. - 1994. - No. 5. - P. 24 - 32.
- Sokolov A.N. Internal speech in the study of a foreign language // Questions of psychology. - 1960 - No. 5. - P. 37 - 46.
- L.V. Shcherba Phonetics of the French language. Essay on French pronunciation in comparison with Russian: Uch. pos. - 4th ed. rev. and extended. - M .: Publishing house of literature on foreign. yaz., 1953 .-- 312 p.
- Yakovleva L.N. Deutsche Literatur ... - M .: Education, 1996 .-- 278 p.
- Yatskovskaya G.V. Kamenetskaya N.P. Reading book for the German language textbook for grade 3 schools with in-depth study of the German language. - M .: Education, 1993 .-- 61 p.
- Yatskovskaya G.V., Kamenetskaya N.P. Deutsch III ... - M .: Education, 1993 .-- 254 p.
1 Rakhmanov I.V. Some theoretical questions of the methodology of teaching a foreign language in secondary school. - M .: Russian language, 1991 .-- P. 44.
2 The communicativeness of teaching - into the practice of the school: From work experience. Teacher's book: Sat. Art. / Ed. E.I. Passova. - M .: Education, 1985 .-- P. 34.
3 Mirolyubov A.A. Cultural orientation in teaching foreign languages // IYASh. - 2001. - No. 5. - P. 14.
4 Markova A.K. Formation of motivation for learning at school age. - M .: Education, 1983 .-- S. 21.
5 Nikonova O.N. Phonetics of the German language: Uch. - 2nd ed., Rev. and add. - M .: Publishing house of literature on foreign. yaz., 1948 .-- S. 10.
6 Rakhmanov I.V. Some theoretical questions of the methodology of teaching a foreign language in secondary school. - M .: Russian language, 1991. - P. 62.
7 Experimental Phonetics and Psychology of Speech: Proceedings of the Laboratory of Experimental Phonetics and Psychology of Speech / Ed. V.A. Artemova. - M .: Publishing house of Moscow. University, 1954 .-- 317 p.
8 Bim I.L. Methods of teaching foreign languages as a science and problems of a school textbook: Experience of system-structural description. - M .: Russian language, 1977 .-- S. 43.
9 E.I. Passov Fundamentals of methods of teaching foreign languages. - M .: Russian language, 1977 .-- P. 51.
10 Bim I.L. Schritte II. - M .: Education, 2001 .-- P. 29.
11 Artemov V.A. Psychology of teaching foreign languages. - M .: Education, 1969 .-- P. 69.
12 Sokolov A.N. Internal speech in the study of a foreign language // Questions of psychology. - 1960 - No. 5. - P. 39.
13 Zhinkin N.I. Mechanisms of speech. - M .: Academy of Pedagogical Sciences, 1958 .-- P. 70.
14 Yakovleva L.N. Deutsche Literatur. - M .: Education, 1996 .-- S. 59.
15 Galskova N.D. Modern methods of teaching a foreign language. - M .: Arkti-Glasa, 2000 .-- P. 23.
16 Artemov V.A. Psychology of teaching foreign languages. - M .: Education, 1969 .-- P. 61.
17 Selivanova N.A. Objectives and content of the program of the course "Fiction of France" in 7-11 grades of schools with in-depth study of the French language // IYaSh. - 1994. - No. 5. - P. 24.
18 E.I. Passov A communicative method of teaching foreign language speaking. - 2nd ed. - M .: Education, 1991 .-- S. 103.
20 E.I. Passov A communicative method of teaching foreign language speaking. - 2nd ed. - M .: Education, 1991 .-- P. 45.
21 Rogova G.V. Methods of teaching foreign languages in secondary school / G.V. Rogov; F.M. Rabinovich; THOSE. Sakharov. - M .: Education, 1991 .-- S. 121.
22 Markova A.K. Formation of motivation for learning at school age. - M .: Education, 1983 .-- S. 31.
23 Pirkhavka N.E., Kondratyeva T.V. From the experience of working with authentic poems in French lessons // IYASH. - 1991. - No. 1. - P. 13.
24 Artemov V.A. Psychology of teaching foreign languages. - M .: Education, 1969 .-- P. 51.
25 Markova A.K. Formation of motivation for learning at school age. - M .: Education, 1983 .-- S. 23.
26 Maslyko E.A., Babinskaya P.K. and other Handbook of a foreign language teacher. - Minsk, 1999 .-- S. 155.
27 E.I. Passov Fundamentals of methods of teaching foreign languages. - M .: Russian language, 1977 .-- P. 40.
28 Rogova G.V. Methods of teaching foreign languages in secondary school / G.V. Rogov; F.M. Rabinovich; THOSE. Sakharov. - M .: Education, 1991 .-- P. 62.
29 Rakhmanov I.V. Some theoretical questions of the methodology of teaching a foreign language in secondary school. - M .: Russian language, 1991 .-- P. 82.
30 Voronin L.G., Bogdanova I.I., Burlakov Yu.A. Formation of speech skills in teaching foreign languages // New research in ped. sciences. - 1966 .-- VI. - P. 51 - 64.
31 Lado R. Teaching a foreign language // Methods of teaching foreign languages abroad. - M .: Progress, 1967 .-- P. 58.
32 Zimnyaya I.A. Some psychological prerequisites for modeling speech activity in teaching a foreign language // Foreign languages in higher education. - M., 1964. - Issue. 3. - S. 18 - 28.
34 Rakhmanov I.V. Some theoretical questions of the methodology of teaching a foreign language in secondary school. - M .: Russian language, 1991 .-- S. 70.
35 Rakhmanov I.V. Some theoretical questions of the methodology of teaching a foreign language in secondary school. - M .: Russian language, 1991 .-- S. 71.
36 L.V. Shcherba Phonetics of the French language. Essay on French pronunciation in comparison with Russian: Uch. pos. - 4th ed. rev. and extended. - M .: Publishing house of literature on foreign. yaz., 1953 .-- S. 193.
37 Rakhmanov I.V. Some theoretical questions of the methodology of teaching a foreign language in secondary school. - M .: Russian language, 1991 .-- P. 72.
38 A.A. Leontiev General method of teaching a foreign language. - M .: Russian language, 1991 .-- P. 50.
39 Galskova N.D. Modern methods of teaching a foreign language. - M .: Arkti-Glasa, 2000 .-- P. 144.
40 Experimental Phonetics and Psychology of Speech: Proceedings of the Laboratory of Experimental Phonetics and Psychology of Speech / Ed. V.A. Artemova. - M .: Publishing house of Moscow. University, 1954 .-- S. 42.
42 Nikonova O.N. Phonetics of the German language: Uch. - 2nd ed., Rev. and add. - M .: Publishing house of literature on foreign. yaz., 1948 .-- S. 8.
43 Maslyko E.A., Babinskaya P.K. and other Handbook of a foreign language teacher. - Minsk, 1999 .-- S. 120.
44 Kuritsyn V.M. Deutsch mit Freude. - Shuya, 1993 .-- S. 24.
45 Galskova N.D. Theory of teaching foreign languages: Linguodidactics and methodology: Uch. pos. - M .: Academy, 2004 .-- S. 103.
46 Nikonova O.N. Phonetics of the German language: Uch. - 2nd ed., Rev. and add. - M .: Publishing house of literature on foreign. yaz., 1948 .-- P. 14.
47 Voronin L.G., Bogdanova I.I., Burlakov Yu.A. Formation of speech skills in teaching foreign languages // New research in ped. sciences. - 1966 .-- VI. - P. 54.
48 Bim I.L. Theory and Practice of Teaching German in Secondary School: Problems and Prospects: Uch. pos. - M .: Education, 1988 .-- S. 32.
49 E.I. Passov Fundamentals of methods of teaching foreign languages. - M .: Russian language, 1977 .-- P. 104.
50 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.
51 Pirkhavka N.E., Kondratyeva T.V. From the experience of working with authentic poems in French lessons // IYASH. - 1991. - No. 1. - P. 12.
52 Yatskovskaya G.V. Kamenetskaya N.P. Reading book for the German language textbook for grade 3 schools with in-depth study of the German language. - M .: Education, 1993 .-- S. 7.
53 Pirkhavka N.E., Kondratyeva T.V. From the experience of working with authentic poems in French lessons // IYASH. - 1991. - No. 1. - P. 14.
54 E.I. Passov Communication education concept program. - M .: Education, 2000 .-- P. 34.
55 Rakhmanov I.V. Some theoretical questions of the methodology of teaching a foreign language in secondary school. - M .: Russian language, 1991 .-- P. 51.
56 E.I. Passov A communicative method of teaching foreign language speaking. - 2nd ed. - M .: Education, 1991 .-- P. 60.
57 Pirkhavka N.E., Kondratyeva T.V. From the experience of working with authentic poems in French lessons // IYASH. - 1991. - No. 1. - P. 12.
58 Bim I.L. Schritte I. - M .: Education, 2001 .-- P. 39.
59 Bim I.L. Schritte I. - M .: Education, 2001 .-- P. 37.
60 A.I. Khreshchanovskaya Rätselalbum. - M .: Education, 1969 .-- P. 29.
61 E.I. Passov A communicative method of teaching foreign language speaking. - 2nd ed. - M .: Education, 1991 .-- P. 72.
62 Maslyko E.A., Babinskaya P.K. and other Handbook of a foreign language teacher. - Minsk, 1999 .-- P. 72.
63 A.A. Leontiev General method of teaching a foreign language. - M .: Russian language, 1991 .-- P. 104.
64 Questions of control over the foreign language learning of students: Methodical manual / R.S. Alpatova, M.Z. Biboletova, I.L. Beam and others; Ed. A.A. Mirolyubov. - Obninsk: Title, 1999 .-- P. 24.
65 Questions of control over the foreign language learning of students: Methodical manual / R.S. Alpatova, M.Z. Biboletova, I.L. Beam and others; Ed. A.A. Mirolyubov. - Obninsk: Title, 1999 .-- P. 27.
Other similar works that may interest you. Wshm> |
|||
| 13268. | Using modern intensive teaching methods in German lessons | 74.72 KB | |
| The principle of visibility, expressing, in the main, the unity of the concrete and the abstract, is closely connected with the consciousness of the assimilation of knowledge, is implemented with the active thinking of students, especially at the stage of transition from the concrete to the abstract, and, conversely, from the abstract to the concrete. The principle of an individual approach to students in a collective learning environment involves the inclusion of each student in the learning process. At the same time, the level of activity will depend on taking into account the real educational capabilities of schoolchildren. | |||
| 6415. | Problems of current legislation and law enforcement practice of using the capabilities of the polygraph in the criminal process of the Russian Federation | 114.88 KB | |
| Legal aspects of the use of photo, audio and video recording in the production of investigative actions. Nowadays, audio and video recordings are widespread. There is a growing number of cases when audio and video recordings are presented to the court as a source of evidentiary information. | |||
| 18081. | Expanding the possibilities of traditional forms of education through the use of distance learning technologies | 178.19 KB | |
| In modern economic conditions, a number of serious problems have arisen for higher vocational schools associated with a sharp increase in demand for education, which significantly exceeds the capabilities of universities and the need to maintain the quality of education with an increasing volume and complication of knowledge. The development of information and communication infrastructure in the Republic has created real preconditions for the use of distance learning technologies. For this, continuous monitoring of the current level of knowledge of students in the region is organized with the obligatory ... | |||
| 1636. | The role of reading in the process of teaching speech communication in English lessons in high school | 189.01 KB | |
| The role of reading in the process of teaching speech communication in English lessons in high school. 6 The role and place of reading in teaching foreign languages. Types of reading exercises. They continue to improve the reading technique, get acquainted with the rules for reading some letter combinations er ou w ow, etc. | |||
| 16056. | Features of the use of the project method in the pedagogical process of teaching a foreign language | 61.78 KB | |
| The development of the educational process in a modern school shows that such methods are in demand in teaching that not only form skills, but competencies, that is, skills directly associated with practical activity. | |||
| 5538. | Formation of cognitive ECD based on the use of modeling techniques in the process of learning problem solving | 263 KB | |
| Data from studying the level of ability to solve arithmetic problems based on the results of the first technique at the ascertaining stage. Data from studying the level of ability to solve arithmetic problems based on the results of the second technique at the ascertaining stage ... | |||
| 11488. | Study of modern teaching models and the possibility of their application in the process of studying geography | 50.44 KB | |
| Among them, such as the definition in the content of the subject of the correlation of facts and theoretical positions, the problem of integrating a branched system of geographical knowledge, the implementation in the content of the subject of the regional approach, updating the methods of means and forms of organizing education. Renewal of the education of the younger generation requires the use of non-traditional methods and forms of teaching organization. It is impossible to rely only on the explanatory-illustrative and reproductive methods that are widespread in teaching practice ... | |||
| 13271. | Improving phonetic skills based on the use of poems in the university | 48.85 KB | |
| Consider the linguistic and psychological characteristics of phonetic skills. Give a description of the poems. Present the psychological characteristics of students. Consider the methodological features of improving phonetic skills based on poems in German lessons. 5. Present the criteria for student assessment. | |||
| 12713. | The study of the peculiarities of the formation of the mental activity of preschoolers with intellectual disabilities in the process of using didactic games. | 82.97 KB | |
| Organization and content of pedagogical research on the identification and development of visual-effective thinking in younger children preschool age with impaired intelligence through the use of games. Methods for the study of visual-effective thinking in children of primary preschool age with intellectual disabilities and the results ... | |||
| 3537. | Answers to the textbook Zavyalova. Practical course of the German language. For beginners | 313.77 KB | |
| Absolutely all exercises for the lessons are done here: The main and additional texts, business vocabulary have been translated. (So far, the translation is only in Russian, but Ukrainian is also planned) Exercises, creative tasks for drawing up dialogues, texts for given words have been done. Essays on the topic have been written. (Essays at the end of each lesson. Not all for now, but they are updated regularly, check back often. As soon as I finish working on all the lessons online, I will put the essays on a separate page). | |||
6. Passov E.I., Kuzovlev V.P., Tsarkova V. B. Foreign language teacher: Mastery and personality. - M .: Education, 1993.
7. Shchukin A.N. Methods of teaching Russian as a foreign language. - M .: Higher school, 2003.
I.B. Smirnov *
TAKING INTO ACCOUNT THE TYPOLOGICAL FEATURES OF THE PHONETIC SYSTEMS OF THE GERMAN AND RUSSIAN LANGUAGES IN THE FORMATION OF PHONETIC SKILLS AT THE BEGINNING
STAGE OF LEARNING
Key words: analytical and imitative learning method, vowel sounds, diphthongs, longitude and brevity of vowels, interference, intonation, transfer, pronunciation, pronunciation, consonants, hard attack, phonetic charging, phonetic system, phonetic skills, word stress, phrasal stress
The article deals with the formation of phonetic skills at the initial stage of teaching the German language, for methodological purposes, the features of the phonetic system of the German language are analyzed in comparison with the Russian pronunciation system for more effective organization of phonetic exercises in German lessons.
The article is devoted to the problems of forming phonetic skills at the initial stage of training German and considers specific features of German phonetic system in comparison with the pronounciational system of Russian from methodical viewpoint to reach more effective organization of phonetic exercises at the German lessons.
* Smirnov Igor Borisovich, Candidate of Pedagogical Sciences, Leningrad State University them. A.S. Pushkin.
1. The role and place of phonetic charging in training sessions on
foreign language
The formation of the pronunciation skills of students is one of the fundamental tasks of the initial stage of training. The attitude to phonetic skills and methods of their formation has always been considered in domestic methodological science and pedagogical practice with great reverence, especially at a time when the means for their formation were significantly limited by the rather constrained financial situation of educational institutions and the technical capabilities of publishing houses, which mostly produced only background materials. ... However, the place of the gramophone record or tape recording was always clearly determined by the teacher in planning the course of the lesson and found a worthy implementation during the phonetic exercise. Teaching kits for a foreign language of the 60s-80s of the last century offered poems, rhymes, sayings, children's songs in an educational book for students and in gramophone records. Due to the fact that modern teaching materials provide the teacher with complete freedom in planning and selecting educational material for a lesson, phonetic exercises sometimes fall out of the teacher's field of vision. Teachers are concerned, first of all, with the volume of the lexicogrammatical lesson material and believe that priorities should be aimed at the development of students 'oral speech, and not at entertaining phonetic exercises, the material of which is rarely used in the students' speech in the future. There is a very widespread point of view among teachers of foreign languages, according to which, with the communicative method of teaching, it is completely in vain to artificially form phonetic skills outside the speech situation. During special phonetic exercises, students try to pronounce correctly
sounds and pay attention to intonation, but as soon as they move on to speech exercises or begin to speak freely in the lesson in the proposed communicative situations, their attention to the phonetic design of the utterance fades into the background. Of course, the core of the communicative teaching method is the teaching of communication in communication. According to N.I. Gez, "mastering the phonetic side of speech is not an end in itself, it obeys the needs and tasks of verbal communication and develops in close connection with teaching listening, speaking, reading and writing while simultaneously developing lexical and grammatical skills." The communicative method of teaching a foreign language assumes the presence of a speech pattern in the lesson, which also acts as a pronunciation pattern for students during educational speech communication. In addition, the teacher's speech should also act as a pronunciation model for students. Imitativeness in pronunciation plays a really big role, however, at the initial stage of learning, in the absence of a linguistic environment for constant communication in a foreign language, the conscious assimilation of the features of the phonetic structure of the foreign language being studied should be constantly in the field of view of the teacher. And if in his activities the teacher will go not only by imitating the formation of phonetic skills in students, but also by analytical-simulation, then in this case the students will know the peculiarities of the formation of foreign language sounds, take them into account when pronouncing and, thus, form their own mechanism for controlling the correct pronunciation. corresponding to the literary norm of the target language.
The formation of a phonetic skill is associated with training in the perception of a phonetic image, its identification, internal
speaking and playing. Therefore, the formation of phonetic skills is impossible without the simultaneous formation of auditory skills. Perception and identification of foreign language material, internal pronunciation of what was heard is an important link in the formation of pronunciation skills at the initial stage of training.
Of great importance for the formation of a phonetic skill is the use of sound, sound combinations, words in various substitutions, since the phonemic, lexical environment, phrasal stress not only leave a significant imprint on the phonetic image of a linguistic unit, but sometimes change its semantic meaning. The phoneme exists in different versions, which is necessary to know for its identification when perceiving it by ear and when it is adequately reproduced in oral speech. So, the more often the student encounters the trained sounds in different environments, the more often he perceives them in different contexts, the sharper his phonemic hearing becomes, the richer the auditory experience, the more perfect the technical side of pronunciation, which brings the student of a foreign language closer to the authentic design of his own speech utterance.
The formation of students' phonetic skills should be systematically and systematically performed at each lesson phonetic exercises. The place of phonetic exercise was given in the traditional Russian methodology at the very beginning of the lesson, immediately after the organizational moment and speech exercise, or before it. In fact, this position is justified, since phonetic charging is designed to tune the students' speech apparatus to the pronunciation system of a foreign language, its articulatory basis, and it is better to do this at the very beginning of the lesson. Should nevertheless
to clarify that phonetic charging should find its place in the structure of the lesson in accordance with the logic of its conduct and not fall out of its general thematic, methodological and didactic outline. Therefore, at the initial stage of learning in the structure of the lesson, there can be as many phonetic exercises and exercises as is required to complete the tasks of a particular lesson, and their location and sequence are consistent with the logic of the development of the storyline of the training lesson.
The types of phonetic charging are determined by the object of the formation of the pronunciation skill: whether at this stage the pronunciation skills of a separate sound, individual lexical units, phrasal units, various types of sentences for the purpose of a communicative utterance or complex formation of phonetic skills based on a whole text are formed.
2. Formation of phonemic speech hearing and pronunciation skills of individual sounds
When forming the phonetic skills of pronouncing certain sounds of the German language, it is necessary to build on the comparative typology of the sound systems of the German and Russian languages.
In the consonant system, the apparent identity in the pronunciation of consonants contributes to phonetic errors and incorrect pronunciation, which leads to the emergence of a strong accent, which makes it difficult to communicate with representatives of German-speaking countries. It is widely believed that the pronunciation of German sounds is not much different from the pronunciation of the sounds of the Russian language. The differences are, in fact, so subtle that
just this fact is a stumbling block on the way of mastering the phonetic system of the German language.
Pronunciation of German consonants is always accompanied by muscular tension of the vocal apparatus, which is expressed in strong aspiration of voiceless fricative and plosive consonants [p], [t], [k], moreover, both at the beginning of a word before stressed vowels, and at its end or even in the middle the words:
gesund Gesundheit
On the other hand, the German pronunciation system is characterized by stunning voiced consonants, which distinguishes it from the Russian pronunciation system. Therefore, the German consonants [b], [g], [d], [w], although they are considered voiced, are pronounced, however, with a certain degree of stunning and are called semi-voiced:
* binden * Buch * Ausdruck * sein * ausgeben
Specific to the German phonetic system is the impossibility for Germans to pronounce the sound [x] at the beginning of a word. Hence the well-known [karacho] in the German version. Therefore, special attention should be paid to pronouncing the following words with the sound [k] at the beginning of a word: Chaos, chaotisch, Charakter,
charakterisieren, charakteristisch, charakterlos, Chor, Christ, Christus, Christbaum, Christkind, christlich, Chrom, Chronik, chronisch.
Quite often, teachers pay special attention to the pronunciation of the sound [r], which is essentially unjustified, since in German there are three options for pronouncing this sound on equal terms: vibrant [r], uvular [R] and front-lingual variant corresponding to Russian
sound [p]. It is important, however, to teach students the correct pronunciation of this sound at the end of a word after long vowels and in unstressed syllables, when [r] is vocalized and hardly pronounced: der, her, Meer, wir, hier, vergessen, Person, werden, länger, etc. .d. It is the pronunciation of the sound [r] in this position that creates the strongest accent (cf.).
A great difficulty for students is pronouncing the slit [хь] in position after closed vowels, diphthongs, as well as [r], [l]: mich, dich, weich, Teich, Teilchen, heucheln, horchen, gehorchen, as well as before closed vowels : Chemie, Chemikalie, chemisch.
When mastering the consonant system of the German language, it is worth paying attention to the activity of participation of uvula in pronouncing such consonants as [r] and [x]:
verkrustet verachten
The system of German vowels differs significantly from the Russian one. And first of all, the fact that in German there are both short and long vowels. They are also present in the Russian language, however, the opposition between longitude and brevity does not play a meaningful role in Russian. In the German language, on this basis, a meaningful distinction of lexical units occurs:
er legte (he put) - er leckte [e] (he licked)
Saat (sowing) - satt [a] (full)
sag (say!) - Sack [a] (bag)
Weg (path) - weg [e] (away)
Staat (state) - Stadt [a] (city)
Mastering the system of long and short vowels is a long and painstaking business, complicated by phonetic interference. In our opinion, the conscious assimilation of differences in the system of German and Russian vowels, constant training and a system in the work of a teacher can lead to the formation of strong phonetic skills for the correct pronunciation of German vowels.
German vowels differ in the degree of openness / closeness: long vowels are closed, and short vowels are open:
ihn - in Beet - Bett fühlen - füllen
The umlauated vowels are of great difficulty for Russian-speaking students: [y] (fünf), (Übung), (könnte), (schön), [E] (Bär). Great attention should be paid to practicing the pronunciation of these vowel sounds, since it is they that create a strong speaker's accent.
Particular attention should be paid to the formation of the skill of pronouncing three sounds, which in Russian corresponds to only one [e]: closed (See, Tee), middle [E] (treffen) and open (Mädchen). In addition, in German there is the so-called Murmel -e [E], a reduced sound in unstressed syllables, which, as a rule, is pronounced indistinctly or not at all. Moreover, all types above the specified sound [e], as well as other unstressed vowels, can undergo such a reduction:
Matte reisen
Wohin gehst du?
A phenomenon that is completely absent in Russian is a hard attack (Knacklaut) when pronouncing a German vowel at the beginning of a word or syllable that begins with a vowel. We have already talked about the tension when pronouncing consonants. The same diaphragm tension is also characteristic when pronouncing vowels at the beginning of a word, which creates a specific sounding of German speech and does not allow syllables and words to merge, which distinguishes German from both English and French:
Anfang be | obachten
Ilse Nebenkosten | abrechnung
Untergang Weltanschauung
über | all geantwortet
Another complex phenomenon for the Russian ear is diphthongs, which do not exist in the Russian language as independent phonemes. Although vowel diphthongoidness is quite common in the pronunciation practice of Russians, German complex vowels are difficult because they are pronounced not as two sequentially sounding separate sounds, but as a single coherent whole of two vowels in one syllable. The first part of the diphthong smoothly turns into the second:
Laufen, auch, Bauch Ei, kein, meinen heute, Beutel, träumen Thus, the most complex sounds of the pronunciation system of the German language, identified in the process of comparison with the pronunciation system of the Russian language, become the material for phonetic charging. The training of these sounds and phonetic phenomena occurs separately, in
special exercises, as well as in words and phrases, as well as in coherent texts: rhymes, poems, tongue twisters,
proverbs, sayings, songs. It is important that all types of sound training - from knowing the features of its articulation to recognizing its variants in speech and the ability to pronounce it in different environments - find a natural place in the educational process.
3. Mastering verbal stress
German verbal stress is not fixed, in contrast to the Russian language. But, if in Russian, stress is characterized not only by freedom, but also by greater mobility, i.e. when the form of a word changes or during word formation, it can move (leg, legs, legs, feet, foot), then in a German word the stress, as a rule, has a so-called etymological character, i.e. it is attached to the root of the word and, when the word is changed or when one-root words are formed, retains its attachment to the root of the word, its semantics:
Freund, Freunde, freundlich, Freundschaft, freundschaftlich Most of the stressed are the first root syllables of German words. They remain stressed during word formation, when unstressed prefixes or suffixes are added to the word:
wohnen, Wohnung, bewohnen, Bewohner, wohnhaft However, there are words in German with stressed prefixes and suffixes. Therefore, it is very important to teach students to distinguish between percussion and non-percussion prefixes and suffixes.
When forming the phonetic image of German x words, it is important to learn that most of the suffixes of nouns and adjectives are unstressed:
Chen, -e, -el, -er, -heit, -ig, -in, -ing, -keit, -lein,
Ler, -ling, -ner, -nis, sal, -schaft, -tum, -ung -bar, - (e) n, -ern, -haft, -ig, -isch, -lich, -sam
Non-stressed prefixes found in verbs and nouns are:
be-, ge-, emp-, ent-, er-, ver-, zer-The miss- prefix can be both shock and unstressed. As the verb prefix miss- does not bear stress:
missbrauchen, missglücken, misslingen, misstrauen But if it is the second of the verb, it becomes stressed: missverstehen, missgestalten The prefix Miss- nouns and adjectives is stressed:
Missbrauch, Misserfolg, Missernte, Missverständnis,
Shock prefixes, which are derivational elements of a large number of verbs and nouns, are:
ab-, an-, auf-, aus-, bei-, ein-, her-, hin-, nach-, ur-, vor-
Both percussion and non-striking prefixes can be durch-, hinter-, über-, um-, unter-, wieder-, wider-The prefix un-, as a rule, bears stress: unangenehm, unartig, Unrecht, Unsinn, but stress can fluctuate (two options are possible):
unmenschlich, unmöglich, unsterblich,
untröstlich, unübersehbar, unübertroffen, ununterbrochen, unwillkürlich, unverzeihlich, unwiderstehlich
syllables. In this case, the stronger - the main - stress is borne by the first part of the complex word (the defining word), and the second part (the defined word) is the secondary stress:
There are, however, derivational models of word composition, in which the second element bears the main stress:
W W W g W W g W W g W W
Jahr hundert, Jahr zehnt, Jahr tausend, Lebe wohl,
Dreiund zwanzig, vierund dreißig
hi naus, he rein, wo hin
4. Mastering phrasal stress
Phrasal (logical) stress is associated with the semantic load of the sentence: information that is most relevant to the speaker is highlighted by means of phrasal stress, i.e. linguistic units that express it bear not only verbal, but also a strong - second - phrasal stress. As a rule, such members of the sentence take place either at the beginning of the sentence, or at the end or near the end of the sentence.
Ungenügend hat er gekriegt.
"Gut hat er das gemacht.
Jetzt will ich das nicht machen.
Er will einen "Brief schreiben.
Er hat die Sache "vollkommen abgeschlossen.
A feature of the German sentence is the unstressed pronunciation of official words: articles, prepositions, conjunctions,
auxiliary verbs and negative particle nicht. However, they can carry on themselves phrasal (logical) stress if this fulfills the intentional task of the speaker:
"Nimm dich in acht!", Fuhr sie mich an. “Du bist nun mal nicht wie andere Mädchen. Du bist eine Tänzerin. Ich habe es dir immer schon gesagt: Karriere oder Liebe. Ein Und gibt es nicht ".
"Es führen eben viele Wege nach Rom!", Erklärte sie mir. "Die eine schafft es mit Fleiß, und die andere ..." A word with a logical stress is the logical predicate or communicative center of a sentence. In principle, each member of the proposal can become, under certain conditions, the communication center of the proposal.
"Als meine Haare endlich den Farbton einer Marilyn Monroe angenommen hatten, grunzte meine Balettmeisterin zufrieden:" Das ist es! "
Phrasal stress is carried out by means of enhanced emphasis on the stressed syllable in a word that carries a semantic load in a sentence:
Er hat einen Mercedes.
Er hat einen Mercedes.
Er hat einen Mercedes.
Er hat einen Mercedes.
The stressed syllable of a word bearing phrasal stress is pronounced louder, slower and with a change in tone.
If several words in a sentence have the same semantic content - for example, in the case of a listing - then the very last word takes on the function of the communicative center of the sentence and carries phrasal stress:
Auf dem Tisch lagen Zeitungen, Zeitschriften und "" Bücher.
Thus, students must learn to understand the intentional task that the speaker sets himself in a certain communicative situation in order to adequately determine either the speaker's intentions when listening, or the ways of expressing their own communicative intentions when speaking.
5. Formation of the skill of intonational design of sentences of different types for the purpose of the statement
With the communicative-cognitive method of teaching, an involuntary (spontaneous) mastery of the basic syntactic models of sentences occurs. At the initial stage of training, students get acquainted with the intonation design of the main types of sentences for the communicative purpose of the utterance: narrative, interrogative, exclamation and incentive sentences. Mastering the intonation pattern of a sentence in a foreign language presupposes repeated listening to different types of sentences, their imitation reproduction, as well as the correction of students' independent statements on the part of the teacher.
The mastery of intonational models of narrative, exclamation and incentive sentences occurs on the basis of transfer from the native language and, as a rule, does not present much difficulty for learners. German intonation patterns
the sentences are in many ways similar to the Russians. The existing differences are very subtle, which greatly complicates the perception and assimilation of the correct German intonation.
A feature of German intonation is a descending scale, in which the tone falls gradually, distributed stepwise over all stressed syllables. Unstressed syllables are adjacent to the preceding stressed syllables at the same level. In Russian, a descending scale is not found, unstressed syllables are usually located below the stressed ones, which determines a wider range of Russian speech and its melodious character.
The main difficulty for Russian-speaking students is the intonation model of an interrogative sentence with an interrogative word - intonation in a general question:
Wohin fährst du?
Woher "kommen Sie?
Wo "wohnen Sie dort?
When mastering it, the interfering influence of the native language acts, which consists in raising the tone at the end of a sentence, which is characteristic of the intonation of this type of sentence in Russian. In a German interrogative sentence without an interrogative word, the tone of the voice is lowered, for example:
Woh in gehen wir?
This model has all three elements of the intonation structure: pre-beat, core and off-beat. The tone movement in the core is ascending-descending, the drop in tone is steep and fast and reaches a low level. The pre-act lies in the neutral level, it can be either even or ascending. The input can be either flat or downward, its level is low. The prevalence of pretacts depends on the lexical content of the model.
Sentences of this type, in which the tone rises sharply when pronouncing the interrogative word, and then sharply decreases towards the end of the sentence, require repeated training in the formation of the skill of authentic intonational design of the interrogative sentence, which, among other things, should be the subject of phonetic charging in the classroom.
BIBLIOGRAPHY
1. Galskova N.D., Gez N.I. Theory of teaching foreign languages. Linguodidactics and methodology. - M .: Akademia, 2004.
2. Milyukova N.A., Nork O.A. Phonetics of the German language. - M .: Academy, 2004.
3. Baranova M.V. Improving oral and written speech using the original text of the novel by Diana Beata Helman "Two women": teaching method. allowance. - SPb: Leningrad State University im. A.S. Pushkin, 2006.
4. Uroeva R.M., Kuznetsova O.F. Handbook of phonetics and grammar of the German language (for 1 and 2 courses of correspondence departments and faculties). - M .: Higher school, 1972.
Teacher work system for use effective methods and methods of teaching the phonetics of the German language, ways of integrating phonetic exercises into the classroom
Exercises aimed at introducing new phonetic material
According to the technology of teaching the phonetic side of a foreign language speech, work on phonetics should be "hidden", therefore, at the initial stage of mastering a foreign language, when acquaintance with new phonetic phenomena is in progress, attitudes such as "We are working on phonetics" or "Today we are getting acquainted with a new sound. " For students, work on one or another linguistic phenomenon is a natural act of communication. And only at the end of the initial stage of learning FL is a gradual transition to the systematization of phonetic knowledge in a form acceptable for a student of primary school age
It is advisable to give phonetic exercises a playful character:
a) with the help of onomatopoeic games. For example, the sound [∫] - (die Schlange) - the snake hisses, [h] - (derHof) - blowing on a frozen palm, etc .;
b) speaking at different speeds, different voice strengths, different emotional colors of the voice;
c) speaking, accompanied by movement, claps of hands, etc.
It is not recommended to perform phonetic exercises based solely on the textbook. The child must not only pronounce correctly, but also recognize this or that phonetic phenomenon in the sounding speech of other people, since in elementary school the task is to form the phonemically correct pronunciation of sounds in the flow of speech and intonationally and rhythmically correct its design. Therefore, you can, for example, conduct a game "Catch the word", when the student listens to the words spoken by the teacher with long and short vowels and "catches" the "long / short" word with the appropriate movement. With the help of gestures and facial expressions, you can also explain individual sounds of the target language, resorting, as already mentioned, to a simple and understandable analysis for a given age.
Phonemes of the second group are the most complex, since interlingual interference is especially manifested here. When familiarizing with the sounds of this group, simple descriptions of articulation, comparison with the sounds of the native language, auditory differentiation of similar sounds in a foreign language, facial expressions and gestures are used. For example, the sound [e:] is pronounced as [e] in the word "these", the sound [e] - as an unstressed Russian [e] after [w] and [w], for example, in the word "cough".
Among the sounds of the third group, which have no analogues in their native language, there are those, the articulation of which is easy to show, for example, the sounds [d], [x], [s], and such sounds, which are practically impossible to show [œ], [ç] and etc.
When teaching the phonetic side of foreign language speech, each teacher should have at hand handbook on practical phonetics corresponding language. The analysis of phonemes contained in it cannot always be used at various stages of teaching the phonetic side of a foreign language speech, since in most cases it is addressed to the teacher, and not to the students. However, a repetition of the foundations of phonetic theory will allow a more correct approach to the formation of hearing-articulatory skills by predicting possible difficulties and determining ways to eliminate them.
Teaching the phonetic side of foreign language speech implies, as mentioned above, teaching students the intonation structures of both individual words and whole sentences. Intonation reflects the semantic and emotional-volitional side of the utterance and is manifested in successive changes in pitch, in the rhythm and tempo of speech, as well as in the general timbre of sound.
The form of inducement to a response speech action with the receipt of the required information generates an interrogative intonation. The expression of communicative intention in incentive sentences (demand, order, request, etc.) is carried out using exclamation intonation.
Thus, intonation is the main representative of the speaker's communicative intention and an indicator of communicative types of sentences.
Intonation is taught using phrases as the smallest units of information perception, dialogical unity and semantic pieces (mini-texts).
At the initial stage, mainly question-and-answer unity is used, at the advanced stages, other types of dialogical unity are also connected: a question-counter-question, a message and a question caused by it, a question and a message caused by it, a message and a message caused by it.
Summing up the above, we can conclude: for the effectiveness of the work on the introduction of new phonetic material in the lessons of foreign language, the teacher must adhere to the following methodical recommendations:
· To provide for the interaction of reception and reproduction in modeling training phonetic exercises;
· Pronounce sentences in a slightly slower pace;
Include verbal and non-verbal support in exercises
(phonograms, conducting, phonetic markup, tables,
hand movement, rhythm tapping, etc.);
· Allow two-time presentation of new phonetic material;
To carry out exercises on phrases, dialogical unity
and semantic pieces;
· To use in the classroom exercises using authentic phonetic material, accessible to children's understanding and developing regional geographic motivation.
Listening exercises
The number of types of phonetic exercises proper in listening is relatively small (the development of auditory skills is carried out when performing exercises in listening), and all of them are aimed primarily at the development of phonetic hearing and the establishment of differential features, studied or repeated (at the middle and senior levels) phonemes and intones.
Listening should be active, so it should always be accompanied by a task that concentrates the student's voluntary attention on a certain characteristic of a phoneme or intonem.
Exercises can only be performed by ear and using graphic support (printed text).
The following tasks can be cited as examples of the first exercises:
· Listen to a series of sounds / words, raise your hand when you hear a sound [...]; listen for pairs of sounds and raise your hand when both sounds of a pair are the same; listen to the sentence and tell me how many times there was a sound in it [...]; listen to sentences, raise your hand when you hear an interrogative (narrative, unfinished, etc.) sentence; listen to the sentences and determine how many syntagmas (bars, accents) are in each; etc.
Exercises performed with graphic support can be as follows:
· In a row of words (phrases, sentences), underline the one that is pronounced by the teacher / speaker, only one word / sentence is pronounced from each row; underline in the sentence / text the words that are stressed in the speech of the teacher / speaker; mark pauses in sentences / text that you hear with dashes; underline words where the teacher / speaker's voice rises, etc.
As you can see from the examples given, many exercises can be done with a tape recorder. The advantage of using a tape recorder is that it can be used to adjust the pace of work; thus, the natural conditions for the perception of sounding speech are reproduced (according to the majority of methodologists, all recordings from the very beginning should be given at the normal pace of oral speech).
However, it should be remembered that each new type of task is first performed based on the perception of the teacher's speech, and only after the students have successfully coped with it, you can proceed to similar exercises using phonograms.
Playback exercises
The effectiveness of this group of exercises included in the system of special training exercises used in teaching the phonetic side of foreign language speech in secondary educational institutions increases significantly if playback is preceded by listening to the sample, regardless of whether new material or repeats previously learned.
The material for these exercises is individual sounds, syllables, words, phrases, sentences. In our opinion, the following types of tasks performed by ear (without relying on printed text) are relevant:
· Pronounce sounds (syllables / words / combinations / sentences), paying attention to ... (a sign is indicated) following the teacher / speaker; remember the words containing the sound [...];
· Repeat the sentence, adding to it the word suggested by the teacher.
The same exercises can be performed with visual support. In addition, you can name the following:
· Place stress / pause in sentences and read them out loud;
· Read the sentences aloud, changing the intonation (logical stress);
· Read several sentences using the substitution table, keeping a single rhythmic and intonational pattern in them.
In addition to special exercises for setting, maintaining and improving the pronunciation of students, memorizing tongue twisters, rhymes, poems, dialogues, excerpts from prose and reading aloud excerpts from texts studied from the textbook are widely used. These types of work have two goals: to achieve, first, maximum correct pronunciation and, second, - its fluency. After that, the corresponding dialogue / excerpt or poem is set for memorization, but if the material was intended only for reading aloud, then the work is considered complete.
Reading aloud and memorizing by heart will only give tangible results if it achieves the most correct pronunciation each time. Therefore, it is recommended to select small excerpts (up to 10 - 12 lines), work with which must necessarily go through both stages.
A special place for the formation and development of skills to reproduce phonetic phenomena in speech is phonetic exercise... It can include several tasks of the above types, which are performed by students in chorus or individually at the command of the teacher: "Repeat after me, paying attention to the sound / stress / intonation" in turn. The duration of the phonetic charge is 3-5 minutes. Its content can be:
● individual sounds, words, phrases (selected in such a way that they are related to the lesson material);
● individual sounds, words and phrases that are most difficult to reproduce and have no analogues in the native language;
● dialogues, poems, rhymes, tongue twisters and songs that are learned in whole or in part and are repeated synchronously or following the speaker on a phonogram recorded on a phonogram or a teacher.
Phonetic exercises, as a rule, are carried out before reading a text or before performing an exercise in oral speech in order to remove phonetic difficulties and prevent phonetic errors.
Control of auditory-pronunciation skills is carried out when students perform speech exercises - in listening and with unprepared speaking or reading aloud in advance, as soon as in this case it is possible to objectively judge the degree of practical mastery of them.
In conclusion, we can state the following:
· A solid foundation for the phonetic base of the German language should be actively formed with the help of a methodically well-constructed system of special training exercises;
For the effectiveness of the process of forming phonetic skills, a teacher of a foreign language must use phonetic exercises, the purpose of which is to remove the appearance of possible phonetic difficulties (auditory, pronunciation, rhythmic-intonation) and to neutralize the influence of the sound environment in the native language;
· The use in the educational process of exercises for the restructuring of the articulatory apparatus from the Russian to a foreign one makes it possible to create and consolidate the images of words, according to which self-correction of students is carried out as according to standards;
The use of the given various exercises and interactive teaching methods in the teaching activity of the teacher not only allows to optimize the pedagogical process, but also has a positive impact on the formation and further development of phonetic skills and knowledge about the rules of articulation and intonation of foreign language speech, contributes to the development of normative pronunciation and the practical use of the acquired knowledge and skills in the educational foreign language communicative activity of students, provided that these exercises are used at each lesson of a foreign language in secondary educational institutions.
German language teacher
GUO "UPK Nachskiye nursery-kindergarten-secondary school" Spetelyun M.I.
Attachment 1
Phonetic exercises in German lessons:
When teaching a foreign language, games, proverbs, sayings, counting rhymes are very often used.
Readers - very valuable material for instilling the correct pronunciation. At school age, students have a highly developed imitative ability. Students imitate well, easily catch by ear, correctly produce sounds and intonation. Readers are usually used as speech phonetic exercises (Abzählreime).
1) Eins, zwei, drei, unddubistfrei.
2) Eins, zwei, drei, Butter in den Brei.
3) Eins, zwei, drei, alt ist nicht neu, neu ist nicht alt, warm ist nicht kalt.
4) Eins, zwei, drei, vier in die Schule gehen wir, in die Schule gehen wir, und bekommen "Fünf" und "Vier".
Tongue Twisters help in a relaxed manner to work out the pronunciation of individual consonants, especially those that are absent in Russian (Zungenbrecher).
Fischer Fritz fischt frische Fische.
Kurze Kleider, kleine Kappen kleiden kleinekrausköpfige Kinder. Zwischen zwei Steinen liegen zwei Schlangen und zischen dazwischen.
Die Katze tritt die Treppe herunter.
Esel fressen Nesseln nicht, Nesseln fressen Esel nicht.
Hans hackt heute Holz hinter Hoffmanns Haus.
Kritze - kratzi macht die Katze mit der Tatze.
Zehn Ziegen ziehen zehn Zentner Zucker zum Zug.
Selten esse ich Essig, ich esse Essig im Salat.
Learning riddles in poetic form is no less useful than memorizing poetry. Riddles provide memorization for a long time, enrich our speech (RÄTSEL)
1. Im Garten steht ein schönes Haus,
die Kinder gehen ein und aus,
sie lernen, singen, turnen hier.
Wie heißt das Haus? Wer sagt mir? (die Schule)
2. Ich habe vier Füße und kann nicht gehen, ich werde niemals müde und werde immer stehen. (der Tisch)
3. Beine habe ich und kann nicht gehen,
viele Menschen muss ich tragen in jedem Zimmer kannst du mich sehen? (der Stuhl)
4. Weich und rund, glatt und bunt, es springt hin, es springt her, dieses Rätsel ist nicht schwer! (der Ball)
1) Eins, zwei, drei, und du bist frei.
2) Eins, zwei, drei, Butter in den Brei.
3) Eins, zwei, drei, alt ist nicht neu, neu ist nicht alt, warm ist nicht kalt.
4) Eins, zwei, drei, vier in die Schule gehen wir, in die Schule gehen wir, und bekommen "Fünf" und "Vier"
Fischer Fritz fischt frische Fische.
Die Katze tritt die Treppe herunter.
Esel fressen Nesseln nicht, Nesseln fressen Esel nicht.
Hans hackt heute Holz hinter Hoffmanns Haus.
Kritze - kratzi macht die Katze mit der Tatze.
Zehn Ziegen ziehen zehn Zentner Zucker zum Zug.
Pinke pank, die Puppe ist krank,
Sie liegt auf der bank
Pinke, panke, pu,
raus bist du.
Paul packt pausenlos Pakete.
Pakt Paul pausenlos Pakete.
Bis, Suppe, sagen, Maus, nass, Sommer, Hase, bist, Nase, heißen, gießen, Sand.
Each language has its own special sound system inherent only to it, which you need to get acquainted with, since a person who does not know the correct pronunciation will not be able to correctly perceive a foreign speech by ear and will not be able to be correctly understood. The German language, along with sounds peculiar only to it, has a number of sounds, the pronunciation of which practically coincides with the corresponding sounds of the Russian language.
In German 42 sounds, which are recorded using 26 letters Latin alphabet. Both in German and in Russian, vowels and consonants are distinguished. German has 15 simple vowel sounds, 3 complex two-vowel sounds (diphthongs) and 24 consonants.
German alphabet
Ha
upsilon
Additional German letters to the Latin alphabet:
a-umlaut
u-umlaut
o-umlaut
escet
Vowel sounds German languages have two characteristics:
1. At the beginning of a word or root, vowels are pronounced with a strong attack, reminiscent of a slight click, which gives German speech an abrupt sound that is not characteristic of the Russian language.
2.
Vowels are divided into long and short, which explains their greater number in comparison with the Russian language.
Long vowels pronounced more intensely than the vowels of the Russian language, and do not change their character during the entire duration of the sound. The consonant sound following a long vowel adjoins it freely, as if with a slight pause. When transmitting German sounds in Russian letters, the vowel length is indicated by a colon after the corresponding letter.
Short vowels pronounced more concisely than Russian vowels. The consonant sound following a short vowel is tightly adjacent to it, as if cutting it off.
Please update / change your browser if you have problems with the audio player below.
The length and brevity of vowels often have a meaningful meaning and determine the general character and rhythm of German speech:
| Stadt | state | city | - | Staat | state | the state |
| offen | about fan | open | - | Ofen | about: fan | stove |
Vowel pronounced long:
but. in an open syllable, i.e. a syllable ending in a vowel:
Vater f but: that
Leben l e:Ben
b. in a conditionally closed syllable, that is, a syllable that can be opened when the word changes:
Tag t but:to
Ta-ge t but: ge
In writing, the vowel length is indicated:
but. doubling the letter
Meer me: a
b. the letter h after the vowel
Uhr y: a
in. letter e after i
Sie si:
Vowel pronounced briefly if it is followed by a consonant or consonant group:
Consonant sounds German language have the following features:
but... they are pronounced more intensely than the corresponding Russian consonants;
b... German voiceless consonants p, t, k pronounced aspirated, especially at the end of a word;
in... German consonants, unlike the corresponding Russian consonants, never soften;
etc. in contrast to the Russian language, where a voiceless consonant becomes voiced under the influence of a voiced consonant following it (from is tunnel, but: from of at home), the opposite phenomenon occurs in German: a voiceless consonant partially deafens the next voiced one, remaining deaf (das Bad das bpa: t).
Stress in German falls, as a rule, on the root of a word or on a prefix, that is, on the first syllable. When you change a word, the stress does not change. The pronunciation of German words is conveyed in this manual in Russian letters without the use of generally accepted transcription signs. The transcription of the word and the stressed vowel are highlighted in different fonts. This transcription allows (with some exceptions) to pronounce German words and sentences quite correctly.
Please note that when you hover over the Russian transcription, the IPA transcription will be displayed. This is for especially advanced students, if you don't need it, use only Russian.
Pronunciation of German vowels
Sound indicated by letters but, aa, ah, pronounced like Russian but(long) in the word "brother" or but(short) in the word "beat": baden b but: Dan, Saal for: eh, Fahrt fa: at, Satz zats .
Sound indicated by letters ä , äh, pronounced like Russian eh in the word "era": Väter f e: that, wählen in e: linen , Männer m eh on the .
Sound indicated by letters i, ie, ih, pronounced like Russian and in the word "blue": mir mi: a, sieben s and: ben, Ihr and: a, Mitte m and te, Tisch quiet .
Sound indicated by letters e, her, eh, pronounced like Russian eh or e in the words "these", "believe", "measure": nehmen n e: maine, See ze:, gehen r e: en, Geld gelt, sechs zeks... In an unstressed final syllable (endings -en, -er), as well as in some consoles (for example: be-, ge- etc.) this sound is pronounced indistinctly and is similar to Russian eh in the word "must": fahren f but: ren, beginnen bag and nan .
However, especially attentive listeners may have noticed the overtones of the sound "and" in the words Leben and See. There is no such sound in either Russian or English, pay attention to it when listening to German speech. Pronounce it like Russian [e / e], and the position of the lips is the same as for [and]. You can also try to pronounce the diphthong [hey] without uttering the second part of the sound completely, i.e. the first part of the sound is [e / e], and the second [th], [th] is not pronounced just to the end. Let's listen again:
Sound indicated by letters oh, oh, oh, pronounced like Russian about(long) in the word "will" or about(short) in the word "clown": Oper about : na , ohne about : ne , Boot bo: t, Rolle R about le .
Sound indicated by letters u, uh, pronounced like Russian at in the word "I will": du do:, Uhr y: a, hundert x at ndat .
Sound indicated by letters ü, üh, is absent in Russian. It is pronounced like Russian Yu in the words "jury", "puree": führen f Yu: ren, fünf funf, Übung Yu: bun (g)... Having rounded the lips, as for [y], we pronounce [and]. Although in Russian transcription it will be designated as [yu], with the sound [yu] he not is an.
Sound indicated by letters ö, öh, is also absent in Russian. Having rounded the lips, as for [o], we pronounce [e]. Reminds Russian e : schön w ё: n, Söhne s e: ne, Löffel l e fel, öffnen e fnen ... Although in Russian transcription it will be designated as [ё], with the sound [ё] he not is an.
ei, ai, pronounced like Russian ah into the words "give": drei dry, Weise in but is .
Diphthong denoted by letters au, pronounced like Russian ay in the word "howitzer": blau bl but at, Faust f but mouth .
Diphthong denoted by letters eu, äu, pronounced like Russian Oh in the word "your": neu Noah, Нäuser x Oh per .
Pronunciation of German consonants
Many consonants of the German language are pronounced in almost the same way as the corresponding sounds of the Russian language: b b, p P, w in, f f, s c or s(before a vowel or between two vowels), k to, g r, n n, m m, z c.
Sound indicated by letters ch(after e, i, ö, ü and after l, m, n) pronounced like soft Russian hh in the word "chemistry": welche in eh lhe, richtig R and hush , manchmal m but nkhmal .
Sound represented by a letter h(at the beginning of a word or syllable) is pronounced as a noisy exhalation on the next vowel. In Russian, this sound is absent, however, it is enough to pronounce Russian [х] with a slight exhalation: halt halt, Herz herz .
Sound indicated by letters l, ll, pronounced as an average between soft Russian l(in the word "summer") and firm l(in the word "varnish"): Ball bal, alt alto .
Sound represented by a letter j, pronounced like Russian th before the corresponding vowels (for example: "tree", "pit", "south"): Jacke ya ke, jemand ye: mant .
Pronunciation R r
A consonant denoted by a letter r, can also sound like a vowel sound close to the Russian sound but.
- After long vowels (with the exception of the long "a") in stressed and unstressed syllables that are final, for example:
Faktor f but who: a, wir in and:but, Klavier clav and:but, Natur nat at:but .There may be exceptions:
Haar ha: p, Ha: ; Bart Bart, ba: at ; Arzt arct, a: ct ; Quark quark, kva: k ; Quarz quartz, kva: c ; Harz harz - In unstressed prefixes: er-, her-, ver-, zer-, for example:
erfahren eaf but: ren , verbringen fabre and: n (g) en , zerstampfen tseasht but mpfeng , hervor haaf about:but . - In the final unstressed - er, as well as when consonants follow it, for example:
Vater f but that, immer and: ma, besser b eh: sa, anders but ndas, Kindern to and ndan, auf Wiedersehen auf in and: daze: en .
In other cases, it is pronounced as a consonant sound. There are three types of pronunciation of the consonant sound "r" (the 2nd variant is now more common):
- If you touch your fingers at the base of your neck and try to pronounce "r" so that you can feel it with your fingertips, you get the first "r".
- If, while pronouncing "g", try to continue the sound ("gggggg..r .."), you get the second sound ("roar of the tiger").
- The sound pronounced with the tip of the tongue is thus "Russian" "r".
Remember the rules for reading some letter combinations:
ch after a, o, u reads like Russian x: Buch bu: x, Fach fah; after all other vowels, as well as after l, m, n reads as hh: recht rekht, wichtig in and hush , Milch milch .
chs and also the letter x, read like Russian cop: wechseln in eh xeln .
ck reads like Russian to: Stück stuck, Ecke eh ke .
sch reads like Russian w: Schuh shu:, waschen in but: sheng .
st PC: Stelle PC eh le .
sp read at the beginning of a word or root as Russian shp: Spiel spire, sprechen sprechen .
tz reads like Russian c: Platz parade ground, sitzen s and tseng .
ng reads like ... English sound [ŋ]. The dorsum of the tongue closes with the lowered soft palate, and air flows through the nasal cavity. In order to achieve the desired position of the organs of speech, you can inhale through your nose with your mouth wide open, then make the sound [ŋ], exhaling air through your nose. In Russian transcription we will denote as n (r) since r there it is still sometimes pronounced, as in the first word: Übung Yu: bung, verbringen fabre and: n (g) en , Ding din (g)... Also this sound is in combination nk: Bank baŋk, links lix, tanken t butŋken .
From letter to sound
| German alphabet letters | Russian transcription |
Examples of | |
| a, aa, ah | but: | Rat | pa: t |
| Saat | for: t | ||
| fahren | f but: ren | ||
| but | but | wann | van |
| ä, äh | e: | spät | espe: t |
| zählen | c eh:linen | ||
| ai | ah | Mai | May |
| au | ay | auch | but uh |
| äu | Oh | Häuser | x about yza |
| b, bb | b | bitte | b and te |
| Ebbe | eh bae | ||
| (at the end of a word) | P | ab | ap |
| from | to | Café | cafe e: |
| ch (after a, o, u) | x | Nacht | nacht |
| (after the rest of the vowels and after l, m, n) | hh | ich | them |
| chs | cop | sechs | zeks |
| ck | to | wecken | in eh ken |
| d, dd | d | dort | dort |
| Kladde | cl but te | ||
| (at the end of a word) | t | bald | balt |
| dt | t | Stadt | state |
| e, her, eh | e :, e: | er | e: a |
| e: (and) | Tee | those: (and) | |
| gehen | ge: en | ||
| e | eh | etwas | eh twas |
| diese | d and: ze | ||
| ei | ah | mein | mine |
| eu | Oh | neun | noyne |
| f ff | f | frei | fry |
| Schiff | cipher | ||
| g, gg | r | gut | gu: t |
| Flagge | fl but ge | ||
| (at the end of a word) | to | Tag | So |
| (in the -ig suffix) | hh | zwanzig | color but ntsikh |
| h (at the beginning of a word and syllable) | x | haben | x but: ben |
| behalten | bah but lten | ||
| (not read after vowels) | sehen | s e: en | |
| i, ie, ih | and: | wir | vi: a |
| sieben | s and: ben | ||
| Ihnen | and: nen | ||
| i | and | Zimmer | c and ma |
| j | th | Jahr | th but: |
| k | to | Kind | quint |
| l, ll | eh | elf | elf |
| Halle | x but le | ||
| m, mm | m | machen | m but heng |
| kommen | to about maine | ||
| n, nn | n | Name | n but: mee |
| dann | Dan | ||
| ng | n (r) | Ding | din (g) |
| o, oo, oh | about: | oben | about: ben |
| Boot | bo: t | ||
| Ohr | about: a | ||
| o | about | noch | noh |
| ö, öh | "e:" | Möbel | m ё: belle |
| Söhne | s ё: ne | ||
| Öl | ё: eh | ||
| ö | "yo" | zwölf | zwölf |
| öffnen | and about: fnen | ||
| p, pp | P | parken | P but rken |
| knapp | knap | ||
| Pf | pf | Pfennig | pfenich |
| qu | sq. | Qualität | qualifies e: t |
| r, rh | R | Arbeiter | but rbyte |
| Rhein | R but yn(Rhine) | ||
| r | but | wir | in and:but |
| erfahren | eaf but: ren | ||
| Vater | f but that | ||
| s (before vowels or between vowels) | s | sagen | s but: gen |
| unser | at nza | ||
| Käse | to eh: ze | ||
| (at the end of a word) | from | das | das |
| ss, ß | from | lassen | l but sen |
| Fuß | fu: s | ||
| sch | w | Schule | w at: le |
| sp | shp | sprechen | spr eh hyung |
| st | PC | stellen | PC eh linen |
| t, tt, th | t | Tisch | quiet |
| satt | zat | ||
| Theater | te but: that | ||
| tz | c | setzen | s eh tseng |
| u, uh | at: | Dusche | d at: she |
| Uhr | y: a | ||
| u | at | und | unt |
| ü, üh | "Yu:" | Tür | bye: a |
| führen | f Yu: ren | ||
| über | Yu: ba | ||
| ü | "Yu" | fünf | funf |
| üppig | Yu pikh | ||
| v (in German words) | f | vier | phi: a |
| (in foreign words) | in | Visite | visas and: te |
| November | new eh mba | ||
| w | in | Wagen | in but: gen |
| x | cop | Taxi | t but xi |
| y | "Yu:" | Lyrik | l Yu: rick |
| y | "Yu" | Zylinder | tsul and nda |
| z | c | zahlen | c but:linen |
