home-Hats-Signs of consonants. Basic acoustic features of speech sounds

Signs of consonants. Basic acoustic features of speech sounds

The classification of speech sounds is based on the acoustic and anatomical and physiological characteristics of sounds. The starting point is to divide all sounds into vowels and consonants. The totality of vowels forms vocalism, and the totality of consonants forms consonantism.

4. Signs that distinguish vowel sounds from consonants

1. The main difference between vowels and consonants is their role in syllable formation. A vowel sound always forms the top of a syllable and is a sonant; a consonant accompanies a sonant and is a consonant. 2. The articulatory difference between vowels and consonants consists of different tensions of the pronunciation apparatus and the absence or presence of a focus of formation. 3. During the formation of vowels, the voice dominates over noise, while during the formation of most consonants (with the exception of sonorants), the relationship is the opposite: noise dominates over the voice. The presence of two types of speech sounds (vowels and consonants), differing in articulation, forces a classification of vowels to be made separately from the classification of consonants.

5. Classification of vowel sounds.

The basis for the classification of vowels is the row and rise of the tongue, as well as the work of the lips. Articulatory vowels are distributed horizontally along the row, that is, along the part of the tongue that is raised when pronouncing a given sound. There are three rows, and accordingly three types of speech sounds, which are front, middle and back. Front vowels - and e; middle row - s; back row at o a. Vertically, vowels differ in their rise - that is, in the degree of elevation of one or another part of the tongue during the formation of a given vowel. There are usually three lifts - upper, middle and lower. In the Russian language, high vowels include u y, middle vowels e o, and low vowels a.

According to the position of the lips, vowels are divided into labial, that is, in the formation of which the lips take part - o y (labialized, rounded) and unglobbed, that is, in the formation of which the lips do not take part - a e and y. Labial vowels are usually back. Nasalization. In a number of languages, there are nasal vowels, for example, in French and Polish. Old Church Slavonic also featured nasal vowels, which in Cyrillic were represented by special letters: yus large, or o nasal and yus small, or e nasal. Articulation of nasal vowels occurs when raised? the palatine curtain and the lowered back of the tongue, so that the air stream simultaneously and equally enters the oral and nasal cavity.

6. Classification of consonants.

The classification of consonants is more complex because there are more consonants in the world's languages ​​than vowels. Noisy - sonorous. As part of the consonant sounds of any language, two large classes of consonants are distinguished: noisy, that is, sounds in the formation of which noise plays a major role, and sonorant, that is, sounds in the formation of which the main role is played by the voice arising from the vibration of the vocal cords. The difference between consonants according to the nature of the barrier and the method of overcoming it. Consonants differ depending on what kind of barriers the speech organs form for the air flow coming from the lungs. If the speech organs are closed, then the air stream opens them. As a result, there are stop or plosive consonants. In those cases when the organs of speech are not closed, but only brought closer together, a gap remains between them. An air stream passes into this gap, characteristic air friction is formed, and the consonant sounds arising from this noise are called fricative (from the word gap), or fricative(from the Latin name fricare - “to rub”, as the air seems to rub against the gap in the loosely adjacent organs of speech). In various languages ​​there are also consonant sounds that combine the features of plosives with the features of fricative consonants. Such consonants seem to begin with a plosive element and end with a fricative element. They are called affricates. The Russian affricate ts consists of the plosive t and the fricative s, the affricate h - from the plosive t and the fricative sh. Africates are found in English (Georg), German (Deutsch) and many other languages. According to the method of formation of the barrier, trembling consonant sounds are also distinguished, during the formation of which the barrier is formed by periodically bringing the active organ of speech closer to the passive one until a very weak stop appears, which is immediately broken by a stream of air emerging from the lungs. If the first row of differences in the area of ​​consonants is determined by the nature of the obstacles standing in the way of the air flow coming from the lungs, then the second row of differences is associated with activity of active speech organs- tongue and lips. According to this series of differences, consonants are divided into lingual and labial. When the front part of the tongue is involved in lingual articulations, anterior lingual consonants arise. Middle and back lingual consonants are also possible. The fragmentation continues: among the front-lingual consonants, dental consonants are distinguished, for example, t, and alveolar consonants, for example w). When articulating midlingual consonants, the middle part of the back of the tongue rises and moves closer to the hard palate (for example, the German so-called Ich-Laut in words like ich, Recht). When articulating posterior lingual sounds, the back of the tongue is brought closer together by the soft palate. The back-lingual ones include the Russians k, g, x. In addition to lingual, the same group of consonants also includes labial consonants, which in turn are divided into labiolabial (bilabial, for example, Russian p) or labiodental, for example, v). The difference between labiolabial and labiodental is easy to detect experimentally: to do this, you just need to pronounce the Russian sounds p and v several times in turn. The third row of differences in the system of consonant sounds is created by the so-called palatalization (from the Latin palatum - hard palate). Palatalization, or softness, is the result of raising the middle and anterior part of the tongue towards the hard palate. Any consonant, except the middle ones, can be palatalized or softened. The presence of palatalized consonants is a striking feature of Russian phonetics.

Theoretical part:

  1. Based on what features consonants are classified, reveal the essence of these features in different languages ​​(give examples). Describe the articulation of 2-3 sounds in Russian, English / German.
  2. Using textbooks, create a classification scheme for Russian consonants. What is special about [th] education? What is its articulation called? Describe the sound (phoneme) [th] in all respects. List pairs of Russian consonants by voicedness/voicelessness, by softness/hardness, indicate consonants that are unpaired according to these characteristics.

Practical part:

1. Write down the following words in transcription: dog, code, leader, smoke, tone. What phonetic processes can be noted? What spelling rule is associated with the spelling of consonants in such words.

2. Write down the text in transcription, highlight bars and phrases, the presence of enclitics and proclitics, indicate cases of consonant reduction, assimilation / dissimilation, as well as other phonetic processes. Describe all the syllables and sounds in the underlined word.

The bear barked, turned around, froze for a moment, bristling dark fur, looking around wildly, as if blinded by the bright sun. And suddenly, realizing exactly who his main enemy was, he quickly rushed towards Savely. The old hunter jumped off his skis and, having established himself in the snow, waited.

3. Prepare for a terminological dictation. Remember the terms studied in the “Phonetics” section (speech apparatus and its components, passive and active organs of the speech apparatus, articulation, articulatory base, articulation phases, phonetic units (sound, syllable, beat, phrase), phonetic processes and phenomena), classification signs of vowels and consonants).

Literature

Refer to the relevant sections of the tutorials listed in previous assignments.


Practical lesson No. 3

Basic phonetic processes

Theoretical part:

1. The concept of combinatorial and positional phonetic processes: Accommodation (progressive and regressive), assimilation, dissimilation. Dieresis, epenthesis, metathesis, prosthesis, haplology, synharmonism. Quantitative and qualitative reduction. In what positions are vowels and consonants subject to qualitative reduction? Give at least 2 examples for each term.

2. The syllable as a phonetic unit. Syllable theories. Syllable division.

Practical part

1. Describe the processes in the vowel area in the following series of words: that - aunt - aunt.

2. Explain how the following words appeared in common parlance: trakhtor, karakhter, konpot, uvernimag. What phonetic phenomenon underlies this pronunciation?

3. Make a phonetic transcription of the text fragment. Identify and describe all phonetic processes in this passage. Make a phonetic analysis of all sounds in the underlined words, characterize each syllable in the underlined words.

Lived in neighboring the landowner's forest was guarded by Mikhailo Peskov, a large old man from our village. He was a man strict life, incorruptible, did not allow theft or felling. But when the men legally sawed through a windbreak and rushnyak or they were cutting down timber for huts, Mikhailo did not interfere with the needy man taking away an extra load of firewood and gave him a stub of honey from his own apiary. (F. Gladkov)

Literature

See relevant sections of the tutorials

Introduction to linguistics, 1st year

Practical task No. 2

I.R. Kalmykova,
Yaroslavl

Entertaining exercises and games for this section
"Phonetics. Orthoepy. Spelling"

There is a widespread opinion that phonetics is one of the most boring sections of the Russian language school course. But this is far from true. It is phonetics that provides the richest opportunities for organizing all kinds of language games, composing entertaining tasks and exercises.

The materials offered here will diversify and enliven phonics lessons in both primary and secondary schools.

Topic “Vowels and consonants”

Who is more important?

What sounds (letters) do you think are more important – vowels or consonants?

Let's conduct an experiment. Let's take any four words. Let's remove all consonants from them. What will we get?

Have you guessed it now? For sure. So who is more important - vowels or consonants? Think and explain why you think so?

(Answer. Consonants are more important for understanding speech, since they provide more information about the word.)

Guess the cartoons

Guess the names of cartoons in which only consonants are left

R - s - l - chk -

Kr - s - v - c - - h - d - v - sch -

Ch - p - D - yl sp - w - t n - p - m - sch

K - n - k - l - in Pr - st - kv - w - n -

N -, p - g - d - !

Fairy tale “Who lives better?”

Somehow two sounds met in a phonetic kingdom-state and started talking.

- Hello Friend! Let's get acquainted! I am a consonant sound. And who are you?

- And I am a vowel. How are you?

The consonant answers:

- Badly! Everyone bothers me. On my life's path I encounter only obstacles. To break free, I have to overcome the barricades that my teeth, lips and tongue create. Not life, but a continuous struggle! What's so good about that? How do you live?

The vowel exclaims:

- Wonderful! I don't encounter any obstacles on my way. I go out into the world freely, openly, freely! It carries me away as if on a wave of air!

- If! My voice is quiet, weak, and hard to hear. I don't know how to scream at all. And sometimes the voice disappears altogether, only whistling, hissing and noise come out of the throat. My biggest pain point is that I can’t sing. I'm not musical. And you?

Vowel enthusiastically:

– I really love to sing! I am melodious and musical! Some songs, for example, lullabies, are sometimes written using only one vowel. Like this:

– The song and I are inseparable.

Consonant:

- How happy you are and how unhappy I am! I can't do anything! It seems to me that no one needs me!

Think and tell me, is Consent right? How would you console him?

Phonetic creative dictation

Complete the sentences you started by inserting the words that make sense.

1. Noise is involved in the formation of consonants, and in the formation of vowels....

2. Consonants are difficult to hear at a distance. It's hard to shout them out. And the vowels are audible... .

3. When consonants are pronounced, there is certainly a barrier to the air stream in the mouth. And when they pronounce vowels, ... .

Game "Teremok"

The presenter says: “There is a tower in a field, it is not low, not high, it is not narrow, not wide. And only consonant sounds can live in it. But in order to be allowed into the tower, they must correctly tell about themselves, name all the signs characteristic of them: sonorous or noisy, sonorous or dull, hard or soft.”

Those who agree knock on the mansion and ask permission to enter. They are allowed in only when they know what the sounds are based on all the signs mentioned above.

Topic “Voiced and voiceless consonants”

Let's conduct an experiment

The following techniques for distinguishing between voiceless and voiced consonants are known:

1) place your palm on your throat, and you will feel that it trembles when pronouncing ringing sounds;

2) cover your ears with your hands - when pronouncing voiced consonants, your head will buzz.

Try these techniques for yourself, for example, when pronouncing the sounds [s] and [z]. Happened?

Explain the essence of these techniques.

(Answer. The first technique is based on the fact that the voice necessarily participates in the formation of voiced consonants. And the voice (musical sound) appears as a result of trembling of the vocal cords located in the throat. The ligaments tremble - the throat also trembles.

The second technique is also based on the fact that during the formation of voiced consonants, the voice is involved, which resonates in the bones of the skull. That's why it's buzzing in my head.)

Whose team will win?

The teacher divides the children into two teams. Each team is given 6 words on the board. The children’s task is to select and write down paired words that differ only in the deafness/voicing of one or two consonants. Whoever does it faster will win.

Game "Echo"

Stand in two rows facing each other. A representative of one row loudly pronounces a word with one or more voiced consonants. Those standing opposite must repeat the same word, only replacing the voiced consonants with paired unvoiced ones. For example, tooth - soup.

(Words for reference: year - cat, duty - sense, fishing rod - duck, goat - braid, plump - plump.)

You probably know that when scouts come to an arranged meeting with their agent, they tell them the password. The partner must answer with the correct word. Let's play scouts. We need two people. One must pronounce the password - a word beginning with a voiced consonant, the other must quickly answer - name a word that differs from the previous one only in that instead of a voiced consonant there is a paired unvoiced consonant. If the partner does not say the answer, the pair is eliminated from the game.

(Hint words: pity, tower, Don, barrel, day, guest, bass, mountain, business, lived, fat, fry, beat.)

Strange letter

Once upon a time in childhood, my friend and I were fond of playing secret agents, writing encrypted reports to each other. Many years later. We have grown up. And then one day in my mailbox I found a letter with very strange content. I wondered for a long time what it meant. After some time, I deciphered it, remembering our childhood game of replacing voiced consonants with paired unvoiced ones and vice versa. Try to read the letter too. To do this, you need to remember paired voiced and voiceless consonants.

Sounds and meaning

You probably know that in poetry not only the meaning is important, but also the How they sound. Read two excerpts from poems by E. Blaginina and V. Orlov.

Count how many voiced and voiceless consonants are in the first passage. And in the second? Why do you think there is such a big difference? How is the content of these poems related to the number of voiced and voiceless consonants:

1. Rain, rain, no rain,
Don't rain, wait!
Come out, come out, sunshine,
Golden bottom!

E. Blaginina

2. Hush, hush,
Hush hush!
And quiet
and can't be heard
on the trees
and on the roofs
silence fell.

V. Orlov

Answer. In the first passage there are 40 consonant sounds, of which 30 are voiced and 10 are voiceless. And in the second passage, for 32 consonant sounds there are 20 voiceless and 12 voiced sounds. This difference in the sound of the poems is related to their content. The first poem is a ringing cry, a loud and joyful appeal of a child to the forces of nature. And in order to shout loudly and loudly to the rain and the sun, you need ringing sounds.

F or Sh

Form words by filling in the missing letters. Explain your choice.

Z or WITH

Insert the missing letters. Explain your choice.

Who is bigger?

Select as many test words for the data as possible. Whose team picks up the most is the winner.

Mushroom, tooth, eyebrow, beak, pie, boot, iron, etc.

TOPIC “Deafening and voicing of consonants: problems of spelling”

Climbers

Imagine the situation: you are climbers. You need to climb to the top of the mountain and plant the flag of your country there. To do this, you need to insert the correct letter into the proposed nouns. Whichever team (and there are two of them) does it faster wins.

Old woman Shapoklyak

Cheburashka was given the task at school to copy the text. When he left for a minute, the old woman Shapoklyak came in and splashed ink on the page.

Help Cheburashka determine which letter to insert!

1. Like an old tank

Once upon a time there lived laki.

Grandma will get up early in the morning,

Will go out to the cellar for sour cream -

Lucky follow after her,

Everywhere the tank is guarded.

2. Visiting Alenka

Cockerel in boots,

Chicken in earrings,

And the cow is in Yu_ka,

In a warm room.

Help Dunno

Dunno took a test at school. The teacher gave him pictures with drawn objects. Dunno had to name these objects and write down these names in the correct form. But he couldn't do it. Help him, guys! Sign the pictures!

Emelya the Fool takes an exam

Emelya the Fool decided to marry the princess. But the king ordered him to undergo tests first. He wanted to test his ingenuity and literacy. After all, a royal daughter cannot marry an ignoramus! This is the task Tsar Emelya gave: he had to guess the riddles offered to him, and write down the answers in compliance with all spelling rules.

1. No boards, no axes
The bridge across the river is ready.
The bridge is like blue glass:
Slippery, fun, light.

2. The peas fell apart
On seventy-seven roads;
No one will pick him up:
Neither king nor queen
Neither the red maiden.

(Gra_)

3. In the new wall,
In the round window
During the day the glass is broken,
Installed overnight.

(Proru_b)

4. There is a tubercle in the needles
The mouse was dragged away.

5. I’ll look out the window:
Long Antoshka is coming.

(Do_ _b)

6. A boy with a thumb,
White hoodie,
The hat is red.

(Gri_)

Pinocchio writes a dictation

Malvina taught Buratino the Russian language, in particular the spelling of voiced and voiceless consonants. She read him lines of poetry, but did not say the last word. Pinocchio had to guess from the rhyme which word was missing and write it down in the correct form.

For the pie filling
Prepared... (cream_)

A tiger is walking through the streets
Running away... (people_)

The cat was dragged under the bench
Delicious festive... (pyro_)

How will you go outside?
I buried it in the yard... (to_ _b)

Mikhail climbed an oak tree
So that the doctor doesn't throw up... (zu_)

Olympic Games

Imagine that you are participants in the Winter Olympic Games. You are at the start of the giant slalom competition. Many obstacles and treacherous turns await you ahead. Whoever overcomes the descent faster and more correctly is the winner!

Insert letters

What a nuisance! The typesetter at the printing house forgot to insert individual letters into the text. Help him find them. To help you recognize the word, we inserted sounds instead of the missing letters.

1. No matter how hard I try, I can’t
Finish the pie with cabbage.

2. For a piece of my flask
Murka slyly narrows his eyes.

3. I looked around - a wonderful vi[t]:
The old key broke the edge[t].

A. Fet

4. The cook prepared both[t],
And then they turned off the lights.
Chef bream beret
And puts it into the comp[t]...

O. Grigoriev

5. Help! Into the big water[t]
A young leopard fell.

I. Tokmakova

Subject Russian language.

Class 2
Lesson topic: Signs of sog sweet sound

Target: 1 Identify the characteristics of consonant sounds.

2.Learn to recognize consonants and vowels by signs.

Learning objectives aimed at achieving - subject results:

    observe the formation of consonant sounds;

    pronounce consonants correctly;

    learn to distinguish consonant sounds in a word based on their characteristics;

    identify consonant sounds in a word and outside a word, recognize consonant sounds and letters denoting consonant sounds;

    observe the meaningful role of consonant sounds and letters denoting consonant sounds;

    develop spelling vigilance;

    introduce the term “consonant sound” into the active vocabulary of students;

- meta-subject results:

    develop the ability to test yourself and evaluate the results of educational activities;

    develop the ability to work with different sources of information (with a scientific text, with a dictionary, with a table);

- personal results:

    to form a value-based attitude towards the Russian language;

    cultivate goodwill and tolerance;

    develop cooperation skills while working in static pairs.

Equipment :

    Textbook. "Russian language. 2nd grade."

    Table “Signs of vowels and consonants.”

    Pictures: pets (for a spelling moment), “mouse”

    Worker

    Dictionary.

Lesson script

I. Organizational moment

Today I will give you a Russian language lesson. My name is Olga Mikhailovna. Listen to the poem. Complete it.

II .Updating knowledge

In russian language

The sounds stretch, sing,
They live without barriers.
They are red in color
These are sounds... (vowels)
Teacher: By what signs in this poem did you determine that these sounds are vowels? ( stretch, sing, without barriers, red)


Such sounds are not easy to pronounce,
The obstacle is teeth and tongue in their way.
There are 36 of them in the alphabet
They are all different,
And they are called... (consonants)

Teacher: What are the signs of consonant sounds? ( not easy to pronounce, when pronouncing they encounter a barrier)

    Spelling minute

Teacher : Guess the riddles.

With a beard, not an old man,

With horns, not a bull,

They milk, not the cow,

Bast is tearing up,

But he doesn’t weave bast shoes.(Goat.)

Over the mountains, over the valleys
He wears a fur coat and a caftan. (Answer:Sheep )

Runs, murmurs, worries.

Everyone admires her!

Won't stop

It won't turn back. (River)

Just outside the window

The frost has let in,

Icicles started flowing

Beads of tears.

Well, you, my friend.

Answer now:

Under my window

What's ringing?(Drips.)

Teacher: On what basis can words be divided into two groups?

    1 way division into groups (animate and inanimate)

    Method 2 dividing into groups (each word begins with a vowel or consonant)

    3 way by the number of sounds in a word (four or five.)

Teacher: On what basis did you divide the words into groups?

For each method you definedsign, according to which you divided into groups.

What is itsign? (a sign is a sign by which we can determine, recognize something, a trait.)

In the lesson about the world around you, which lessons have you already encountered with the concept of sign? in mathematics (single-digit, double-digit)

WHERE IN YOUR LIFE HAVE YOU MEETED THE CONCEPT OF SIGN? (signs of joy, sadness, illness, signs of the seasons, time of day.)

III .Self-determination in activity

Teacher: Now listen to the poem by Valentin Dmitrievich Berestov. While listening, identify the theme of the poem.

(The teacher reads the poem.) ON THE SLIDE, IN THE WORKSHEET.

Vowels stretch in a ringing song,

They may cry and scream

They can cradle a child in a crib,

But they don’t want to whistle and grumble.

And the consonants... agree

Rustle, whisper, creak.

Even snort and hiss,

But I don’t want to sing to them.

Sss.. - a snake whistle is heard.

Shhh... - a fallen leaf rustles.

Zhzh... - bumblebees are buzzing in the garden.

Rrr... - the engines rumble.

V. Berestov

Teacher: Name the theme of the poem. (" Differences between consonants and vowels")

Let's turn to the text of the poem.

How does it talk aboutsigns of a vowel sound. ( Vowels stretch)

-Remember what else you know about vowel sounds?

- What does a vowel sound consist of? (vowel sound consists of voice)

- How to pronounce a vowel sound? (When pronouncing them, the air in the mouth does not encounter any obstacle.)

- What makes a vowel sound? (the vowel sound forms a syllable)

Teacher : Today we will work in worksheets.

Task No. 1. In the poem, highlight the signs of consonant sounds. ( rustle , whisper , creak , snort and hiss.)

What can't they do?(Sing.)

So , vowels and consonants have significant differences.

Teacher: Therefore, topic of the lesson: ( children's answers …)

- Signs of a consonant sound

Whichtarget will stand in front of us?

(- Identify the characteristics of consonant sounds.

Learn to recognize consonants and vowels by signs.)

Teacher : We begin to work towards achieving the goal.

    Observation of consonant sounds. Isolation of features of consonant sounds

- Based on the signs, you must determine what kind of animal we are talking about?

She is small, lives in a hole, makes a squeaking sound, and is afraid of cats.

(mouse)

- Say consonants in this word.

- What sound is heard first? [m]

-What do the consonant sounds in a word consist of? ( WITH Vowel sounds consist of noise or noise and voice. ) This is one of the main signs of consonant sounds.
- What obstacles does a consonant sound encounter during pronunciation?

( When pronouncing a consonant sound, a stream of air in the mouth encounters an obstacle (lips, teeth, tongue) . This is another one of the main signs of consonant sounds, which we talked about back in 1st grade.

- Come up with a sentence with the words “mouse”, “cheese”.

In the worksheettask No. 2

– Let's write down the proposal:The mouse loves cheese.

- Underline the letters that represent consonants .
- Divide the words into syllables.

- Try reading syllables without vowel sounds. What did you notice? ? ( A consonant sound forms a syllable only together with a vowel )

- This is the third main feature of consonant sounds . SLIDE
- You must remember 3 signs of consonant sounds.

We tear offtextbook. P. 112 . We read the rule in the textbook together. (We give an example for each sign)

- How many signs of the difference between a consonant and a vowel? ? (three)

Drawing up a CLUSTER

Teacher: Now I propose the following task:By characteristics you must determine what is a vowel sound and what is a consonant sound.

Vowel sound (signs) Consonant sound

    Sound consists of noise or noise and voice.

    When pronouncing a sound, a stream of air in the mouth encounters an obstacle (lips, teeth, tongue)

    When pronouncing, the air stream does not meet an obstacle

    sound forms a syllable only together with a vowel

    sound forms a syllable

Task: distribute characteristics into groups

PHYSICAL MINUTE

Teacher: We look in the textbook p. 113 exercise. 181. We keep records in a worksheet.

Task No. 3.read the riddle. Tell me the answer.

- Underline the letters that represent consonants.

Task No. 4 Fill in the missing letters in the words.

- Underline the consonants next to each other.

They sat down at a corner table.

The government...and drank sweet tea.

The sun..is shining I..ko.

The boat sailed along the river.

The watchman was digging shit.

IV. Lesson summary

- Let's summarize the lesson.

What are the signs of consonant sounds by which we will distinguish them from vowel sounds?( a consonant consists of noise or voice and noise. When pronouncing a consonant sound, the air encounters a barrier in the mouth, the consonant sound forms a syllable only with a vowel).

V .Reflection

-Do you think we have achieved our goals? slide

Let's check your mood at the end of the lesson.

Color in the worksheet at the bottom there is a rectangle. I will ask you to choose the color you want and paint it.

VI. Homework textbook p. 114 No. 182.

There is only one thing left to tell you. I encrypted the word. If you take the second syllable from each word, you will guess it.

On the desk.

Astronaut

Cold

Singers

D. You thought of the word well done.

U. Yes. You all worked actively, tried hard, thank you for the lesson.

Additionally. Make words from several letters. Underline the consonants next to each other.

Tkna-___________ olpk -___________

Erps-____________ rark-___________

Rtog -____________ ukts- ____________

The general theory of sound deals with the branch of physics - acoustics, which considers sound as the result of the oscillatory movements of a body in some environment. Acoustics distinguishes the following main features (formants) in sound: pitch, strength, duration and timbre.

Height– characteristic of sound as a wave: frequency of air vibrations (deviations of the physical body in one direction, then in the opposite direction and return to its original position; measured in hertz: 1 Hz – 1 fps)

infrasound<= 16-20000 Гц =>ultrasound

  • men: 85-200 Hz
  • women 160-340 Hz

Force– the magnitude of the deviation of the sound wave from zero to the highest point of rise of the sound wave (measured in decibels)

whisper<= 20-80 ДБ=>scream

Duration– duration of sound in time

explosive<= 20-220 мсек =>vowels, long, stressed

(different languages ​​divide vowels differently)

Timbre– color of sound, manifested as a result of the creation of tone (by individual parts of the physical body; individual characteristic)

Acoustic characteristics of sounds

Acoustic classification of sounds is based on two principles:

1) vowels and consonants are described by the same set of terms

2) a binary contrast of speech sounds is carried out for each attribute

  • vocality-non-vocality(pronounced enhancement of certain frequency components; all vowels and sonorant consonants are vocal, non-vocal – noisy consonants)
  • consonance-non-consonance(related to the general level of energy in the spectrum: sounds with a weak level are consonant, sounds with a high level of energy are non-consonant; the first group includes all consonants, including sonorants, the second group includes vowels)
  • sonority-voicelessness(presence or absence of vibrations of the vocal cords; voiced - vowels, sonorant consonants, voiced noisy; voiceless - voiceless noisy)
  • compactness-diffuseness(sound compactness is determined by the relative proximity of the amplified components to each other and at the same time to the center of the spectrum (1000 Hz); diffuse sounds do not have this quality)
  • discontinuity-continuity(for interrupted sounds, the beginning is distinguished by a high energy consumption, which then does not increase; for continuous sounds, energy consumption is relatively evenly distributed over time; interrupted - stop consonants, continuous - all vowels and non-stop consonants)
  • sharpness-unsharpness(sharp sounds - with a clearly expressed heterogeneity of the spectrum, based on the intensity of the noise; these are affricates and tremulous consonants; all other speech sounds are unsharp)
  • nasality-non-nasality(participation of the nasal cavity in the production of sounds)
  • aruptiveness-non-abruptiveness(participation in the formation of consonants of the glottal stop - throat sounds)
  • flat-non-flat(flatness is associated with a decrease in formant; rounded vowels and consonants are flat, the rest are non-flat)
  • sharpness-unsharpness(the sign of sharpness is associated with an increase in formant; sharp are soft consonants, as well as front vowels and those vowels that we pronounce between soft consonants; all hard consonants and non-front vowels are unsharp)
  • high tone-low tone(for these sounds it is important in which part of the spectrum the concentration of energy occurs - in the region of low frequencies or high frequencies; high - front vowels, front and middle lingual consonants, low - all non-front vowels, labial and back lingual consonants)

Additional articulation when pronouncing consonants

Palatalization– softening of consonants resulting from raising the front or middle part of the back of the tongue to the hard palate (bit –; meet –)

Velarization– additional articulation, as a result of which the back of the back of the tongue moves towards the soft palate (the opposite of palatalization)

Aspiration- acoustic noise (effect) during the pronunciation of a sound, which occurs when a stream of air passes in the interval between the explosion of a consonant and the beginning of the subsequent vowel sound

Glottalization- a form of articulation in which sounds are produced primarily by narrowing or closing the glottis

Nasalization– acquisition of nasal timbre by sound, voice output through the nose and mouth

The structure of the speech apparatus

Speech apparatus (in the narrow sense)– these are organs that are directly involved in the process of speech breathing and voice formation; in a broad sense– organs of speech, breathing, central nervous system, organs of hearing and vision (for oral and written speech). The speech organs, or speech apparatus in the narrow sense, include:

  • small tongue (uvula)
  • epiglottis
  • nasal cavity
  • pharynx
  • larynx
  • trachea
  • bronchi
  • lungs

According to their role in pronouncing sounds, the speech organs are divided into active And passive. The active organs of speech produce certain movements necessary for the formation of sounds, and are thus particularly important for their formation. The active organs of speech include:

  • larynx (vocal cords)
  • soft sky
  • tongue
  • posterior dorsum of pharynx (pharynx)
  • lower jaw

Passive organs do not perform independent work during sound production and perform only an auxiliary role. Passive speech organs include:

  • alveoli
  • solid sky
  • upper jaw

To form each speech sound, a complex of work of the speech organs is required in a certain sequence, that is, a very specific articulation is needed. Articulation called the work of the speech organs necessary to pronounce sounds.

Respiratory organs- these are the lungs, bronchi and windpipe (trachea). The lungs and bronchi are the source and conductor of the air stream, forcing exhaled air through the tension of the muscles of the diaphragm (the abdominal barrier).

1 - thyroid cartilage; 2 - cricoid cartilage; 3 - windpipe (trachea); 4 - bronchi; 5 - terminal branches of bronchial branches; 6 - apex of the lungs; 7 - bases of the lungs

In a broader sense, DO is:

  • nasal cavity
  • pharynx
  • vocal cords
  • larynx
  • trachea
  • lungs
  • diaphragm

Larynx (larynx)- the upper part of the trachea, consisting of the following three types of cartilage connected to each other:

  • cricoid cartilage
  • thyroid cartilage
  • paired arytenoid cartilage

OR work:

a) when pronouncing different types of vowel sounds:

The vocal cords vibrate, and the air stream is provided with a free, unobstructed passage through the oral cavity. The lips can: stretch, curl into a tube, round, or not be used at all. The tongue may be in the front of the mouth (front vowels [i], [e]). When articulating back vowels ([у], [о]) - in the back. Middle vowels ([ы], [а]) occupy an intermediate position. The rising sign describes the position of the tongue when moving up or down. High vowels ([и], [ы], [у]) are characterized by a high position of the tongue in the oral cavity. The articulation of the low vowel ([a]) is associated with the low position of the tongue. Middle vowels ([e], [o]) are given a place between the named extreme groups.

b) when pronouncing different types of consonant sounds:

The pronunciation of consonants is necessarily associated with overcoming an obstacle created in the oral cavity in the path of the air stream. This obstacle arises as a result of the convergence of the speech organs to the boundaries of the gap ([f], [v], [z], [w]) or the full stop ([p], [m], [d], [k]). Various organs may be close or closed: the lower lip with the upper lip ([p], [m]) or upper teeth ([f], [v]), certain parts of the tongue with the hard and soft palate ([z], [d] ], [w], [k]). The organs involved in creating the barrier are divided into passive and active. The former remain motionless, the latter make certain movements. The air stream overcomes the gap or bridge, resulting in a specific noise. The latter is a mandatory component of the consonant sound. In voiced people, noise is combined with tone; in deaf people, it is the only component of sound. The job of the vocal cords is to close them when speaking, causing air pressure to quickly increase, which creates additional tension under the vocal cords.



Related publications: