2. The importance of phonetics as a theoretical discipline
2.1 The phoneme theory.
The importance of theoretical phonetics can be observed through its various sphere of investigation.
1) it gives a detailed description of the phonetic structure of a certain language;
2)Theoretical phonetics gives through analysis, description and comparison of all the phonetic means in the system of different languages in order to reveal the general laws of development of human living speech / general phonetics/;
3) It is concerned with comparative study of the phonemic systems of two languages;
4) it carries out investigations of such particular problems of general phonetics as phonemes ,syllables, stress, melody, syntagma and so on.
In linguistics, function is usually understood to mean discriminatory function, that is, the role of the various elements of the language in the distinguishing of one sequence of sounds, such as a word or a sequence of words, from another of different meaning. Though we consider the discriminatory function to be the main linguistic function of any phonetic unit we cannot ignore the other function of phonetic units, that is, their role in the formation of syllables, words, phrases and even texts. This functional or social aspect of phonetic phenomena was first introduced in the works by I.A. Baudouin-de-Courtenay. Later on N.S. Trubetskoy declared phonology to be a linguistic science limiting articulatory and acoustic phonetics to anatomy, physiology and acoustics only. This conception is shared by many foreign linguists who investigate the material form and the function of oral speech units separately. Kazakh and Russian linguists proceed from the truly materialistic view that language being the man's medium of thought can exist only in the material form of speech sounds. That is why they consider phonology a branch of phonetics that investigates its most important social aspect.
Apart from its key position in any kind of scientific analysis of language phonetics plays an important part in various applications of linguistics. A few may be mentioned here.
Though language is the most important method we have of communicating, it is manifestly not the only, method. We can communicate by gestures, facial expressions, or touch, for instance, and these are not language. The study of the complex of various communication techniques is definitely relevant to teaching a foreign language.
Through study of the nature of language, especially of spoken language, valuable insights are gained into human psychology and into the functioning of man in society. That is why we dare say that phonetics has considerable social value.
As regards the learning of specific foreign languages, there has never been a time in the world when the ability of growing numbers of people to speak one another's language really well has been of such significance as now. Some training in linguistics and phonetics in general, and in the pronunciation of particular language is coming more and more to be considered equipment for a teacher of foreign languages in school or special faculties making him more efficient in his routine work on the spoken language, as well as in the variety of other things, such as coping with audio-visual aids like tape-recorders and language Laboratories or in knowing what to do about any of his pupils who have defective speech.
A knowledge of the structure of sound systems, and of the articulatory and acoustic properties of the production of speech is indispensable in the teaching of foreign languages. The teacher has to know the starting point, which is the sound system of the pupil's mother tongue, as well as the aim of his teaching, which is a mastery of the pronunciation of the language to be learnt. He must be able to point out the differences between these two, and to arrange adequate training exercises. Ear training and articulatory training are both equally important in modern language teaching. The introduction of technical equipment — disks, tape-recorders, language laboratories, etc. — has brought about a revolution in the teaching of the pronunciation of foreign languages.
In our technological age phonetics has become important in a number of technological fields connected with communication. On the research side much present-day work in phonetics entails the use of apparatus, and is concerned with the basic characteristics of human speech. Much basic research is to be done with the phonetician working alongside the psychologist on auditory perception as such and on the perception of speech in particular. The phonetician is further needed to work in conjunction with the mathematician and the communications engineer in devising and perfecting machines that will understand, that is respond to human speech, for the simpler programming of computers, machines that will produce with a high degree of intelligibility recognizable human speech synthetically, machines that will reliably distinguish and identify individual speakers, machines for reproducing human speech in audible or visible forms. For instance, in the experimental stage are devices for "reading" the printed page, that is for converting the printed symbols or letters into synthetic speech. A little further away as yet, but apparently well within the bounds of possibility is the automatic or phonetic typewriter, which will convert speech directly into printed words on paper. Because of the obvious practical importance of advances in these fields it is certain that further collaboration will develop between phonetics and sound engineering, to the mutual benefit of each.
For those who work in speech therapy, which handles pathological
conditions of speech, phonetics forms an essential part of the professional training syllabus. Phonetics also enters into the training of teachers of the deaf and dumb people and can be of relevance to a number of medical and dental problems.
An understanding of phonetics has proved extremely useful in such varied spheres
as the following: investigations in the historical aspects of languages, and in the field of dialectology; designing or improving systems of writing or spelling (orthographies for unwritten languages, shorthand, spelling reform), in questions involving the spelling or pronunciation of personal or place names or of words borrowed from other languages.
The theory of phoneme was first expounded by Baudouin de Courtenay, professor of the Kazan University in the 1880s. His teaching eventually became known in Western Europe primarily through his disciples. He was a representer of the so-called psychological school of linguistics, which was current in his time. According to his theory a speech sound is a sound of a definite acoustic quality, produced by the organs of speech. Any given speech sound is incapable of variation. A Phoneme is defined by him as a group of related sounds of a given language, which are so used in connected speech, that no one of them ever occurs in positions, which any other can occupy. Speech sounds which belong to the same phoneme cannot distinguish one word from another, but phonemes distinguish one word from another in the same language. In his treatise “On the Comparative Study of the Grammar of Slavonic Languages” he clearly defined the difference between a phoneme and a speech sound. He treated a phoneme as a semantically differentiating unit, and a speech sound as an anthropophonic unit of speech, not connected with any meaning. This differentiation proved to be highly fruitful and made it possible to establish mutual relations between the sound and the phoneme. Baudouin de Courtenay went on developing the theory of phoneme in his “Versucheiner Theorie der Phonetischen Alternationen” (1917) and other works. One should not underestimate the importance of Baudouin de Courtenay’s theory. He was the first in the history of the development of linguistics to elaborate the theory of the phoneme, to consider human speech sounds from the view point of their functions and thus, created the teaching of the grammatical part of phonetics.
The theory of the phoneme was further developed by L.V. Shcherba. He
studied the theory in his «Русские гласные в качественном и количественном
отношении» published in 1912. In this book he defined the phoneme as the smallest general phonetic unit of a given language which can be associated with sense notions and can differentiate words. In 1955 in his book devoted to phonetics of the French language, L.V. Shcherba wrote that in the spoken language a much greater number of various sounds are pronounced than we usually think and these sounds in every given language unite to form a system of a comparatively small number of sound types capable of differentiating words and their forms, that is, capable of serving the purposes of human intercourse. Such sounds he called phonemes. Developing the theory of the phoneme L.V. Shcherba comes to the conclusion of the social nature of the phoneme as a speech sound used by people in their intercourse. The teaching about the sense differentiating function of the phoneme is one of the most important parts of the theory of the phoneme.
The opposite approach is reflected in the so-called functional view. It regards the phoneme as the minimal sound unit by which meanings may be differenciated without much regard to actually pronounced speech sounds. According to this conception the phoneme is not a family of sounds since in every sound not all the articulatory features are involved in the differenciation of meanings. Only the features helping differenciate meanings are called distinctive and they make the phoneme corresponding to them. That's why the approach excludes non-distinctive features from the phoneme. The approach was first expressed by Nikolay Trubetskoy, the head of the Prague linguistic school. He defines phoneme as a unity of phonologically relevant features. He wrote that when the phoneme is neutralized it becomes an archiphoneme, which is an abstraction combining the distinctive features common to two phonemes (лук — луг, k and g are one archiphoneme). According to his view-point both 'k' and 'g' in the Russian words 'luk' and 'lug' represent the archiphoneme 'k', which is neither voiced, nor voiceless.
The "physical" view regards the phoneme as a "family" of related sounds satisfying certain conditions, notably:
1. The various members of the "family" must show phonetic similarity to one another, in other words be related in character.
2. No member of the "family" may occur in the same phonetic context as any other. The extreme form of the "physical" conception, as propoundedby D. Jones and shared by B. Bloch and G. Trager, excludes all reference to non-articulatory criteria in the grouping of sounds into phonemes.
2.2. The importance of phonetics for the study preschool
Phonics is a branch of linguistics where the sounds and physical properties of human speech sounds are studied. Phonics reading is highly essential in every child education. It is not uncommon to find parents who question the importance of phonics reading in the education of their children. Such parents believe that children will naturally master the different sounds of human speech since the ability to use language is innate in every human being. Their view may look plausible but they are not actually correct.
Indeed, phonics reading is very important in the education of children. The report of National Reading Panel indicates that teaching children phonics will help them in many ways in life. In the first instance, phonics reading is very important in helping children to learn how to spell words. It will be impossible for a person to spell any word correctly if the person is not able to recognize the sounds of the letters used in forming the words. When a child is taught phonics, the child will be able to recognize sounds in words and will be able to spell them correctly.
Children have problem in reading because they are not able to recognize the sounds of the letters of the alphabet in the words they read. Phonics reading will help children to recognize and associate sounds of the letters of the alphabet in the word they read. This will help them to improve in their reading skills and efficiency. In other words, it will be difficult for a child to improve in his reading skills if the teaching of phonics is removed from their curriculum.
Phonics reading helps also to increase a child's fluency in reading. Fluency in this context is not limited to reading fast. It also means reading text accurately. When a child is taught phonics properly, the child will find reading easy. The child will not only read accurately but also quickly. Reading quick and correctly is another benefits of phonics reading.
Phonics reading is also necessary for the improvement of a child's reading comprehension. It is impossible for somebody to understand a word that is not properly pronounced. When a child learns how to pronounce a word very well, the child will be able to comprehend what he or she reads. Reading comprehension is another benefit that can be derived from phonics reading. Phonics reading will also help a child in acquiring more vocabulary on daily basis. When a child is able to pronounce a word correctly, the child will be able to understand the word. Children normally use in their words that they understand in their daily speech.
Children have to develop more confidence in themselves before they begin to vocalize more. This begins the moment they realize that they can pronounce words correctly like older people. It is only through phonics reading that children will develop the ability to pronounce words very well. So, if you want your child to develop confidence and become more vocal in the future, you need to teach him or her phonics.
In preschool, children learn about the world through play. Subject areas aren’t separate in their minds or in the classroom. The objects preschoolers find on a nature walk, like feathers, rocks and leaves, might help them figure out math concepts like “big, bigger, and biggest” or motivate them to visit the book corner to find out more about birds. Teachers may introduce children to basic concepts such as shapes, letters, and colors, but preschool is about learning much more than what a circle looks like. It’s where children first develop a relationship with learning.
Children spend most of the preschool day working together with classmates. Each conversation, whether talking about the class pet or deciding which color block to put on top of their tower, helps children develop their thoughts and language. Preschool teachers read aloud simple stories like “Chicka Chicka Boom Boom” by Bill Martin, Jr. and John Archambault and “The Very Hungry Caterpillar” by Eric Carle to show children that text runs from left to right, expose them to new vocabulary, point out letter sounds and rhyming words, and help children talk about what they read.
Writing often appears as scribbles in the preschool classroom, but letters or shapes that resemble letters soon pop up as children try to write their own names in creative ways. Teachers model writing for preschoolers throughout the day. Many children will not be able to write words conventionally. However, every scribble shows that a child understands that the printed word carries messages, and that she is excited to be able to create these messages
Anyone who has been to school has learned phonics. Phonics is the basic reading instruction that teaches children the relationships between letters and sounds. Phonics teaches children to use these relationships to speak and write words. According to a study by the Partnership for Reading, the objective of phonics instruction is to help children learn and use the "alphabetic principle"-the systematic and predictable relationships between written letters and spoken sounds. Knowing these relationships through phonics helps young readers to recognize familiar words accurately and easily "decode" new words.
2.3 The importance of phonetics for university and pupils in school
Language education in UK envisages improvement of technology learning process, bringing it closer to the demands of modern society that requires highly educated, intellectually developed people who can easily and freely communicate with each other, confirming the status of UK as their native and state language. In modern education this can be achieved by improving of language studying conditions, linguodidactic problems solving, and new approaches to language teaching searching. This is clearly noted in the Law on Education in UK, Concepts of language education and State education standards.
Today one of the main problems is the value of language learning theory and practice, a question that has been a problem for scientists, trainers and teachers, a question that requires rethinking and modern solutions. Most teachers consider this problem as a ratio of theoretical material and practical activities of students in the classroom. And there is no denying that preference should be given to practical work, because it influences speech skills. These ideas are incorporated in concepts of language education in UK, as reflected in the existing programs and textbooks.
While the process of students modern UK literary language teaching, including phonetics, one must be aware that UK language teacher specialists are trained. Therefore, it is necessary to ensure not only scientific teaching, but also practical application of the knowledge acquired skills in their future careers, that should be the inextricable link between the university program of instruction and UK language curriculum teaching.
The modern teacher must essentially understand such concepts as students’ speech and language competence, communicative language teaching framework, i.e. those which largely determine the conceptual basis of native language learning.
Language studying is linguistic basics mastering, which provide speech formation and skills necessary to everyone throughout life. In the process of language learning students acquire knowledge about language itself, its grammar structure and vocabulary, history and laws of its development, get an idea of the role of language in the mentality of the UK nation, its social life, the development of human intelligence and so on. This creates their linguistic competence.
Speech competence of each individual is in the skills development while using oral and written literary language and its expressive richness of expression depending on the purpose and scope of public life.
Formation of communicative competence requires a communicative approach to language teaching.
However, most teachers still focus on language system mastering that combines different levels and units of language, believing that knowledge of vocabulary, phonetic and grammatical systems provide an appropriate level of speech skills. As a result, the majority of secondary schools produce low verbal culture and inability to communicate in a variety of circumstances. Required communicative focus of the educational process, the language courses organization that would ensure active speech activity both pupils and students, has caused them to express a desire to interact with someone, and most importantly, contributed to the awareness that the language is the mean of communication that accompanies
human throughout life. Considering that the level of communication skills in the majority of the citizens of our country is low enough, the teacher should lay learning communication activities in the basis of language learning. Mastering the language is a continuous process that begins from the early years and continues throughout life. Intensive language acquisition occurs during communication, while ability and communication skills are formed actively.
A systematic course of modern UK literary language starts from «Phonetics» studying, that is the basis for further vocabulary, grammar and word formation study. Without knowledge of phonetics one cannot master the rules of pronunciation and spelling.
The study of phonetic means and phonetic learning issues are studied by eminent scientists, linguists and methodologists, such as: A. Belyaev, M. Vashulenko, S. Karaman, V.Y. Melnychayko, N.P. Myronyuk, I. Oleinik, M.I. Pentylyuk, L.M .Symonenkova, N.I. Totskiy, I.P. Yushchuk et al.
Speech sounds are simultaneously examined in three aspects: physical, physiological, linguistic. The physical aspect of sound is it’s sound, acoustics; physiological is speech sound unit making; linguistic is function of sound in speech. All three aspects are studied in unity, providing mastering physiological, acoustic and functional features of sounds as a holistic phenomenon.
Students should realize that «phonetics is not a chaotic conglomeration of random sounds. It is coherent and reasonable, well-organized system of broadcasting, the operation of which is subject to certain physiologically conditioned phonetic laws». Failure to understand this will not contribute to the improvement of language literacy.
Understanding that phonetics knowledge are important while graphics and spell knowledge improving, for native and foreign language orthoepy training, defects of speech correcting, phonetics should be a scientific basis to lay the foundations of proper writing and conscious assimilation of essential orthoepic standards.
Understanding of our language phonetic and orthography phenomena should contribute logically to planned sequence in their study.
«Both orthoepic and spelling rules function in its two forms: oral and written language».
I.O. Synycia notes that «properly spoken word should cause the same reaction as misspelled» .
UK language phonetics mastering is the gradual orthoepic and spelling skills formation in conjunction with the study of phonetics, morpheme, word formation and morphology. Conscious mastery of spelling is not possible without proper phonetic or grammatical knowledge, that’s why appropriate procedure of spelling rules are acceptable in textbooks phonetic or grammar theoretical material, and then proper spelling rules.
In didactics major conditions for successful assimilation of scientific information is the principle of consistency and gradual complication of presentation. Therefore, it is advisable to work with phonetic spelling conduct so that the theoretical knowledge became the basis for understanding the rules. Therefore, students are given 144 hours to study phonetics program at the
university. (4 European credits): 2 hours. / per week for the theoretical knowledge assimilation and 2 hours. / per week for practical skills learning, 72 hours of individual work.
While UK language sound and image studying, spelling rules in step systematic study of phonetics, graphics, orthoepy learning, and on the stage of the phonetic phenomena in the study of word formation and grammar, students acquire a certain amount of theoretical information about:
- acoustic, articulatory and perceptual nature of speech sounds;
- types of sound changes that occur in speech sound elements in combination with each other;
- phonemic means of communicating ideas in Ukrainian literary language;
- system of basic meaningful units: phonemes;
- variants of phonemes in different phonetic environments;
- other units’ semantic function: stress and intonation.
In the process of theoretical material and practical lessons studying students are produced with skills and abilities:
- to give a description of the acoustic, articulatory and perceptual nature of speech sounds, to be able to classify them;
- to establish in which conditions speech sounds may act;
- to distinguish between phoneme and its variants or allophones;
- to reproduce the sounds of speech in writing;
- to explain sounds change in speech flow;
- to establish the nature of these sound system elements: structure, stress, intonation.
To achieve excellence in phonetic knowledge and skills both students in higher educational establishments and pupils in school must first of all:
1) create orthoepic skills;
2) improve diction;
3) combine imitational orthoepic way of skills of norms of the literary language conscious assimilation mastering;
4) produce orthoepic «vigilance»;
5) show the ability to create their own voice and play back tone different
syntax;
6) distinguish the correct spelling of orthoepic, i.e. written oral language
forms.
Although phonetics is not the part of grammar, it is directly concerned as UK spelling, which is primarily based on phonemic principle. Without a thorough assimilation of basic information on phonetics morphology cannot be successfully learnt.
Information on phonetics are important for orthoepy learning, including correct pronunciation of sounds in the main manifestation, the compatibility of their speech flow for cases of variant design assimilation of words and grammatical forms in accordance with the laws of phonetic systems. Deviations from standards orthoepic are explained by scientists as dialectal environment and the impact of related languages. Special features of local dialects are observed in the northern and south-western dialects. L.I. Prokopova and N.I. Totskiy define two main types of dialect variation:
- certain phoneme literary language remains in speech, but there are some differences in articulation as the main display, and combinatorial point of its variants, so-called. phonetic errors;
- certain phoneme is replaced in speech in a completely different phoneme, so called phonological errors.
Forms and methods of work over phonetic and orthoepy assimilation depend on specific territorial conditions in which the teacher works. Students also should strive to get rid of their excessive speech dialect features. First of all, self-control, as well as various types of articulation exercises during every phonetics class.
Thus, the future teacher must know the characteristics of the local dialect to exercise students’ ability of correct pronunciation of sounds and sound combinations development.
Students’ practical work should be provided with a well-designed circuit training tasks.
In particular, I.P. Yushchuk offers to begin language sound structure learning with consideration of consonants, «because among them phonetic laws are associated with the most of phonetic phenomena that cause some features in vowels usage. We distinguish words by consonants and vowels, words differentiating function are less important».
Phonetic observations in the study of morphology are important as well: grammatical form of the word as unity grammatical meaning and its material expression requires two-way analysis.
Significant role in literacy spelling increasing is phonetic transcription that foster orthoepic hearing, teaches listen to speech closer, consciously compare sound and spelling. Having mastered direct phonetic transcription, students learn to operate reverse transcription. This work simulates the real situation dictation, gives the control over their actions, because much more time is given than while text dictation writing. In the process of worked automatism actions exercising the relationship between visual and auditory images of words are clear.
Thus, English language phonetics and graphics studying requires scientific properties of sound and graphics systems, taking into account the characteristics of their absorption by different age groups, application of new technologies of language learning. However, orthoepic formation and spelling skills are central in the study of these sections that are the basis of linguistic competence of both high school graduates and university students.
Today, the advanced English language program prefers communicative and active, personal, linguistic and cultural approaches of English language studying
in order to meet the real mastery of English language fully. This should be seen in the updating of teaching phonetics, graphics, orthoepy, expansion of linguodidactic approaches with mandatory introduction to the educational process of modern information technology, such as computer, multimedia, audiovisual, telecommunications and so on.
Thus, to ensure high performance work while «Phonetics» teaching is possible under the following conditions:
1) for students, future teachers:
- while preparing for classes, to update knowledge about the features of Ukrainian graphic link between phonetics, graphics, orthoepy spelling and modern languages, to recall incidents of graphic requirements and their causes;
- to consider the relationship between linguistic theory and practice patterns of speech training and learning their native language;
- while the subject studying, to pay attention to the content and scope of theoretical material on phonetics in secondary school;
- to understand that phonetics should be a scientific basis for foundations laying of proper writing and conscious major orthoepic norms assimilation;
- to have a desire for continued expansion and complement the theoretical knowledge gained in lectures and improvement of acquired skills, acquired during practical classes for the course;
2) for the teacher:
- while elaborating scientific, philological and teaching source, to follow application of methods and techniques of prominent phonetics, orthoepy and graphics teaching, among which given exercises of oral nature are given;
- continually review the professional periodical press and literature as to the possession of information on modern teaching methods to familiarize with the best traditions of education;
- while improving their knowledge of course, to play a role of model for students in shaping their outlook on the teacher language style.
Conclision
Any language, the most important means of human intercourse, exists in two main speech forms: oral and written. Both the oral and the written speech forms have a material substance. To underline the importance of the sound medium of language H.Yuason notes that to speak any language a person must know nearly all the hundred percent of its phonetics, while only 50 percent of its grammar and 1 percent of the vocabulary may be sufficient. According to Abercrombie : “Is it in fact necessary for a teacher to be phonetican? I would reply that all language teachers willy – nilly are phoneticans. It is not possible, for practical purposes, to teach a foreign language to ant type of learner, for any purpose, by any methods, without giving some attention to pronunciation. And any attention to pronunciation is phonetics.” The teacher of foreign languages will find that a through knowledge of the essentials of phonetics will be extremely helpful to him/ her in his / her classroom . Everybody knows the manner in which correction of pronunciation were generally made in old – fashioned classes, and how they are still made by too many teachers, even among those who have themselves acquired a good pronunciation of the language they are teaching. The pupil reads some word in some miserably erroneous way, the teacher stops him and pronounces the word in , let us assume,the correct way. The pupil tries to imitate that pronunciation , but fails, and thus we have an endless repetition of the same word by the teacher, folowedvery often on part of the pupil be an equally endless repetition of nearly the same bad pronunciation as before. How different, if the teacher knows his business, that is to say, knows enough of phonetics to be able to tell the pupil just exactly what is difference between the soundshe/she pronounced it and the sound as it should be. It is primarily concerned with expression level. However, phonetics are obliged to take the content level into consideration too, because at any stage of the analysis, a considerable part of the phonetician’s concern is with the effect which the expression unit he is examining and its different characteristics have on meaning. Only meaningful sound sequences are regarded as speech, and the science of phonetics, in principle at least, is concerned only with such sounds produced by a human vocal apparatus as are , or may be, carriers of organized information of language. Consequently, phonetics are important in the study of language. An understanding of it is a prerequisite to any adequate understanding of the structure or working of language. No kind of linguistic study can be made without constant consideration of the material on the expression level.
It follows from this, that phonetics is a basic branch –many would say the most fundamental brunch- of linguistics; neither linguistic theory nor linguistic practice can do without phonetics, and no language description is complete without phonetics the science concerned with the spoken medium of language. That is why phonetics claims to be of equal importance with grammar and lexicology.
The role of phonetic means in the process of language and communicative skills development of philological department students was clarified. The attention was paid to the importance of phonetics as a scientific base for correct writing and conscious assimilation of orthoepic rules. The ways of students’ language and communicative competence improvement were offered.
The purpose of the course paper is to consider the role of phonetic means while students’ language and communicative competencies development; to pay attention to the importance of phonetics as a scientific basis for foundations laying of correct writing and conscious assimilation of orthoepic norms; to suggest ways to improve students’ language and communicative literacy.
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