Each language has its own special, unique sound system, which you need to get acquainted with, since a person who does not know the correct pronunciation will not be able to correctly perceive foreign speech by ear and will not be able to be understood correctly. German, along with sounds peculiar only to him, has a number of sounds, the pronunciation of which practically coincides with the corresponding sounds of the Russian language.

In German 42 sounds, for which records are used 26 letters Latin alphabet. Both in German and in Russian, vowels and consonants are distinguished. The German language has 15 simple vowels, 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 language have two features:

1. At the beginning of a word or root, vowels are pronounced with a strong attack, resembling a slight click, which gives the German speech a jerky 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 are pronounced more intensely than the vowels of the Russian language, and do not change their character during the entire time of sounding. The consonant following the long vowel freely adjoins it, as if with a short pause. When transmitting German sounds in Russian letters, the length of vowels is indicated by a colon after the corresponding letter.

short vowels are pronounced more briefly than Russian vowels. The consonant sound following the short vowel tightly adjoins it, as if cutting it off.

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The length and shortness of vowels often have a semantic meaning and determine the general character and rhythm of German speech:

Stadt	state	city	-	Staat	state	state
offen	about fan	open	-	Ofen	about: fan	stove

Vowel pronounced for a long time:

but. in an open syllable, that is, a syllable ending in a vowel:

Vater f but:ta

Leben l e:Ben

b. in a conditionally closed syllable, i.e., a syllable that, when a word changes, can be opened:

Tag T but:to

Ta-ge T but:ge

On the letter, the length of the vowel is indicated:

but. doubling the letter

meer me:a

b. letter h after a vowel

Uhr y: a

in. letter e after i

Sie zi:

Vowel pronounced briefly, if followed by a consonant or group of consonants:

Consonants The German language has the following features:

but. they are pronounced more intensely than the corresponding Russian consonants;

b. German voiceless consonants p, t, k are pronounced with a breath, especially at the end of a word;

in. German consonants, unlike the corresponding Russian consonants, are never softened;

d. unlike the Russian language, where the voiceless consonant is voiced under the influence of the voiced consonant following it (from is tunnel, but: out from at home), in German the opposite phenomenon occurs: a voiceless consonant partially deafens the voiced one following it, remaining deaf (das Bad das bpa:t).

stress in German, it usually falls 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 transmitted in this manual in Russian letters without the use of generally accepted transcription marks. The transcription of the word and the stressed vowel are in different fonts. Such 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 do not need it, use only Russian.

Pronunciation of German vowels

Sound represented by letters but, aa, Ah, pronounced like Russian but(long) in the word "brother" or but(short) in the word "tact": baden b but: Dan, Saal for: l, Fahrt fa:at, Satz zats .

Sound represented by letters ä , Ah, pronounced like Russian uh in the word "era": Väter f e: that, wahlen in e: linen , Manner m uh on the .

Sound represented by letters i, ie, ih, pronounced like Russian And in the word "blue": mir mi:a, sieben h And:ben, Ihr i:a, Mitte m And te, Tisch hush .

Sound represented by letters e, her, eh, pronounced like Russian uh or e in the words "these", "believe", "measure": nehmen n e: maine See ze:, gehen G e: en, Geld gelt, sechs zex. In an unstressed final syllable (endings -en, -er), as well as in some prefixes (for example: be-, ge- etc.) this sound is not pronounced clearly and is similar to Russian uh in the word "should": fahren f but: ren, beginnen bag And nan .

However, especially attentive listeners could notice the overtones of the "and" sound 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 like for [i]. You can also try to pronounce the diphthong [hey] without completely pronouncing the second part of the sound, i.e. the first part of the sound is [e / e], and the second [th], [th] just to the end and is not pronounced. Let's listen again:

Sound represented by letters oh oh oh, pronounced like Russian about(long) in the word "will" or about(short) in the word "clown": Oper about :pa ohne about :ne , Boot bo:t, Rolle R about le .

Sound represented by letters u, uh, pronounced like Russian at in the word "I will": du du:, Uhr y: a, hundert X at ndat .

Sound represented by letters u, uh, is absent in Russian. It's pronounced like Russian Yu in the words "jury", "mashed potatoes": führen f Yu: ren, funf funf, Ubung Yu:bun(g). Rounding 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 represented by letters oh, oh, is also absent in Russian. Rounding the lips, as for [o], we pronounce [e]. Reminds me of Russian yo : schön w yo: n, Sohne h yo:ne, Loffel l yo fel, offnen yo fnen . Although in Russian transcription it will be denoted as [e], with the sound [e] he not is an.

ei, ai, pronounced like Russian ah into the words "give": drei dry, Weise in but yze .

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, au, pronounced like Russian Oh in the word "your": neu Noah, Hauser X Oh behind .

Pronunciation of German consonants

Many consonant sounds of German are pronounced almost the same as the corresponding sounds of Russian: b b, p P, w in, f f, s c or h(before a vowel or between two vowels), k to,g G,n n, m m, z c.

Sound represented by letters ch(after e, i, ö, ü and after l, m, n) pronounced like soft Russian xx in the word "chemistry": welche in uh lhe, richtig R And htikh , manchmal m but nkhmal .

The sound represented by the letter h(at the beginning of a word or syllable) is pronounced as a noisy exhalation to the next vowel. In Russian, this sound is absent, however, it is enough to pronounce Russian [x] with a light exhalation: halt halt, Herz hertz .

Sound represented by letters l, ll, pronounced as an average between Russian soft l(in the word "summer") and solid l(in the word "lacquer"): Ball ball, alt alto .

The sound represented by the letter j, pronounced like Russian th before the corresponding vowels (for example: "Christmas tree", "pit", "south"): Jacke ya ke, jemand ye:manta .

R pronunciation

Consonant sound denoted by a letter r, can also sound like a vowel sound close to the Russian sound but.

1. After long vowels (with the exception of long "a") in stressed and unstressed syllables that are final, for example:
   factor f but who: a,wir in And:but, Clavier clave And:but, Nature nat at:but .

   There may be exceptions:
   Haar ha:r, Ha: ; Bart Bart, ba:at ; Arzt arts, a:tst ; Quark quark, kva:k ; Quartz quartz, kva:c ; Harz harz

2. In unstressed prefixes: er-, her-, ver-, zer-, for example:
   erfahren eaf but:ren , verbringen February And:n(g)en , zerstampfen zeasht but mpfeng , hervor heaf about:but .
3. In the final unstressed - er, and also when consonants follow it, for example:
   Vater f but that, immer i: ma, besser b uh:sa, anders but ndas, Kindern to And ndang, 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 option is now more common):

1. If you touch your fingers at the base of your neck and try to pronounce "r" so that your fingertips feel it, you get the first "r".
2. If you pronounce "g", try to continue the sound ("gggggg..r.."), you get the second sound ("growl of the tiger").
3. The sound pronounced with the tip of the tongue is thus the "Russian" "r".

Remember the rules for reading some letter combinations:

ch after a, o, u it is read like Russian X: Buch boo:x, Fach fah; after all other vowels, as well as after l, m, n is read as xx: recht recht, Wichtig in And htikh Milch milch .

chs, as well as the letter X, read like Russian ks: wechseln in uh kseln .

ck reads like Russian to: Stuck piece, Ecke uh ke .

sch reads like Russian w: Schuh shu:, waschen in but: sheng .

st PCS: Stella PCS uh le .

sp read at the beginning of a word or root like Russian sp: Spiel spire, sprechen sprechen .

tz reads like Russian c: Platz parade ground, sitzen h And tsen .

ng reads like ... English sound [ŋ]. The back of the tongue closes with the lowered soft palate, and air passes through the nasal cavity. In order to achieve the desired position of the organs of speech, you can inhale through the nose with a wide open mouth, then pronounce the sound [ŋ], exhaling air through the nose. In Russian transcription, we will denote as n(g), because G there still sometimes they pronounce, as in the first word: Übung Yu:bung, verbringen February And:n(g)en , Ding dyn(g). Also this sound is in combination nk: bank baŋk, links liŋx, tanken T butŋken .

From letter to sound

Letters of the German alphabet	Russian transcription	Examples
ah, ah, ah	but:	Rat	pa:t
		Saat	per:t
		fahren	f but:ren
but	but	wann	van
ah, ah	e:	spat	sp:t
		zahlen	c uh:linen
ai	ah	Mai	May
au	ay	also	but wow
au	Oh	Hauser	X about yza
b, bb	b	bitte	b And te
		ebbe	uh bae
(at the end of a word)	P	ab	up
from	to	Cafe	cafe e:
ch (after a, o, u)	X	Nacht	nakht
(after other vowels and after l, m, n)	xx	ich	uh
chs	ks	sechs	zex
ck	to	wecken	in uh ken
d, dd	d	dort	dort
		Kladde	class but de
(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	uh	etwas	uh yours
		dieses	d And: ze
ei	ah	mein	lane
eu	Oh	neun	noin
fff	f	frei	fry
		Schiff	cipher
g, gg	G	gut	gu:t
		flagge	fl but ge
(at the end of a word)	to	Tag	So
(in suffix -ig)	xx	zwanzig	color but ncih
h  (at the beginning of a word and syllable)	X	haben	X but:ben
		behalten	bah but lten
(unreadable after vowels)		sehen	h e:en
i, ie, ih	And:	wir	w:a
		sieben	h And:ben
		Ihnen	i:nen
i	And	Zimmer	c And ma
j	th	Jahr	th but:
k	to	kind	kint
l, ll	eh	elf	elf
		halle	X but le
m, mm	m	machen	m but hyung
		comment	to about maine
n, nn	n	Name	n but: me
		Dann	Dan
ng	n(g)	Ding	dyn(g)
oh, oh, oh	about:	oben	about: ben
		Boot	bo:t
		Ohr	o:a
o	about	night	nox
oh, oh	"yo:"	Mobel	m yo: belle
		Sohne	h yo: ne
		Öl	yo: eh
ö	"yo"	zwolf	zwölf
		offnen	and about: fnen
p, pp	P	parken	P but rken
		knapp	knap
pf	pf	Pfennig	poof
qu	sq.	Qualitat	qualite e: T
r, rh	R	Arbeiter	but rbyte
		Rhine	R but yin(Rhine)
r	but	wir	in And:but
		erfahren	eaf but:ren
		Vater	f but that
s  (before vowels or between vowels)	h	sagen	h but:gen
		unser	at nza
		Kase	to uh: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	sp	sprechen	spr uh hyung
st	PCS	stellen	PCS uh linen
t, tt, th	T	Tisch	hush
		satt	zat
		Theater	te but: that
tz	c	setzen	h uh tsen
u, uh	at:	Dusche	d at: she
		Uhr	y: a
u	at	und	unt
u, uh	"Yu:"	Tur	ty: a
		fuhren	f Yu:ren
		uber	Yu: ba
ü	"Yu"	funf	funf
		uppig	Yu shove
v  (in German words)	f	vier	fi:a
(in foreign words)	in	visite	visas And: te
		November	new uh mba
w	in	Wagen	in but: gene
x	ks	Taxi	T but xi
y	"Yu:"	Lyrik	l Yu:rick
y	"Yu"	Zylinder	tsul And nda
z	c	zahlen	c but:linen

Municipal state educational institution "Tasharinskaya secondary school" Moshkovsky district of the Novosibirsk region Abstract on the discipline: "Methods of teaching the phonetics of a foreign language" On the topic: "Problems of Russian-speaking interference in teaching the German language" Performer: Lakina Elena Nikolaevna

Novosibirsk, 2017 Content Introduction……………………………………………………………………… p.3 1. Interference as a linguistic problem……………… ……….p.4 2. Causes and ways to overcome interlingual interference………….…………………………………………………..p.5 3. Problems of interference in learning German………….…p.9 Conclusion…………………………………………………………………..p.13 References……………… ……………………………….………....p.14 2

Introduction Fundamental changes have taken place in all spheres of Russian society in recent decades, and the issue of education foreign languages now it is sharper than ever. Recently, Russia's policy aimed at cooperation with other countries, a real opportunity to get education and work abroad, communication with the help of ongoing migration processes, new information technologies contribute to the growing role of a foreign language in society. From an academic subject, it turns into a basic element of the modern education system, into a means of achieving the professional realization of the individual. Learning a foreign language comes with many challenges. One reason is the problem of interference. "Interference" refers to deviations from the norms of a given language, caused by the influence of another language. The relevance of the study lies in the fact that the role of the Russian language in the study of a foreign language in a bilingual situation is analyzed. Purpose of the work: to study the causes, consequences and problems of interlingual interference in teaching the German language in a secondary school. To achieve this goal, it is necessary to solve the following tasks: 1. Determine the essence of the concept of "interference as a linguistic problem"; 2. Identify the causes and ways to overcome interlingual interference; 3. Consider the problems of interference in teaching the German language. 3

In the course of the work, methods of linguistic description and comparison are used. The theoretical and methodological basis of the study was the provisions developed in pedagogy, in psychology and in the methodology of teaching foreign languages. The abstract consists of an Introduction, three chapters, a Conclusion and a bibliography. 1. Interference as a linguistic problem Rapidly developing intercultural and interethnic relations, the trend towards globalization, and the widespread development of mass media have made bilingualism one of the most striking and widespread phenomena of modern reality. This is confirmed by the fact that, according to recent studies, there are more bilinguals and multilinguals in the world than monolinguals (about 70%). It should also be noted the growing popularity of children's bilingualism: it covers almost half of the children on the planet. The problems of bilingualism, multilingualism and the influence of languages ​​on each other have long attracted the attention of not only linguists, but also representatives of other sciences. The creation and development of the theory of bilingualism was preceded by the emergence of the closely related theory of language contacts. The impetus for the creation of this theory was the outstanding work of W. Weinreich "Language Contacts". The influence of the native language causes the phenomenon of interference in bilingual speech. The term "interference" (from Latin inter between and ferentis bearing, transferring) was first introduced by members of the Prague Linguistic Circle. 4

Modern Russian scientists in general share the views of their predecessors. It is generally accepted to interpret interference as a result of the superposition of two language systems. The result of interference is often a violation of mutual understanding between people in the process of their verbal communication, therefore, the study of interference from the point of view of its communicative effect is extremely important, it allows you to anticipate errors and facilitate the task of correcting them. Researchers identify four aspects of the study of interference psychological, methodological and linguistic. Consider the classifications in which the basis for the selection of sociological types of interference was the levels of the language at which changes occurred. Such classifications are based on a linguistic approach to the study of interference. One of the most extensive is the classification of V.V. Alimov. He distinguishes the following types of interference: ∙ sound (phonetic, phonological and sound grammatical reproduction); spelling; (morphological, semantic; stylistic; intralingual (Alimov, 2005: 2). punctuation); syntactic, lexical; Thus, the ambiguous interpretation of the term interference in linguistics is caused, on the one hand, by the variety of situations in which language contacts are manifested, and, on the other hand, by the complexity of distinguishing between the psychological and linguistic aspects in speech. 2. Causes and ways to overcome interlingual interference 5

The condition for the occurrence of language interference in teaching students is language contact in a learning situation. Students often make mistakes, the cause of which is interlingual interference - the influence of the native language system on a foreign language. Interlingual interference occurs when a speaker equates units of one language with units of another because of their similarity in form, distribution, or both. When teaching foreign languages, sound interference can be regarded, for example, as "bad" and "mediocre" pronunciation in the target language. In this case, there is no interaction between the two language systems "speech" of students sounds mainly in the classroom. Achieving good pronunciation in a foreign language, the teacher primarily pursues general linguistic goals, since mastering the mechanisms of sounding speech is the key to mastering all the riches of a foreign language. Under conditions of interference, the "bad" quality of speech in a non-native language does not exclude good understanding, and with poor discrimination of the sounds of a non-native language, pronunciation errors are not necessary. Consider the manifestations of interlingual interference at different levels (lexical, syntactic). language (phonetic, grammatical) phoneme sequences in words 6

of the language being studied, in the unlawful identification of the rules of the native and foreign languages. Interlingual interference in the grammatical sphere arises as a result of a mismatch in the number of grammatical categories in two languages, their semantic boundaries, varying degrees of freedom in the order of words in a sentence, etc. This leads to a violation of the rules of declension, arrangement and choice of grammatical units. To overcome grammatical interference, it is necessary to identify similarities and differences and establish interlingual equivalents for their successful assimilation. This will allow you to find rational ways to explain and consolidate the language material. Lexical interlingual interference is the result of a different expression of the same conceptual content in two languages ​​and a mismatch between the boundaries of the related words. At the syntactic level, interlingual interference leads to a violation of the order of words in a sentence, since in Russian it is free, and in a foreign language each member of the sentence has its own strictly defined place. Interlingual interference manifests itself in very complex and diverse forms. Using the mechanisms of a foreign language, students are forced to carry out the process of restructuring certain mental operations, abandoning the usual norms of thinking and structures in their native language. This creates certain difficulties in the generation of a foreign language speech message, and special efforts are required, both for the student and the teacher, to overcome these difficulties. interfering with the correct use and interference, the functioning of foreign language material in bilingual speech, has not 7

only different forms of manifestation, but also due to different reasons that contribute to its occurrence. One of the ways to overcome the negative impact of interlingual interference can be the analysis of the native and studied languages. Comparative analysis helps to identify grammatical phenomena that present the greatest difficulties due to the difference in form, meaning and use of structures, what kind of difficulties are contained in these phenomena, when violations of language norms can be expected, what forms of prevention and correction of errors are more rational. Given the possibility of interlingual interference in the study of a foreign language, we can prevent some errors, reduce their number, and thereby facilitate the learning process. The most effective in this regard are interlingual contrasting exercises, interlingual comparisons, translation, verbal explanation of the most difficult rules and situations. Extralinguistic factors that cause interlingual interference are the lack of a natural language environment and the vital need for communication in a foreign language. In the artificial conditions of mastering a foreign language, other factors join these factors. The phenomenon of interference is multifaceted and complex, it is often determined by the combination of various factors, the negative impact of native language skills on a foreign language. These factors often overlap with factors resulting from the negative impact of previously acquired foreign language skills. 8

In the process of learning a foreign language, there certainly comes a moment when the student begins to use the vocabulary of both his native and the language being studied. At the same time, not realizing that the spoken words belong to different languages, and others can hardly understand you. This is especially evident in younger students. So, interlingual interference can occur for several reasons: if the lesson uses a native and foreign language; if there is a mixture of languages ​​in the family; if the child uses a foreign language as a way of self-affirmation. In methodically correct classes, interlingual interference should not occur. For this, conditions must be created. Classes are conducted only in German. And on some spontaneous phenomena and on the child's attempts to assert themselves through knowledge of a foreign language (if they arise), you just need to ignore it. Thus, overcoming or reducing language interference in teaching a foreign language seems to be a very difficult task, but the use of authentic teaching materials, audio recordings, newspapers, magazines, etc., as well as the correct organization educational process, which contributes to "immersion in the language", as well as training in thoughtful work on the features of the language being studied, leads to its significant decrease. 3. The problem of interference in teaching German 9

The problem of interference occupies a controversial position in the methodology of teaching foreign languages. Depending on the general approaches of the methodologists of one school or another, interference is either given great attention or declared insignificant as a problem. In the modern methodology, global teaching of foreign languages ​​is psycholinguistic hypotheses (or models) of teaching foreign languages. there are three. These are the "contrastive" hypothesis, the "identity" hypothesis, and the "interlingual" hypothesis. In accordance with the views of supporters of the contrastive hypothesis, the process of learning a foreign language is under the most direct influence of the first language, therefore the central categories of this hypothesis are interference and transfer (Galskova 2005: 9) . According to this concept, the greatest difficulties, and errors in teaching foreign languages, are caused by those linguistic phenomena that differ from similar phenomena in the native language, and therefore it is important to develop a methodological typology of linguistic phenomena in both languages, which, at the same time, allows the existing results to predict difficulties. . typological studies comparing the structure of native and foreign languages ​​in their various subsystems are recognized as insufficient. Phonetic interference is facilitated by typological differences in the phonological systems of the Russian and German languages: the presence of long vowels in the latter and their absence in Russian; stability of articulation of long vowels; a hard attack at the beginning of a word and syllable; lack of palatalization, aspiration of voiceless consonants; muffled voiced consonants; phrasal stress (unstressed article, negation) and other auxiliary words; stress in words with separable and inseparable prefixes; stress in compound words; intonation of an interrogative sentence without an interrogative word, etc. Sometimes students make mistakes in reading German letters that match 10

"institute", the use of the German phrase "Ich studiere am paedagogischen Institut" (instead of "an der paedagogischen Fakultaet") when translating the Russian phrase is incorrect. Quite typical are errors associated with violations of relations within synonymic series, when instead of one synonym, another is used that is inappropriate in this context. For example, instead of "Er kennt diesen Studenten" they translate "Er weiss diesen Studenten", or instead of "Er traff Marie um 7 Uhr" "Er begegnete Marie um 7 Uhr". The reasons for interference are, on the one hand, linguistic differences, on the other hand, insufficient knowledge of the rules of word usage and word compatibility, that is, ignoring these differences. For example, very often students mistranslate the verb “call” from Russian or substitute one for the other (anrufen telefonieren). The verb anrufen means - mit jm telefonisch Verbindung aufnehmen ((dial) call, talk on the phone), telefonieren (mit jm) means - mit jm per Telefon sprechen (talk on the phone). Sometimes graphic and spelling interference is manifested in writing: the rules for writing words of the native language are transferred to the target language. Examples are the following words from the German language: appell call; aggression aggression; adresse address, etc. A timely commentary on the “false friends of the translator”, as well as working with a dictionary, helps to prevent errors that arise by a false analogy with existing Russian words. As already mentioned, regular and communicatively significant lexico-semantic interference manifests itself to a greater extent at the initial stage of language learning. Examples are errors in the translation of texts. Thus, Schweizer is often translated as "porter" instead of "inhabitant of Switzerland", 12

Schal - like "shawl" instead of "scarf, muffler", Akademiker "academician" instead of "face with higher education, intellectual." Grammatical interference in German speech is due to differences in the grammatical structure of the Russian and German languages. The grammatical systems of the native and German languages ​​have much in common, which manifests itself both at the morphological and syntactic levels, namely: these languages ​​have the same parts of speech and sentence members. Differences are found when comparing any part of speech, for example, gender mismatch: child - das Kind, girl - das Maedchen, book - das Buch. The possessive and reflexive pronouns sich present a great difficulty. In Russian, ownership does not change depending on the person; in German, ownership is determined by faces (mein Auto dein Auto). The potential field of grammatical interference is created by differences in the grammatical categories of certainty / indefiniteness, gender, plural of nouns, aspect, tense and voice of the verb, etc. For example, the absence of the singular in Russian nouns "scissors", "tongs", "holidays" gives interference. Linguistic and regional interference - incorrect understanding of background vocabulary. When learning a foreign language, it is necessary to master not only the word, but also a typified image in the national consciousness of the people - the bearer of the language and culture; otherwise, the concepts of one language are transferred to the concepts of another. For example: der erste Stock first floor instead of second. In German, the first floor is referred to as Erdgeschoss. All these phenomena of language interference are foreseen in advance by the teacher when comparing two language systems and are prevented by performing purposeful, special exercises. 13

Conclusion Thus, the wide spread of bilingualism in the world (both natural and artificial, i.e. educational) creates unique conditions for studying it and studying the phenomenon of interference that occurs in a situation of bilingualism when teaching a non-native language. Interference is one of these linguistic phenomena, because it is possible only when there is interaction between two or more languages. Interference is the result of the overlap of several (usually two) language systems, and can have both positive and negative effects. Overcoming or reducing language interference when teaching a foreign language seems to be a very difficult task, but the use of authentic educational materials, audio media, newspapers, magazines, etc., as well as the proper organization of the educational process, “immersion in the language”, as well as training to work on features of the language being studied, leads to its significant reduction. In order to minimize this negative phenomenon, it is necessary not only to skillfully and competently correct emerging errors, but first of all to anticipate such errors and prevent their occurrence in advance. At the stage of explaining new material, students should be involved in active actions by comparing various linguistic phenomena of their native and foreign languages. To successfully master the skills of speaking in German, you need to: firstly, create a language environment; second, set aside more hours for 14

language learning for children who want it; thirdly, desire and diligence. The formation of oral speech in a foreign language contributes to the successful overcoming of interference when constructing a sentence in German. References 1. Abdygaliev S.A. Ways to overcome lexical interference in teaching German. Abstract diss. cand. ped. Sciences 1975. 16s. 2. Alimov V.V. Interference in translation (based on professionally oriented intercultural communication and translation in the field of professional communication): Proc. allowance. M.: KomKniga, 2005. 232p. 3. Alimov, V.V. Special translation and linguistic interference - M.: MOSU, 2003. - 134 p. 4. Akhmanova O.S. Dictionary of linguistic terms. M, 1969. 608s. 5. Badger, R.Yu. Fundamentals of teaching foreign languages ​​in terms of bilingualism. - M., "Higher. school", 1970. - 176 p. 6. Weinreich U. Monolingualism and multilingualism // New in linguistics. M., 1972. Issue. 6. S. 2560. 7. Weinreich U. Language contacts: state and problems of research / transl. from English. and comment. Yu.A. Zhluktenko. Kyiv: Vishcha shkola, 1979. 263p. 15

8. Vishnevskaya, G.M. Bilingualism and its aspects - Ivanovo, 1997. - 100 s. 9. Galskova, N.D., Gez, N.I. Theory of teaching foreign languages: Linguodidactics and methodology. – M.: Publishing house. center "Academy", 2005. - 336 p. 10. Gorelov, I. N. On the meaning and methodology of the study of interference / I. N. Gorelov // Interference in oral and written German speech of students and schoolchildren: Sat. Art. / cafe. German lang. OGPI. Orenburg: Izdvo OGPI, 1969. 73 p. P.5 - 33. 11. Grigoriev E.I., Tychinina V.M. Speech sounds and their communicative function: tutorial for students of philological specialties, graduate students and teachers / E.I. Grigoriev, V.M. Tychinin. – Tambov, TSU im. G.R.Derzhavin. – 84 p. 12. Zakiryanov K.Z. Bilingualism and interference. Ufa: Izdvo BGU, 1984. 82p. 13. Kosmin O.G., Bogomazova T.S. Theoretical phonetics of the German language. Textbook. M.: NVITezaurus. 2002. 257s. 14. Nork O.A., Milyukova N.A. Phonetics of the German language. A practical guide for secondary school teachers. M., Enlightenment. 1976. 143s. 15. Reformatsky A.A. On the comparative method // Russian language in the national school. 1962. No. 5. S. 2333. 16. Shchukin A.N. Learning foreign languages. Theory and practice. Textbook for teachers and students. M.: Philomatis. 2006. 480s. 16

2.1 Stages of improving phonetic skills

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

In the work “Some psychological prerequisites for modeling speech activity in teaching a foreign language”, an attempt was made to describe speech activity in the process of speaking as a hierarchical structure, the levels of which are arranged as the psychological difficulties associated with the performance of various mental operations increase. These levels can be considered as certain stages in the purposeful formation of the speech mechanism. The main criteria for their selection are also associated with the possibility of dividing the syntactic structure of the phrase, which is the main speech unit, into elementary components and working out each of the latter in various, increasingly complex types of speaking (short answer, full answer, narrative, etc.). At the same time, this approach provides element-by-element development of the phrase structure of a detailed sentence in speaking acts that have full communicative value.

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

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

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

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

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

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". However, this approach had a number of significant drawbacks:

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

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

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

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

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

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

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

This approach to teaching phonetic skills at the initial stage ensures the simultaneous assimilation by students of the phonetic, grammatical, lexical, and intonational features of the English language in an undivided form. With such a formulation of training, it turns out that training an isolated sound is simply unnecessary, since sounds almost never function in an isolated form.

Articulatory rules are approximate (close to correct) in nature. In fact, these are rules-instructions that tell students which organs of speech (lips, tongue) are involved in pronouncing the sound. For example, to pronounce the sound [e], you need to pronounce the Russian “e”, stretch your lips into a smile, almost close your mouth, tighten your lips.

It has been noticed that unusually formulated rules-instructions are remembered by students for life; often the sounds and everything else have long been lost, and the teacher's apt explanation remains in the memory ten years after graduation. However, it is most rational to take advantage of the psychological peculiarity of elementary school students - excellent imitation abilities - and to make wider use of an effective teaching method - imitation.

2.2 Features of the formation of phonetic skills

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

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

Basic requirements for pronunciation skill:

• 1) phonemic - implies a degree of correctness for the phonetic design of speech, sufficient for easy understanding by her interlocutor.
• 2) Fluency - the degree of automation of the pronunciation skill, allowing students to speak at the correct pace of speech. (110 - 130 characters per minute).

Students should master the intonation structure for the most common types of sentences. The selection of material takes place according to the following principles:

• 1) compliance with the needs of communication (sense-distinctive function);
• 2) stylistic principle (literary language or dialect).

At the initial stage of training, the focus is on the automation of 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 auditory pronunciation skills of the German language, and the nature of typical mistakes.

When comparing German and Russian languages, 3 main groups of phonemes are distinguished:

• 1. phonemes that match in the native and foreign languages;
• - the easiest phonemes, when learning, the skill of their pronunciation is transferred from the native language to a foreign one, by imitation and display;
• 2. phonemes that have similarities, but do not completely coincide in two languages. When teaching the pronunciation of these phonemes, one can neglect the inaccuracy in pronouncing similar phonemes. By imitation, display, comparison, description of articulation;
• 3. phonemes that are absent in one of the two languages ​​- the most difficult phonemes, since they are absent in the native language, the formation of the skill goes through the creation of a non-existent articulation base, description of articulation, display, imitation.

Comparison of Russian and German languages:

• 1) the length and brevity of the vowels of the German language has a semantic difference;
• 2) German vowels are superior to Russian long vowels in longitude, and short ones in brevity;
• 3) a hard attack of German vowels, which plays an important role in syllabic and word emphasis in German.

Consonants:

• 1) the lack of palatalization of consonants before vowels in German, unlike Russian. Therefore, the greatest difficulty for Russian students is the non-palatalized pronunciation of consonants before 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 include [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.

Speech auditory pronunciation skills are understood as the skills of phonemically correct pronunciation of all sounds in a speech stream, understanding of all sounds when listening to speech.

Rhythmic-intonational skills mean the skills of intonationally and rhythmically correct formulation of speech and, accordingly, understanding the speech of others.

When teaching phonetics at school, we are talking about the formation of phonemic-articulation and rhythmic-intonation stereotypes. The program provides for students to master the sounds of the German language, the intonation of declarative (affirmative and negative), imperative and interrogative sentences (grade 5), the intonation of a sentence with a frame structure (grade 6) and the intonation of complex sentences (grade 7).

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

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

• 1. Exercises for the perception of a new sound by ear:
• 1) in the flow of speech - in a speech sample, first in the teacher's speech, then in a mechanical recording;
• 2) in a separate word, in isolation, in combination with the teacher's explanations, if this phoneme belongs to the second group;
• 3) followed by repeated reproduction, first in a separate word, then in a speech sample.
• 2. Exercises to reproduce the phonetic phenomenon. Collective and individual forms of work are used.
• 1) reproduction by individual students and correction by the teacher of possible errors;
• 2) choral reproduction together with the teacher;
• 3) choral reproduction without a teacher;
• 4) individual reproduction by individual students in order to control the formation of the correct auditory-speech-motor sample.
• 3. Training exercises to automate the pronunciation speech skill in conditionally speech phonetic directed exercises (for example, counting rhymes). The same type of exercises include conditional speech exercises of a dialogic and monologue nature, in which the studied phonemes are trained in conditional speech communication, in educational speech.

Exercises for the development of phonetic and intonational hearing:

• 1) verbally divide the word into sounds and name them. Determine the number of syllables in the words you hear;
• 2) set the number of short or long vowels in the words heard;
• 3) find in the columns and mark the words in the order in which they sounded;
• 4) select words with a trained sound from a connected text by ear and write them down in spelling;
• 5) determine the number of words in the listened sentences;
• 6) determine by ear and write down the last word of each sentence of the listened segment.

Formation of pronunciation skills:

• 1) listen to a series of sounds and raise your hand when you hear a given sound;
• 2) listen to a couple of sounds and raise your hand when you hear a new sound;
• 3) raise your hand when you hear an interrogative, declarative, negative sentence;
• 4) underline the word in the sentence that is stressed;
• 5) name the word containing a certain sound;
• 6) say a couple of words after the speaker, paying attention to the differences in the pronunciation of sounds;
• 7) say a proverb, a tongue twister, first slowly then quickly (quietly - loudly).
• 8) make a phonetic markup of the text based on the voice of the teacher or speaker, read the text aloud.
• 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, improving his culture at the same time as improving foreign language skills and abilities.

The essential characteristics of the study of 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 language being studied at all levels (content, stylistic, etc.);
• - unregulated, which means the possibility of making the necessary changes to the course, depending on the level of competence of students, as well as passions, artistic taste, and methodological views of the teacher himself.

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 of great cultural significance.

In general, the study of foreign poetry forms students' ability to participate in the dialogue of cultures. This implies a certain level of formation of all types of competence: communicative, linguistic and cultural, general educational.

Thus, the formation of communicative competence consists in the ability to understand and generate foreign language statements precisely on the basis of and in connection with the content and form of the poem in different situations of communication (conversation, discussion, exchange of opinions, etc.).

Linguistic and regional orientation consists of the relevant 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 language being studied would be impossible, as well as the possession of the relevant language units with national-cultural semantics inherent in this national culture).

General educational competence implies that the student has the skills of intellectual cooperation with a book, another person, a group, a team, as well as the possession of mental operations for the analysis, synthesis and creative rethinking of artistic information.

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

The study of German poetry in the process of teaching the German language allows students to take a different look at the problems of their peers in the country of the language being studied, get acquainted with the peculiarities of culture, understand the national-specific features of culture, understand the national-specific features in the mentality of the people, compare the lifestyle, customs and the customs of one's own country and the country of the language being studied.

Reading German poetry provides an opportunity to compare and identify one's actions with the actions of the characters, expands the students' understanding of the world around them and their own place in this world, has an impact on their emotional sphere, awakens a sense of belonging and empathy.

In addition to special exercises for setting, maintaining and improving the pronunciation of students, memorization of tongue twisters, rhymes, and poems is widely used. Although I will make a reservation that this does not have to be memorization by heart. Sometimes it is enough just to train, for example, a poem, looking at the text. These types of work have two goals: to achieve, firstly, the maximum correctness of pronunciation and, secondly, its fluency.

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

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

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

The exercises listed above and similar to them are used at all levels of education, although their purpose is somewhat different: at the initial stage, their goal is to form the listening skills of students, and therefore their share among other exercises is quite significant; at the middle and senior levels, they are aimed at maintaining and improving these skills, as well as at preventing mistakes. Therefore, they should be performed when mastering new language material, before the corresponding exercises in oral speech and before reading texts. For the same purposes, at the beginning of each lesson, it is recommended to conduct 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. Charging may include one or two tasks of the above types, which are performed by students and the choir, and in turn.

2.4 Subsystem of exercises for working with poems

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

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

Komm aus dem Loch heraus.

Komm in my Katzenhaus!

Miau, miau, miau.

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

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

1) It is necessary to provide a communicative orientation. 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.

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 and thematic conditionality of phonetic material, which should, if possible, be woven into the fabric of the lesson, correlating with it in terms of content.

For example:

Wie geht es Ihnen,

Und Ihnen, Fraulein Krause?

Oh, danke schon

Es geht uns gut!

Wirgehen jetzt nach Hause.

This poem can be used not only for practicing different types of intonation (in a declarative sentence, in an exclamatory sentence and in an interrogative one), but also is a 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 do not present any particular difficulties 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 needs explanations that help students consciously overcome this difficulty.
• 4) It is necessary to ensure the visibility of the presentation of a sound, a phonetic phenomenon. So, for example, visual clarity takes place if the teacher specifically shows the articulation of sound, uses a gesture to indicate stress, rising melody, and so on.
• 5) The activity of students is a prerequisite for the strength of mastering German pronunciation. Therefore, it is very important, especially during frontal work, to monitor the activity and purposefulness of each student's actions.
• 6) An individual approach is needed to the formation of the pronunciation side of students' speech in the context of collective learning. It is well known that students are not equally easy to master pronunciation. It is important to consider them individual characteristics(mobility of the speech apparatus, the development of phonetic hearing, and so on). And therefore it is advisable to ask students to learn poems by heart. This will help to identify the level of formation of the pronunciation side of each student's speech and show what phonetic phenomenon should be worked on with this student.

So, teaching the pronunciation side of speaking and reading occupies a particularly significant place at the initial stage of education. Further, it is carried out, as a rule, within the framework of the so-called phonetic exercises.

Let us give examples of possible exercises during the lesson when working with poems at the initial stage of education.

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, the cat's house caught fire..." "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 bells is transmitted? That's right, sound. Is there such a sound in Russian?

The German consonant is 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 the sounds. If students make phonetic errors while reading, it is necessary to correct the errors and then fix the correct option 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, students pronounce the sound being trained in separate words, and in exercise 4 - in whole phrases. At the end of work on poems, you can hold 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 consolidates the pronunciation of the sound being trained in speech. Students like to work in pairs. You need to write a verbal support for answers on the board. If students make mistakes in exercise 6, you need to ask the student to name the correct option again so that it is 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 fingers in German?) Hort mal zu!

der Mitelfinger

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 the palm in the way that is typical for 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, fingers can be unbent in order from the thumb to the 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, the verse can be accompanied by the movement of the hands and fingers. The names are called in order.)

We brought one of options the use of poetic texts in the German lesson, although there may be an infinite number of them.

2.5 Criteria for assessing students

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

The methodological literature highlights the main and additional criteria for assessing the practical knowledge of various types of speech activity. The main criteria below allow you to determine the minimum level of knowledge of this activity, additional indicators serve to determine a higher quality level.

• - Qualitative indicators of speaking: the degree of compliance of students' statements on the topic and the completeness of its disclosure; the level of speech creativity and, finally, the nature of the correct use of linguistic material, i.e. compliance (or inconsistency) with the grammatical, phonetic and lexical norms of the language being studied.
• - A quantitative indicator of speaking - the volume of the statement, i.e. the number of speech units used in speech.

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

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

The most adequate form of control of skills and abilities of speaking is the oral form, since it allows you to identify the most important qualities for this type of speech activity: speech reaction, speech automatisms, the nature of stops, the situational nature of speech. As for the content side of speech and its correctness, these sides can also be checked using a written form of verification.

In the oral form of verification, some difficulties may arise in fixing the volume of the statement and errors, which may be accidental due to the spontaneity of speech. Therefore, it is advisable to use sound recording tools.

Oral control of speaking skills and abilities can be frontal, individual and group. Frontal oral verification is most convenient for current monitoring and for identifying the degree of assimilation or automation of the material, identifying the overall picture of academic performance. This test is purposeful, conducted under the guidance of the teacher and is carried out in the form of a question-answer exercise in which the teacher plays the leading role, except when dialogic skills to start and maintain 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, on the text; 2) monologue statement on the same supports. Individual forms of control are the only possible ones when testing monologue skills, while it is necessary, however, to combine individual forms of testing with frontal ones in order to avoid class passivity during a long survey of individual students.

The object of control of speaking can also be written works of a speech nature. However, it should be borne in mind that written forms of verification 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 of these exercises can be sounds, syllables, words, phrases, sentences. Tasks can be performed both with visual support and without it.

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 evaluating speech, phonetic and phonological errors are distinguished. When evaluating the answer, only errors of the second type are taken into account.

If all of the above exercises are completed and systematically monitored, work on listening skills can be considered effective.

6. Passov E.I., Kuzovlev V.P., Tsarkova V.B. Foreign language teacher: Skill and personality. - M.: Enlightenment, 1993.

7. Schukin A.N. Methods of teaching Russian as a foreign language. - M.: high school, 2003.

I.B. Smirnov*

ACCOUNT OF THE TYPOLOGICAL FEATURES OF THE PHONETIC SYSTEMS OF THE GERMAN AND RUSSIAN LANGUAGES IN THE FORMATION OF PHONETIC SKILLS IN THE PRIMARY

STAGE OF TRAINING

Key words: analytical and imitative method of teaching, vowels, diphthongs, longitude and shortness of vowels, interference, intonation, transfer, pronunciation, pronunciation, consonants, hard attack, phonetic exercise, 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, analyzes the features of the phonetic system of the German language in comparison with the Russian pronunciation system for more efficient organization of phonetic exercises in German classes.

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 pedagogical sciences, Leningradsky State University them. A.S. Pushkin.

1. The role and place of phonetic charging in the classroom for

foreign language

The formation of pronunciation skills of students is one of the fundamental tasks of the initial stage of education. The attitude to phonetic skills and methods of their formation has always been considered in domestic methodological science and teaching practice with great reverence, especially at a time when the funds for their formation were significantly limited by the rather cramped financial situation of educational institutions and the technical capabilities of publishing houses, which mostly produced only phono materials. However, the place of a gramophone record or a tape recording was always clearly defined by the teacher in planning the course of the lesson and found a worthy implementation during phonetic exercises. Educational and methodological kits in a foreign language of the 60-80s of the last century offered poems, rhymes, sayings, children's songs in a textbook for students and in a recording. Due to the fact that modern teaching materials provide the teacher with complete freedom in planning and selecting educational material for the lesson, phonetic exercises sometimes fall out of the teacher's field of vision. Teachers are concerned, first of all, with the volume of the lexicogrammatic material of the lesson and believe that priorities should be directed to the development of students' oral speech, and not to entertaining phonetic exercises, the material of which is rarely used in students' speech in the future. There is a very common point of view among teachers of foreign languages, according to which, with the communicative method of teaching, it is completely in vain to form phonetic skills artificially, outside the speech situation. During the performance of 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 statement fades into the background. Of course, the core of the communicative teaching method is learning to communicate in communication. According to N.I. Gez, "mastery of the phonetic side of speech is not an end in itself, it is subject to the needs and tasks of verbal communication and develops in close connection with learning to listen, speak, read and write while developing lexical and grammatical skills" . The communicative method of teaching a foreign language assumes the presence of a speech sample in the lesson, which also acts as a pronunciation model for students during educational speech communication. In addition, the speech of the teacher should also act as a pronunciation model for students. Imitation in pronunciation plays a really big role, however, at the initial stage of learning, in the absence of a language environment for constant communication in a foreign language, the conscious assimilation of the features of the phonetic structure of the studied foreign language should always be in the teacher's field of vision. And if in his activity the teacher goes not only by imitation of the formation of phonetic skills in students, but also by analytic and imitation, then in this case the students will know the features of the formation of sounds of a foreign language, take them into account when pronouncing and, thus, form their own mechanism for controlling literate pronunciation corresponding to the literary norm of the language being studied.

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 is heard is an important link in the formation of pronunciation skills at the initial stage of learning.

The use of sound, sound combinations, words in various substitutions is of great importance for the formation of a phonetic skill, since the phonemic, lexical environment, phrasal stress not only leave a significant imprint on the phonetic image of a language unit, but sometimes change its semantic meaning. The phoneme exists in different variants, which are necessary to know for its identification when perceived by ear and when adequately reproduced in oral speech. So, the more often the trainee meets 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 statement.

The formation of the phonetic skills of students should serve as a systematic and systematic phonetic exercise performed at each lesson. The place of phonetic exercises was given in the traditional domestic methodology at the very beginning of the lesson, immediately after organizational moment and speech charging, or in front of it. In fact, this provision is justified, since phonetic exercises are designed to tune the students' speech apparatus to the pronunciation system of a foreign language, its articulation basis, and it is better to do this at the very beginning. training session. It should still

to clarify that phonetic exercises should find their 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 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 lesson.

The types of phonetic charging are determined by the object of formation of the pronunciation skill: whether the pronunciation skills of a single 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 solid text are being formed at this stage.

2. Formation of phonemic speech hearing and pronunciation skills of individual sounds

When forming phonetic skills in pronouncing individual 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, apparent identity in the pronunciation of consonants contributes to phonetic errors and mispronunciation, which leads to a strong accent that 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 in the way of mastering the phonetic system of the German language.

The pronunciation of German consonants is always accompanied by muscular tension of the speech apparatus, expressed in a strong aspiration of voiceless fricative and explosive consonants [p], [t], [k], moreover, both at the beginning of a word before stressed vowels, and at its end or even in the middle words:

Gesund Gesundheit

On the other hand, the German pronunciation system is characterized by the stunning of 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 to some extent stunning and are called semi-voiced:

*binden *Buch *Ausdruck *sein *ausgeben

Specific to the German phonetic system is the impossibility for the Germans to pronounce the sound [x] at the beginning of a word. Hence the well-known [karasho] in the German version. Therefore, special attention should be paid to pronouncing the following words with the sound [k] at the beginning of the word: Chaos, chaotisch, Charakter,

charakterisieren, charakteristisch, charakterlos, Chor, Christ, Christus, Christbaum, Christkind, christlich, Chrom, Chronik, chronisch.

Quite often, teachers pay special attention to students starting to learn the German language to pronounce the sound [r], which is essentially unjustified, since in German three variants of pronouncing this sound coexist on an equal footing: vibrant [r], uvular [R] and anterior lingual variant corresponding to Russian

sound [p]. It is important, however, to teach students how to pronounce this sound correctly at the end of a word after long vowels and in unstressed syllables when [r] is vocalized and almost not 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 the pronunciation of the fricative [x] in a position after closed vowels, diphthongs, as well as [r], [l]: mich, dich, weich, Teich, Teilchen, heucheln, horchen, gehorchen, and also before closed vowels : Chemie, Chemikalie, chemisch.

When mastering the system of consonant sounds of the German language, it is worth paying attention to the active participation of the uvula in the pronunciation of such consonants as [r] and [x]:

verkrustet verachten

The system of German vowels differs significantly from Russian. And first of all, the fact that in German there are both short and long vowels. They are also in the Russian language, however, the opposition in longitude - brevity does not play a meaningful role in Russian. In the German language, on this basis, a sense of distinction of lexical units occurs:

er legte (he laid) - er leckte [e] (he licked)

Saat (sowing) - satt [a] (satiated)

sag (say!) - Sack [a] (bag)

Weg (way) - weg [e] (away)

Staat (state) - Stadt[a] (city)

Assimilation of the system of long and short vowels is a long and painstaking task, complicated by phonetic interference. In our opinion, conscious assimilation of the 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 in the correct pronunciation of German vowels.

German vowels vary in degree of open/closed: long vowels are closed and short vowels are open:

ihn - in Beet - Bett fühlen - fullen

Umlauted vowels are a 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 they create a strong accent of the speaker.

Particular attention should be paid to the formation of the skill of pronouncing three sounds, which in Russian correspond 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 not pronounced clearly or not pronounced at all. Moreover, such a reduction can be subjected to both all types of the above mentioned sound [e], and other unstressed vowels:

matte reisen

Wohin gehst du?

A phenomenon 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 tension when pronouncing consonants. The same tension of the diaphragm is also characteristic when pronouncing vowels at the beginning of a word, which creates a specific sound 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 geontwortet

Another complex phenomenon for the Russian ear is diphthongs, which are not in the Russian language as independent phonemes. Although diphthongoid vowels are quite common in Russian pronunciation, German compound vowels are difficult because they are not pronounced as two consecutively sounding separate sounds, but as a single coherent whole of two vowels in one syllable. The first part of the diphthong smoothly flows 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 both separately, in

special exercises, and in words and phrases, as well as in connected texts: rhymes, poems, tongue twisters,

proverbs, sayings, songs. It is important that all types of sound development - 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 word stress

German word stress is not fixed, unlike the Russian language. But, if in Russian the stress is characterized not only by freedom, but also by greater mobility, i.e. when changing the form of a word or during word formation, it can move (leg, legs, legs, legs, foot), then in the German word the stress, as a rule, has the so-called etymological character, i.e. it is attached to the root of the word and, when changing the word or forming cognate words, it 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, in German there are words with stressed prefixes and suffixes. Therefore, it is very important to teach students to distinguish between stressed and unstressed prefixes and suffixes.

When forming the phonetic image of German 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

Unstressed prefixes found on verbs and nouns are:

be-, ge-, emp-, ent-, er-, ver-, zer-Prefix miss- can be either stressed or unstressed. As the verb prefix miss- does not carry stress:

missbrauchen, missglücken, misslingen, misstrauen But if it is the second of the verb, it becomes stressed: missverstehen, missgestalten The prefix Miss- of nouns and adjectives is stressed:

Missbrauch, Misserfolg, Missernte, Missverständnis,

Stress prefixes, which are word-building elements of a large number of verbs and nouns, are:

ab-, an-, auf-, aus-, bei-, ein-, her-, hin-, nach-, ur-, vor-

Both stressed and non-stressed can be prefixes durch-, hinter-, über-, um-, unter-, wieder-, wider-The prefix un-, as a rule, carries the stress: unangenehm, unartig, Unrecht, Unsinn, the accent can also fluctuate (two options are possible):

unmenschlich, unmöglich, unsterblich,

untröstlich, unübersehbar, unübertroffen, ununterbrochen, unwillkürlich, unverzeihlich, unwiderstehlich

syllable. At the same time, the stronger - the main - stress is borne by the first part of the compound word (defining word), and the second part (defining word) carries a side stress:

There are, however, word-building models of word formation in which the second element carries 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 for the speaker is highlighted through phrasal stress, i.e. the language units that express it carry not only verbal, but also strong - the second - phrasal stress. As a rule, such members of a sentence take place either at its beginning, or at the end or closer to 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 function words: articles, prepositions, conjunctions,

auxiliary verbs and the negative particle nicht. However, they can carry a phrasal (logical) stress if it fulfills the intentional task of the speaker:

"Nimm dich in acht!", fuhr sie mich an. "Dubist 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..." The word bearing the logical stress is the logical predicate or communicative center of the sentence. In principle, each member of the sentence can become, under certain conditions, the communicative center of the sentence.

"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 increased emphasis on the stressed syllable in the word that carries the semantic load in the sentence:

Er hat einen Mercedes.

Er hat einen Mercedes.

Er hat einen Mercedes.

Er hat einen Mercedes.

The stressed syllable of a phrasal stressed word is pronounced louder, slower, and with a change in tone.

If in a sentence several words have the same semantic content - for example, in the case of enumeration - then the very last word takes on the function of the communicative center of the sentence and carries a 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 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, involuntary (spontaneous) mastery of the main syntactic models of sentences occurs. At the initial stage of training, students get acquainted with the intonational design of the main types of sentences according to the communicative purpose of the statement: narrative, interrogative, exclamatory and incentive sentences. Mastering the intonation pattern of a sentence in a foreign language involves multiple listening different type sentences, their imitative reproduction, as well as the correction of independent statements of students by the teacher.

The mastering of intonation models of narrative, exclamatory and incentive sentences occurs on the basis of transfer from the native language and, as a rule, does not present much difficulty for students. German intonation patterns

the sentences are in many respects similar to the Russian ones. 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, distributing stepwise over all stressed syllables. Unstressed syllables are adjacent to the previous stressed ones at the same level. In Russian, the descending scale is not found, unstressed syllables are usually located below the stressed ones, which leads to 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 farst du?

Woher "kommen Sie?

Wohnen Sie dort?

When it is mastered, the interfering influence of the native language acts, which consists in raising the tone at the end of the sentence, which is typical for the intonation of this type of sentences in Russian. In a German interrogative sentence without an interrogative word, the tone of voice is lowered, for example:

Woh in gehen wir?

This model has all three elements of the intonation structure: pre-tact, core and off-beat. The movement of the tone in the nucleus is ascending-descending, the fall of the tone is steep and fast and reaches a low level. The prebeat lies in the neutral level, it can be either flat or ascending. Zatakt can be either smooth or descending, its level is low. The prevalence of pre-beats depends on the lexical content of the model.

Sentences of this type, in which the tone rises sharply when pronouncing an interrogative word, and then sharply decreases towards the end of the sentence, require repeated training in the formation of the skill of authentic intonation 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 writing using the original text of the novel "Two Women" by Diana Beata Helman: uch.-method. allowance. - St. Petersburg: 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 correspondence departments and faculties). - M.: Higher school, 1972.

Plan:

1. learning objectives.

3. methodology for working on pronunciation

4. exercise.

1. It is possible to single out the practical, developmental, educational and educational goals of teaching phonetics.

Practical Goals teaching pronunciation skills involves:

1) the development of phonemic hearing of students, that is, the ability to listen and hear, distinguish between phrases, words, sounds

2) development of pronunciation skills, that is, automated possession of the articulatory base of the German language.

3) The development of internal pronunciation as the psychophysiological basis of external speech.

Development goals involve the development of attention, speech apparatus, auditory memory.

educational goal involves the aesthetic education of students on the basis of samples, standards of German-speaking speech.

With regard to school pronunciation standards, the principle of approximation applies (pronunciation standards are close to the standard). The main share of teaching pronunciation skills is given in the first year of study. Here, students master the pronunciation of all German sounds and the basic intonation patterns of a German sentence. First of all, this is an affirmative sentence with a decrease in intonation and an interrogative sentence without an interrogative word with an increase in intonation, including expressing doubt and surprise. Questions with an interrogative word, pronunciation with a decrease in intonation, already with the aim of requesting information.

2. It is generally considered that mastering German pronunciation does not cause difficulties for students. Nevertheless, work on pronunciation should be carried out constantly, throughout the entire course of study: through phonetic exercises, phonetic exercises, including the use of technical teaching aids. The content of teaching German pronunciation includes, first of all, sounds German language. For educational purposes German sounds and others phonetic phenomena share into three groups:

1) sounds similar to the native language (relatively similar). For example, a, d, m, n.

2) Sounds that have some differences (o, t, l).

3) Sounds that are very different from the sounds of the native language (s, R, η, labialized vowels that are absent in Russian (ü, ö), a hard attack).

In this regard, the problem of the phonetic minimum arises. At school, as a rule, there is no division into an active or passive phonetic minimum (as in teaching vocabulary and grammar).

The phonetic minimum includes:

1) All the sounds of the German language that are studied in the first year of study;

2) Phonetic phenomena that cause difficulties for students:

Longitude and shortness of vowels, because it has a semantic difference;

· Closed and open vowels, especially e, ε;

Stability of articulation of long vowels;

· Solid attack;

· Breathing voiceless vowels;

Muffled voiced consonants and muting at the end (Buch, ausgeben);

Reduction (or lack of it);

Lack of palatalization;

Phrasal stress, unstressed articulation of service words, denials;

· Stress in words with separable and inseparable prefixes;

Stress in complex words

Intonation models of sentences.

3. Pronunciation work is often done in the form of phonetic exercises (Die Mundgymnastik). Rhyming material is most often given at the beginning of the lesson in order to adjust the speech apparatus to a new pronunciation, and an attempt is also made to create a foreign language environment. Phonetic exercises can also be carried out in the middle of the lesson, using a technique called “error collection”.

Work on a poem. We can suggest such a sequence.

1) presentation of a poem (teacher or cassette), preferably with visual support;

2) give presentation of unfamiliar vocabulary;

3) translation (frontal, individually, with the help of a teacher);

4) phonetic practice after a sample, the teacher has the right to stop to practice individual sounds;

5) collective reading;

6) individual reading.

Principles of working on pronunciation. I.L. Beam identifies the following principles:

1. A communicative orientation should be ensured when teaching pronunciation. This means that teaching pronunciation should not be perceived as an end in itself, but should be subject to the requirements of verbal communication. That is why (c) is given to students already in the first lesson, so that they learn to say hello and so on. Many exercises, therefore, are given a conditionally communicative character, rhymes, songs, etc. are used.

2. It is necessary to ensure the situational and thematic conditionality of the phonetic material;

3. It is necessary to combine consciousness and intuition. This means that only those sounds that are not difficult for students should be imitated. In other cases, you need to go analytically, i.e. explain the pronunciation of a sound, or combine explanation and imitation.

4. It is necessary to ensure the visibility of the presented sound or phonetic phenomenon. For example, "conducting technique", exemplary presentation of phonetic material by the teacher and the use of technical teaching aids;

5. A prerequisite for learning German pronunciation is activity students, therefore it is very important, especially during frontal work, to monitor the vigorous activity of each student;

6. An individual approach is needed to the formation of the pronunciation side of students' speech in the context of collective learning. Mastering pronunciation is not the same for everyone, so it is important to take into account the individual characteristics of each student: the mobility of the speech apparatus, the development of phonemic hearing, timidity and other character traits.

7. It is advisable to correct phonetic errors without interrupting the student's speech, but by giving a sample after the answer or by doing this with the help of a repeat question. The most typical mistakes should be fixed in order to give additional exercises on these sounds.

4. There are preparatory exercises and speech exercises. A speech exercise in phonetics is speech itself in compliance with phonetic rules. Preparatory exercises vary by levels:

but. at the level of sound (imitation, differentiation or juxtaposition)

b. at the word level

c. at the level of a phrase;

d. at the offer level.