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Файл:Практическая фонетика первого иностранного языка. Шаг за шагом. Учебно-методическое пособие для студентов первого, второго курсов
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МИНИСТЕРСТВО ОБРАЗОВАНИЯ И НАУКИ РОССИЙСКОЙ
ФЕДЕРАЦИИ
Федеральное государственное бюджетное образовательное учреждение
высшего образования
«Набережночелнинский государственный педагогический университет»
Кафедра романо-германских языков и методик их преподавания
Практическая фонетика первого иностранного языка:
шаг за шагом
Учебно-методическое пособие
English Phonetics:
Step by Step
Набережные Челны
2018
ISBN - нет
ББК 74.58
УДК 378.147
П 69
Печатается по решению кафедры романо-германских языков и методик их
преподавания Набережночелнинского государственного педагогического университета
(ФГБОУ ВО «НГПУ»)
АВТОР - СОСТАВИТЕЛЬ:
Л.М. Файзрахманова, старший преподаватель кафедры романо-германских языков и
методик их преподавания, ФГБОУ ВО « НГПУ»
РЕЦЕНЗЕНТЫ:
Н.В. Крайсман, канд.ист.н, доцент кафедры иностранных языков в профессиональной
коммуникации Казанского национального исследовательского технологического
университета (ФГБОУ ВО «КНИТУ»).
А.А. Синичкина, канд. филол. н, доцент кафедры романо-германских языков и методик их
преподавания ФГБОУ ВО « НГПУ»
Практическая фонетика первого иностранного языка: шаг за шагом: учебнометодическое пособие для студентов первого, второго курсов / авт. - сост. Л.М.
Файзрахманова. - Набережные Челны: НГПУ, 2018. - 69 с.
Пособие предназначено для студентов первого, второго курсов дневной и заочной
формы обучения, изучающих английский язык, как первый иностранный в
педагогических вузах. Целью пособия является формирование у студентов навыков
правильного английского произношения и интонации. Особое внимание уделяется работе
над правильным фонационным дыханием, дикцией, эмоциональным окрашиванием речи,
ритмом, темпом, громкостью голоса, что является одними из важных компонентов
профессиональной речевой культуры учителя иностранного языка
Пособие содержит теоретический материал, практические советы по
совершенствованию произносительных навыков и постановке правильного дыхания,
артикуляционные упражнения и практические задания, целью которых является
закрепление пройденного теоретического материала. В пособие также представлены
задания для самостоятельной работы студентов.
© Файзрахманова Л.М., 2018
© ФГБОУ ВО « НГПУ», 2018
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CONTENTS
1. Foreword to a student……………………………………………………………………..6
2. Speech Breathing Development………………………………………………………….11
3. Introduction to phonetic transcription…………………………………………………...20
4. Improving your articulation……………………………………………………………...22
5. Rate of speech……………………………………………………………………………41
6. Intonation: showing feelings……………………………………………………………..43
7. Vocal variety……………………………………………………………………………..49
8. Pronunciation, pitching and intonation exercises for self-study………………………....55
9. Tasks for individual training……………………………………………………………..63
10. Glossary………………………………………………………………………………….66
Список рекомендуемой литературы………………………………………………….70
3
Пояснительная записка
Изменения, происходящие в современной педагогической и методической науке
предъявляют высокие требования к профессионалам в любой области, в том числе к
профессиональной деятельности учителя.
В устной речи студентов на разных этапах обучения в вузе наблюдается
невладение коммуникативно - фонетической составляющей речи, которая проявляется:
нечленораздельным звуковым оформлением, неправильной артикуляцией, отсутствием
дикции, однообразностью и монотонностью интонационного сопровождения, тихим или
слишком громким голосом, быстрым или медленным темпом речи. Будущему учителю
английского языка необходимо осознавать, что отсутствие перечисленных фонетических
средств в устной речи в профессиональной коммуникации может привести к трудностям в
решении педагогических задач и учебных ситуаций, а также в дальнейшей
профессиональной деятельности.
В пособии представлен теоретический материал и практические упражнения,
направленные на работу над фонетической стороной речи будущего учителя английского
языка. Под фонетической стороной речи понимают произнесение звуков как результат
согласованной работы всех отделов речедвигательного аппарата, куда входят:
- дыхательный аппарат, обеспечивающий энергетическую основу речи (диафрагма,
легкие, бронхи, трахея, гортань);
- голосообразовательный аппарат, обеспечивающий образование звука (гортань с
голосовыми складками);
- артикуляционный аппарат, преобразующий звук, возникающий в гортани, в
разнообразные речевые звуки (ротовая и носовая полости).
Кроме практических упражнений в пособии представлены рекомендации, которые
преследуют цель облегчить самостоятельную работу студентов дневной и заочной формы
обучения в домашних условиях.
Самостоятельная работа студентов включает в себя подготовку, как теоретических тем
курса, так и выполнение практических заданий и упражнений. Основное внимание
необходимо уделять практической отработке навыков произношения и интонации.
Студентам предоставляется теоретический материал, который они могут дополнить и
расширить самостоятельно, используя дополнительную литературу и другие источники
информации (список прилагается).
Практические упражнения выполняются студентами с использованием аудиозаписей
аутентичной звучащей речи. Методический раздаточный материал включает в себя
тексты, предполагаемые для прослушивания, интонирования и последующего
воспроизведения. Студенты могут прослушивать записи в домашних условиях.
Предполагается многократное прослушивание записей (минимально – пятикратное) с
последующей разметкой ударных и безударных слов, делением на интонационные
группы, обозначением ядерных тонов. Студенты обязательно должны обращать внимание
на темп речи и максимально стараться учесть и воспроизвести все детали интонационных
оттенков аудиозаписи.
При самостоятельной внеаудиторной работе необходимо внимательно изучить тему
каждого урока, самостоятельно выполнить упражнения на прослушивание и интонацию,
затем необходимо записать себя на аудионоситель, а затем прослушать, сравнивая с
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аутентичным материалом, воспроизвести его, имитируя английское произношение,
попытаться определить ошибки в произношении и интонации, проанализировать и
исправить их. Следует записать прослушанные тексты в тетрадь и отработать их
фонетическое чтение.
Проверка контроля качества выполненной самостоятельной работы студента
осуществляется путем проведения контрольных заданий: контрольных работ и тестов,
индивидуальных творческих заданий, выступления перед аудиторией.
Контрольные задания включают:
воспроизведение наизусть стихов и текстов;
фонетический анализ предложений и текстов;
тестирование;
художественное чтение;
контроль фонетического чтения упражнений и текстов.
драматизация;
демонстрация фрагмента урока.
Пособие содержит краткий материал по основным теоретическим вопросам курса по
дисциплине «Практическая фонетика первого иностранного языка», («Практическая
фонетика иностранного языка»), а также упражнения на фонетические явления
(ассимиляция, редукция и.т.д.).
Пособие состоит из семи тематических разделов, которые призваны расширить и
закрепить теоретические знания студентов по дисциплине. Упражнения на практическую
отработку пройденного теоретического материала представлены в разделе Time to
PRACTICE. Раздел состоит из упражнений на фонетическую отработку звуков, и
сочетаний звуков, в которых делается наибольшее количество ошибок; а также на
отработку и практическое закрепление основных фонетических явлений. Упражнения на
взаимопроверку и взаимоконтроль приведены в разделе Time to COACH. В пособии
содержится задания на развитие стратегий чтения в разделе Reading COMPREHENTION.
Каждый раздел содержит практические советы (ADVICE), которые указывают, на что
следует обращать внимание при выполнении упражнений. В конце пособия дан краткий
справочник основных фонетических понятий и терминов, которыми студент должен
владеть. Приведены тексты, диалоги для самостоятельной отработки.
Такой подход к формированию материала дает возможность студентам работать над
устранением своих ошибок в аудитории, а также самостоятельно и способствует более
эффективной организации самостоятельной работы.
Пособие рекомендуется использовать студентами-первокурсниками, начиная с
фонетического коррекционного курса. Пособие может быть использовано и студентами
второго курса для совершенствования произносительных и интонационных навыков.
5
Foreword to a student.
“The moment one Englishman opens his mouth, another
Englishman despises him.”
(19th century English playwright B.Shaw)
1. Why is pronunciation so important?
Do you want people to listen to you and hear that voice obeys your will? Do you want to
speak calm and passionate, expressively or impressively, or simply and briefly, and in different
situations? Your voice is a unique tool, concealing the incredible opportunities. The greatest
personalities of all time and of all folks used their voice to inspire and influence people.
The gift of speech is not given to the person from his birth. The ability to express the
thoughts and feelings in words is forming during many years. Communication with parents and
then schooling develops the skills of oral speech. But very often it is not enough if you want to
speak beautifully and smoothly. For teachers, especially for the teachers of a foreign language
this skill is very important.
Often a teacher has the ability to think deeply and even express the thoughts on paper
perfectly, but his speaking leaves much to be desired. Speaking beautifully is a great art that
every teacher should master, because his everyday activity is connected with communication.
For any teacher a competent and expressive speech – is an important professional quality. As for
the foreign language teacher this skill is of greater importance – he should be able to adopt his
students` organs of speech to the pronunciation of foreign sounds and words, and to teach them
to pronounce the words properly with a natural speed.
When you meet a person, and you just say a sentence or two, do you think they will notice
your poor vocabulary or bad grammar? Probably not. But they will notice if your pronunciation
is good or bad. If your pronunciation is poor, they will immediately think about you as "the
guy/girl who speaks bad English". Your pronunciation creates the first impression you make.
So, good pronunciation should be one of the first things that you learn in English. It is
definitely the biggest thing that people notice when you are speaking English.
You can live without advanced vocabulary — you can use simple words to say what you
want to say. You can live without advanced grammar — you can use simple grammar structures
instead. But there is no such thing as ―simple pronunciation‖. If you don't have good
pronunciation, you have... bad pronunciation and native speakers will have problems
understanding you! Besides, if you start teaching English to other people, you will automatically
transfer to them your poor way of speaking, for which nobody will ever be grateful to you.
Range the three levels of English pronunciation and tick what`s yours at the moment:
Level 1 People understand you, and your English is pleasant to listen to.
Level 2 People often don't understand what you want to say. You use the wrong sounds in
English words, your intonation is incomprehensible, too.
Level 3 People understand what you want to say, but it is unpleasant to listen to you.
Level 3 will be called correct pronunciation. Notice that correct pronunciation is not
"perfect British or American accent". You don't have to sound like the Queen of England or the
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President of the United States of America. Because there are many regional kinds of English. So
it is no problem if you have your own accent.
But your accent must be close to the standards (British or American English). What does it
mean? When you watch channels like EuroNews, BBC, CNN International, NBC, or Sky News
you can hear many different people (news anchors, reporters, etc.) from Germany, France, and
other non-English-speaking countries. They all have good accents — easy to understand and
pleasant.
The rule is: If you are close to the standard, you can always communicate, and your English
will be pleasant. If you are far from the standard, sometimes you won't communicate
successfully. If you chew your sounds or use improper intonation, you may be misunderstood
(for example, if your intonation is flat you will sound impolite or even hostile).
You are free to choose between three levels. Make up your mind – and make your Make up
your mind – and make your choice! Level 1 needs no work, level 2 requires work, while level 3
demands real efforts!
Read three jokes that illustrate what can happen to those who do not care how they
sound.
1 A young man comes before the Customs agent
A: "State your citizenship."
B: "American" (pronounced with a Spanish accent).
A: "Hold on there, buddy. Say that again."
B: "I sed American."
A: "I'm going to give you a test."
B: "No, no senor, no need for test, I tell you I‘m American."
A: "Yeah, sure buddy. OK, let's see, ... I've got it. Make a sentence with the following colors:
green, pink and yellow.
B: "Oh senor, I tell you I'm American. But OK, let's see... I was at my bruder-in-laws house
and the phone went 'green, green, I pinked it up and sed yellow!"
2 The two beginning ESL students went to Honolulu on holiday. Soon they began to argue
about the correct way to pronounce the word "Hawaii." One student insisted that it's Hawaii,
with a "w" sound. The other student said it was pronounced like "Havaii," with a "v" sound.
Finally, they saw an old native on the beach, and asked him which was correct. The old man
said, ―It's "Havaii." The student who was right was very happy, and thanked the old man. The
old man said, "You're velcome."
3 Three ESL students are walking down the road to their remedial listening comprehension
workshop.
"It's windy" says the first.
"No it isn't, it's Thursday" says the second.
"Me too." says the third, "Forget the listening, let's go for a drink!"
So, why is pronunciation so important?
7
1. Because listeners may decide:
• the speaker is too difficult to understand
• they don't have the time, willingness or energy to put in to decoding what the speaker is
trying to say
• the speaker is less intelligent
• the speaker is not friendly
• the speaker is lazy (otherwise they would have learned to speak English
properly)
• the speaker is untrustworthy, telling lies, poor, grasping, ignorant and unemployable.
2. Because it influences all language activity:
reading, writing, listening, remembering, speaking (communication, interaction)
Give your reasons why
So, it`s high time to start. The course in pronunciation which is offered to you can help you
make further steps in mastering your pronunciation and succeed in communication.
2. General Guidelines when working on English pronunciation.
When working on pronunciation one should pay attention to the discrepancy between
spelling and pronunciation of words in the English language. This difference is explained by the
fact that the number of sounds is much greater than the number of letters: 26 letters of the
alphabet indicate 44 sounds, so one and the same letter in different positions within the words
could be read as several different sounds.
To write the sounds, reproduce them, and then say them aloud the phonetic alphabet had
been invented. Sounds in it are the phonetic signs (English Phonetic Symbols), otherwise called
the signs of transcription. There are many standards to transfer English sounds and English
spelling in writing. The most common IPA Phonetic Symbols IPA (International Phonetic
Alphabet) is often used in British and European dictionaries. However, the attempts to improve
phonetic alphabet don`t stop. Not all the British know the IPA as it is not necessary for them.
But for a student learning English is just necessary to form the skills of correct English
pronunciation and read by the transcription, in order to sound correct and to use the obtained
knowledge and skills in his further educational activities.
So, why should you study English pronunciation? Because pronunciation is the first thing
that people notice about your English and it is necessary for you successful communication.
This manual will help you to master your pronunciation skills, to control your breathing
in different situations and, besides, it will help you to improve your public speech skills.
Remember the other methods and ways, and use it together with the given practice and you`ll
sound proper, natural English. It will provide the desirable effect.
And here are some tips to help you to improve your English pronunciation. Read and
follow them!!!
o Listen to spoken English as often as possible.
A teacher of English must have the sharpness of ear and the ability to imitate the correct
sounds and intonation and how to apply them in speech. Listen to how speakers pronounce
various words and phrases and "model" your pronunciation on what you hear.
o 2. Learn the phonetic alphabet.
Study the sounds of English and the International Phonetic Alphabet (IPA) in which each
English sound has its own symbol. Learn to recognize all the sounds. Recognition is important
8
because it lets you to learn pronunciation from the spoken English. In order to learn the correct
pronunciation of a word, you need to know what sounds you hear. For example, whether you just
heard /dɒk/ or /dʌk/, the IPA-based phonetic transcription of no is noʊ, and the transcription of
do is duː. Note that in spelling, these words are similar. They both end in the letter o. But their
phonetic transcriptions are different, because they are pronounced differently. You have to be
able to tell the difference. So, learn about phonetic transcription and word stress.
Phonetic transcription is usually given in brackets, like this: /not/, /du:/ or like this [nod],
[du:]. Dictionaries tell you which syllable is stressed. The most popular system is to put a
vertical line (/) before the stressed syllable in the phonetic transcription of the word. For
example, the transcription for become is /bikm/.
If a word has only one syllable (examples: pen, watch), dictionaries usually do not put the ˈ
stress mark before it. So they don‘t write /ˈpen/ — they simply write /pen/.
English pronunciation is unpredictable, so guessing the pronunciation of a word rarely works
and can lead to bad habits. That‘s why you have to be a bit obsessive about checking the
pronunciation of words, especially in the beginning. You should think of every word as a
potential trap — not just the ―difficult‖ words like determine or process.
o 3. Don't forget to learn the word stress of a new word.
Every English word has its own stress, or intonation. For example, the word "believe" has
two syllables (be and lieve), but only the second syllable is stressed. We say be'lieve and not 'be
lieve. Your dictionary will show the syllable stress by an apostrophe (') before the syllable to be
stressed. Word stress is important. In fact, it is more likely that someone misunderstands you
because of wrong word stress than because of the wrong pronunciation of a sound.
o 4. Work out which sounds cause you most problems in English.
Depending on what your first language is, you may have problems with certain sounds.
Have a regular breathing and articulation practice.
o 5. Practice the sounds you find difficult.
A useful exercise is a "minimal pair" exercise. For example, if you have difficulty
distinguishing between "p" and "b", try practicing pairs of words which are the same except for
the sound "p" and "b": for example, "pair" and "bear"; "pond" and "bond"; "pie" and "buy" etc.
Don`t forget that it is very effective to practice the sounds in proverbs and tonguetwisters.
o 6. Be aware of intonation and sentence stress.
Many English language learners do not understand why the British talk so quickly and
seemed to ―swallow‖ some of the words in the sentence. You might be surprised but
pronouncing every word correctly leads to poor pronunciation! Good pronunciation comes from
stressing the right words - this is because English is a time-stressed language. In other words,
some words - the content words - receive more focus and are pronounced slowly, whereas other
words - function words - are less important and are pronounced quickly. The unstressed words
(such as "the", "I", "you" and "and") don't carry as much "weight" as the stressed words. They
become much smaller in length, and are almost abbreviated. For example, "and" becomes "un".
‗Where‘s the ‗pen I ‗gave you?
‗Where‘s the ‗red ‗pen I ‗gave you? Where‘s the ‗red and ‗blue ‗pen I ‗gave you ‗yesterday?
9
Remember that non-stressed words and syllables are often 'swallowed' (not stressed) in
English.
Always focus on pronouncing stressed words well, non-stressed words can be glided
over.
Don't focus on pronouncing each word. Focus on the stressed words in each sentence.
o 7. Learn to recognize spelling patterns (learn the diagraphs)
For example, "tion" on the end of a word is pronounced "ᶋn ", while "sion" can be
pronounced " n ". There are often many ways to pronounce a particular spelling pattern, but it
certainly helps to know what the variations are. For example, the pattern "ough" can be
pronounced "f" as in [ inɅf] and «tough»- tɅf "enough" , or " ɔ:" as in "ought" and "bought"
[ɔ:t ][bɔ:t] or «əu» as in «although» – [ ʹɔ:lɵəu] и «dough» – [dəu].
o 8.Don't rush.
If you speak too fast, the danger is that you could skip over some words, fail to
pronounce them completely, or mix them up. If you speak too slowly, you might end up
sounding unnatural. But it's better to speak slowly and clearly than too quickly.
o 9.Practice pronouncing English words and phrases regularly.
Practice can take many forms. You can practice in a systematic way (e.g. a 15-minute
session with a dictionary or online pronunciation exercises), or you can just repeat a couple
words while you‘re doing something else (e.g. watching a movie or taking a shower). The
important thing is to do it regularly — that way, you will make steady progress.
Consider learning the pronunciations of the most common English words in a systematic
way. You could get a list of most frequent words and look up their pronunciations.
o 10.Develop your breathing
Breathing is fundamental to life, to your voice. If you don‘t do it, there‘s neither! Breath
informs every part of lives - how we feel, what we do, how we speak.
o 11.Improve Your Articulation
Sound doesn`t become a speech, until we form it into words. No matter what you are
saying, no matter how - loudly or softly you are talking, the goal is to be understood. To be
understood you need to pronounce the word clearly, that is to articulate properly. A teacher of
English must be able to pronounce isolated sounds and know how to treat them in different
phonetic contexts. If you wish to understand and be understood in English you are to make a
clear distinction between consonant and especially a vowel sounds with absolute accuracy. But
preoccupation with clarity of articulation bears little relationship to the special problem of
natural speech. A learner of English must also form a new habit of syllabic formation, weakening
of unstressed vowels in connection with particular speech rhythms and intonation patterns and
the like.
o 12.Work at your speech apparatu
Your speech muscles must be trained and exercised just as you would train your body‘s
other muscles for athletic activity.
Reading COMPREHENTION
1. Skim and scan the guidelines. Get the general idea.
2. Highlight the “phonetical words”, write them out and transcribe.
3. Highlight the tips you`ll follow. Tell why.
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