Auswahl der wissenschaftlichen Literatur zum Thema „Spelling Soft and Hard Consonants“

Рассматривается вопрос преподавания русского языка как иностранного в техническом вузе России. Актуальность темы обусловлена ростом числа иностранных студентов в российских вузах и необходимостью скорейшего овладения ими русским языком. Описаны особенности изучения русской научной лексики, терминологического аппарата технических дисциплин, в частности языка математики, иностранными студентами, обучающимися на подготовительном отделении Томского государственного архитектурно-строительного университета. Проведен лингвистический эксперимент, в ходе которого студентам был предложен диктант, изобилующий научной лексикой; описаны результаты, а также нарушения произношения и написания терминов, так как главную трудность представляет именно изучение лексики научного стиля речи. Выявлены и описаны, структурированы особенности отступлений от нормы, предложены варианты работы по реализации программы отработки навыков нормативного письма иностранными студентами. Достаточно трудным является определение границы слова, написание букв в конце слова, восприятие шипящих согласных, парных согласных по глухости/звонкости, мягкости/твердости; определение рода имен существительных (в большинстве языков народов бывшего Советского Союза нет категории рода). В связи с этим возникает необходимость тщательно продумывать типы упражнений в соответствии с потребностью учащихся и их последовательность. The issue of teaching Russian as a foreign language in a technical university in Russia is considered. The relevance is due both to the increase in the number of foreign students in Russian universities and the need for them to master the Russian language as soon as possible in order to continue their studies in Russian. The aim of the work is to describe the features of mastering Russian scientific vocabulary, the terminology of technical disciplines, in particular, the language of mathematics by foreign students studying at the preparatory department of the Tomsk State University of Architecture and Civil Engineering (Building). A linguistic experiment was carried out, when students were offered to write a dictation, replete with scientific vocabulary. The results, as well as violations of pronunciation and spelling of terms have been described, since the main difficulty is precisely the study of the vocabulary of the scientific style of speech. The peculiarities of deviations from the standard were also identified, structured, and described. Options for the implementation of the program for the development of normative writing skills by foreign students were proposed. Rather difficult is the definition of the word boundary, writing letters at the end of a word, the perception of hissing consonants, paired consonants (unvoiced – voiced), soft – hard; determination of the gender of a noun (in most languages of the former Soviet Union there is no category of gender). This requires the necessity of elaborate thinking over the exercise types and their sequence in accordance with students’ needs. This work continues a series of methodical publications, the main aim of which is improving the quality of foreign student education in technical universities of Russia.

This paper describes the former Klaipėda region Highlanders area (from Smaliniñkai (Jùrbarkas region) to Juknáičiai (Šilùtė region)) dialectal situation and usage characteristics of consonants in the specific habitat in the beginning of the 21st century. Recent observations suggest that most of consonant changes (hardening of consonants, usage of middle l’, aspirated and slightly voiceless voiced consonants and etc.) described in the previous works of dialectologists captured in the beginning of 21st century. In the old local population language the use cases of hard consonants in the positions of iota softening before suffixes and endings appear quite often. Consonant hardening begins at about Viešvilė surrounding area (Jùrbarkas region) and stronger going westward, mostly hardening cases recorded in the central area of descriptive dialects of Rukai, Pagėgiai, Bitėnai. The most common hardened consonants in the positions of iota softness are r, v, n, example: tràktọrùs ~ traktorius ‘tractor’, keturu∙ ~ keturių ‘of four’; daržõ∙vu. ~ daržovių ‘of vegetables’, lietùvu. ~ lietuvių ‘of Lithuanians’; ˈran.kinu ~ rankiniu ‘manual’, žinuõ∙s ~ žinios ‘news’. A much less often consonants hardening occurs in the root, example: trùš’u. ~ triušių ‘of rabbits’, gro∙vi∙s ~ griovys ‘ditch’, suntini ~ siuntinį ‘parcel’. In the dialects of the 21st century “middle” l’, common for Klaipėda residents is systematically preserved. In common position of hard l usage in general language this consonant sounds as soft by ear, example: l’a.pαi ~ lapai ‘leafs’, bl’o.gã.i. ~ blogai ‘bad’, kul’dava ~ kuldavo ‘whacked’. In those positions, where in general language it is normal to pronounce the soft l’, example: in iota softening positions this consonant sounds almost as hard l: kõ∙kl’u∙ ~ koklių ‘of tiles’, kaul’ukùs ~ kauliukus ‘dices’, *š’auluõs ~ Šiauliuose ‘in Šiauliai’. Also other consonant changes occur sometimes in described area: non-motivated softness, aspiration, contraposition neutralization of voiceless and voiced consonants and etc. To be highlighted, as it was earlier as in the presence all described consonant changes are not systematic (are variable) in dialect. Consonant hardening phenomenon is undoubtedly related to the West Lithuanian area of dialects which are characterized by the declination of soft stems.

This work is motivated by graphic and orthographic difficulties in preparing Koryak texts for publication in the “Monuments of Folklore of the Peoples of Siberia and the Far East.” Koryak language spelling difficulties are analyzed for the first time, particularly non-trivial cases of ambiguous spelling requiring comprehension and codification. For example, the spelling of equivocal vowel sound [ә] proves a problem. The normative spelling not allowing two conso- nants at the beginning of a word is due to the historical reconstruction of the Koryak phonological system. However, the indefinite vowel [ә] sometimes is reduced so as not to be identified by the modern Koryak speakers, with its designation with the letter ы [ә] causing reading mistakes. Also, the spelling of йи [ji] or йы [jә] is complicated, with the choice between these two variants based on morphologic principle and defined by this syllable position in the word: root morpheme, affix or in between two morphemes. The spelling of soft consonant followed by equivocal sound [ә], designated in writing by ы [ә], remains to be identified. This combination provokes orthographic variability observed in th-ɣe publications in Koryak. Variability appears in spellings of word forms with -гыйӈ [-ɣәjŋ], -ӈыйт [-ŋәjt] and in spellings of double consonants between two morphemes. The orthographic variability in Koryak publications is due to the conflict in phonemic and morphologic principles relevant for Koryak spelling. Moreover, given the dominant bilingualism, Koryak writing is strongly influenced by the Russian spelling, making the possibility of developing a national writing culture questionable.

Objective This study was conducted to evaluate the relationship between size of residual clefts in the hard palate and speech. Subjects Fifteen 7-year-old children born with complete cleft lip and palate were investigated. Methods All of the children were treated according to a surgical regimen involving early soft palate repair and delayed hard palate closure. Measures were taken of the area, length, and maximal width of the residual cleft in the hard palate about a year before Its closure and correlated with a perceptual judgment of several speech variables. Results Significant positive correlations were obtained between the size of the cleft and two variables: weak pressure consonants and hypernasality. Nasal escape was very common among the patients, and almost half the children had retracted palatal or velar articulation of dental stop consonants. Neither of these two variables correlated with the size of the residual cleft. Conclusion Perceived oral pressure and, perhaps, resonance seem to be related to size of the opening of the residual cleft, whereas audible nasal escape and articulatory compensations are not, at least not the latter once established.

Objective To investigate speech outcome between children with isolated cleft palate undergoing palatoplasty with and without muscle reconstruction and to compare speech outcomes between cleft and noncleft children. The number of subsequent velopharyngeal flaps was compared with respect to surgical techniques and cleft extent. Design Cross-sectional retrospective study. Participants One hundred four children aged 4 years, 0 months to 6 years, 0 months, 33 with isolated cleft of the soft palate, 53 with isolated cleft of the hard and soft palate, and 18 noncleft children. Interventions Two primary palate repair techniques: minimal incision technique (MIT) and minimal incision technique including muscle reconstruction (MITmr). Main Outcome Measures Perceptual judgment of seven speech parameters assessed on a five-point scale. Results No significant differences in speech outcomes were found between MIT and MITmr surgery groups. The number of velopharyngeal flaps was significantly lower after MITmr surgery compared to MIT surgery. The number of flaps was also significantly lower in children with cleft of the soft palate compared to children with cleft of the hard and soft palate. Children with cleft of the soft palate had significantly less glottal articulation and weak pressure consonants compared to children with cleft of the hard and soft palate. Conclusions The MITmr surgery technique was not significantly superior to the MIT technique regarding speech outcomes related to velopharyngeal competence, but had fewer velopharyngeal flaps, which is contradictory. Until a larger sample can be studied, we will continue to use MITmr for primary palate repair.

Objective: To compare speech outcome following different sequencing of hard and soft palate closure between arms and centers within trial 3 and compare results to peers without cleft palate. Design: A prospective randomized clinical trial. Setting: Two Norwegian and 2 British centers. Participants: One hundred thirty-six 5-year-olds with unilateral cleft lip and palate were randomized to either lip and soft palate closure at 3 to 4 months and hard palate closure at 12 months (arm A) or lip and hard palate closure at 3 to 4 months and soft palate closure at 12 months (arm D). Main Outcome Measures: A composite measure of velopharyngeal competence (VPC), overall assessment of VPC from connected speech (VPC-Rate). Percentage of consonants correct (PCC), active cleft speech characteristics (CSCs), subdivided by oral retracted and nonoral errors, and developmental speech characteristics (DSCs). Results: Across the trial, 47% had VPC, with no statistically significant difference between arms within or across centers. Thirty-eight percent achieved a PCC score of >90%, with no difference between arms or centers. In one center, significantly more children in arm A produced ≥3 active CSCs ( P < .05). Across centers, there was a statistically significant difference in active CSCs (arm D), oral retracted CSCs (arm D), and DSCs (arms A and D). Conclusions: Less than half of the 5-year-olds achieved VPC and around one-third achieved age-appropriate PCC scores. Cleft speech characteristics were more common in arm A, but outcomes varied within and across centers. Thus, outcome of the same surgical method can vary substantially across centers.

The article deals with variant words in the Turkic languages. From the historical point of view the significance of synharmonic variants and parallels is in the following: the phenomenon plays a special role in a methodological aspect in order to restore ancient roots and phonemes in their previous forms. We vividly observe the fact when we compare words pronounced via forelingual vowels with words pronounced via backlingual vowels. Comparing words pronounced through forelingual vowels with words pronounced through backlingual vowels we have made the following conclusions. In the result of language development during a long period of time backlingual and midlingual vowels and consonants moved to the front part of a tongue. Indisputably this is the influence of natural conditions, the change of physical qualities of a man (height fall, constitution decrease, etc.) We have analysed hard variants of words having become softened in the Kazakh literary language or its dialects may present much more materials in this respect. Historical written memorials that reached our time prove the absence of soft pronounced sounds and the usage of their hard variants. Having researched and analysed carefully the words pronounced with soft vowels in Turkic (including Kazakh) languages we can restore almost all of them in their hard forms as in ancient Turkic because hard variants pronounced softly at present can be observed in one or other Turkic languages, their dialects, set expressions, onomastics, toponimics, historical writings, etc. This article analyzes controversial issues in the study of variant words in the Turkic languages

Objective: To evaluate speech in 5-year-olds with cleft palate with or without cleft lip (CP±L) treated with primary palatal surgery in 1 stage with muscle reconstruction according to Sommerlad at about 12 months of age. Design: Retrospective study. Setting: Primary care university hospital. Participants: Eight 5-year-olds with cleft soft palate (SP), 22 with cleft soft/hard palate (SHP), 33 with unilateral cleft lip and palate, and 17 with bilateral CLP (BCLP). Main Outcome Measures: Percent oral consonants correct (POCC), percent consonants correct adjusted for age (PCC-A), percent oral errors, percent nonoral errors, and variables related to velopharyngeal function were analyzed from assessments of audio recordings by 3 independent speech-language pathologists. Results: The median POCC was 75.4% (range: 22.7%-98.9%), median PCC-A 96.9% (range: 36.9%-100%), median percent oral errors 3.4% (range: 0%-40.7%), and median percent nonoral errors 0% (range: 0%-20%), with significantly poorer results in children with more extensive clefts. The SP group had significantly less occurrence of audible nasal air leakage than the SHP and the BCLP groups. Before age 5 years, 1.3% of the children underwent fistula surgery and 6.3% secondary speech improving surgery. At age 5 years, 15% of the total group was perceived as having incompetent velopharyngeal function. Conclusions: Speech was poorer in many children with more extensive clefts. Children with CP±L had poorer speech compared to normative data of peers without CP±L, but the results indicated relatively good speech compared to speech of children with CP±L in previous studies.

Among the most important tasks of linguists-dialectologists at the present time is the study of the territorial forms of existence of the national language due to the shrinking space of their functioning. This work gives an idea of ​​one dialect of the Central Black Earth Region of Russia. The purpose of this study was to identify in a specific language the disappearing farm Redkodub of the Alekseevsky district of the Belgorod region the distinctive features of phonetics and morphology that characterize the state of the local subdialect in the 21st century, not previously studied. To achieve a goal, the author uses the following methods: interviewing, observation (identifying facts and determining their features), interpretation, comparison and analysis. The object of exploration interest was the speech of the old residents of the surveyed settlement, unique in its kind. The work considers the phonetic and morphological features of the dialect. Its following characteristic features were found: acania; use of hard consonants in place of soft ones before “e”, “and”; “G” of fricative education; using “x” in place of “k”; the use of “хв”, “хф” in place of “f”; “And” in place of “yat”; simplification of sounds in different parts of the word; loss of a consonant at the beginning of a word and a vowel at the end of a word; iotaatsiya - the appearance of the consonant sound “y” in different parts of the word; cases of lengthening of the final syllable in words; the appearance of an inserted vowel; no transition from “e” to “o” after soft consonants; the use of the vowel “y” in place of “in” and “in” in place of “y”; epenthesis; replacing “c” with “s”; maintaining the softness of consonants before “and” in place of “e” and “o”; stunning voiced consonants in the middle and at the end of words; transfer of stress in words; the ending “-я” in the nominative plural; the ending “-y” for nouns in the genitive singular; the endings “-iv”, “-in-” in the genitive plural; destruction of the category of the genus; the use of the postfix “-sya” in place of “-s” in reflexive verbs, etc. It is concluded that the present subdialect has the properties of the Russian dialect and Ukrainian language systems. The author believes that the dialect of the disappearing farm Redkodub can be attributed to a mixed Russian-Ukrainian and argues that the most valuable thing for us is the original folk speech, which is not very influenced by the literary language.

The diploma thesis Problematics of Spelling Soft and Hard Consents in Teaching deals with the given topic within the curriculum of the second year of primary school. The main aim of the thesis was to teach pupils the orthographic rules related to the topic and their application. Theoretical part describes the position of consonants in Czech language, the position of given topic in teaching and problematics of terminology. It also describes the psychomotor development of child. Further, in theoretical part is an analysis of interpretation and practice in Czech language textbooks for the second year of primary school. The subject of the practical part was to create and apply an alternative teaching method and to teach pupils to use soft and hard i/y after spellingly soft and hard consonants. The survey was conducted with pupils of the second year of primary school in the form of application of an alternative teaching method created on the basis of a synthesis of knowledge from the theoretical part. It was attended by 21 pupils for 22 teaching hours. Main testing was performed at the beginning and at the end, continuous testing took place in sections of the subject matter. The survey also included testing of fifth and seventh grade pupils in order to map the current state of knowledge of the topic....