In this chapter:
§one. Sound
Sound is the smallest unit of sounding speech. Each word has a sound shell, consisting of sounds. The sound is related to the meaning of the word. Different words and word forms have different sound design. The sounds themselves don't matter, but they perform important role: they help us to distinguish:
- words: [house] - [volume], [volume] - [there], [m'el] - [m'el']
- word forms: [house] - [lady´] - [do´ ma].
Note:
words written in square brackets, are given in transcription.
§2. Transcription
Transcription- this is special system recording, displaying the sound. Symbols accepted in transcription:
Square brackets, which are the designation of transcription.
[ ´ ] - stress. The stress is placed if the word consists of more than one syllable.
[b '] - the icon next to the consonant indicates its softness.
[j] and [th] are different designations for the same sound. Since this sound is soft, these symbols are often used with an additional softness designation:, [th ']. On this site, the designation [th ’] is adopted, which is more familiar to most guys. The soft icon will be used to get you used to the fact that this sound is soft.
There are other symbols as well. They will be introduced gradually, as you become familiar with the topic.
§3. Vowels and consonants
Sounds are divided into vowels and consonants.
They have a different nature. They are pronounced and perceived differently, as well as behave differently in speech and play different roles in it.
Vowels- these are sounds, during the pronunciation of which air freely passes through the oral cavity, without encountering obstacles in its path. Pronunciation (articulation) is not focused in one place: the quality of vowels is determined by the shape of the oral cavity, which acts as a resonator. When articulating vowels, the vocal cords in the larynx work. They are close, tense and vibrate. Therefore, when pronouncing vowels, we hear a voice. Vowels can be drawn. They can be screamed at. And if you put your hand to your throat, then work vocal cords when pronouncing vowels, you can feel it with your hand. Vowels are the basis of the syllable, they organize it. There are as many syllables in a word as there are vowels. For example: he- 1 syllable, she is- 2 syllables, guys- 3 syllables, etc. There are words that consist of one vowel sound. For example, unions: and, a and interjections: Oh!, Ah!, Woo! and others.
In a word, vowels can be in stressed and unstressed syllables.
stressed syllable one in which the vowel is pronounced clearly and appears in its basic form.
AT unstressed syllables vowels are modified, pronounced differently. Changing vowels in unstressed syllables is called reduction.
There are six stressed vowels in Russian: [a], [o], [y], [s], [i], [e].
Remember:
Words are possible that can only consist of vowels, but consonants are also necessary.
There are many more consonants in Russian than vowels.
§four. Method of formation of consonants
Consonants- these are sounds, during the pronunciation of which the air meets an obstacle in its path. In Russian, there are two types of barriers: a gap and a bow - these are the two main ways of forming consonants. The type of barrier determines the nature of the consonant sound.
gap is formed, for example, when pronouncing sounds: [s], [s], [w], [g]. The tip of the tongue only approaches the lower or upper teeth. Slotted consonants can be pulled: [s-s-s-s], [sh-sh-sh-sh] . As a result, you will hear the noise well: when pronouncing [c] - whistling, and when pronouncing [w] - hissing.
bow, The second type of articulation of consonants is formed when the organs of speech are closed. The air flow abruptly overcomes this barrier, the sounds are short, energetic. That is why they are called explosive. You won't be able to pull them. These are, for example, the sounds [p], [b], [t], [d] . Such articulation is easier to feel, feel.
So, when pronouncing consonants, noise is heard. The presence of noise is a hallmark of consonants.
§5. Voiced and voiceless consonants
According to the ratio of noise and voice, consonants are divided into voiced and deaf.
When pronouncing voiced consonants, both voice and noise are heard, and deaf- just noise.
Deaf people cannot be spoken loudly. They cannot be shouted.
Compare words: house and cat. Each word has 1 vowel and 2 consonants. The vowels are the same, but the consonants are different: [d] and [m] are voiced, and [k] and [t] are deaf. Voiced-deafness is the most important sign of consonants in Russian.
voiced-deafness pairs:[b] - [n], [h] - [c] and others. There are 11 such pairs.
Pairs for deafness-voicedness: [p] and [b], [p "] and [b"], [f] and [c], [f "] and [c"], [k] and [g], [k"] and [g"], [t] and [d], [t"] and [d"], [w] and [g], [s] and [h], [s"] and [ h"].
But there are sounds that do not have a pair on the basis of sonority - deafness. For example, the sounds [p], [l], [n], [m], [th '] do not have a voiceless pair, but [c] and [h '] do not have a voiced pair.
Unpaired in deafness-voicedness
Voiced unpaired:[r], [l], [n], [m], [th "], [r"], [l"], [n"], [m"] . They are also called sonorous.
What does this term mean? This is a group of consonants (9 in total) that have pronunciation features: when they are pronounced in the oral cavity, barriers also arise, but such that the air stream, passing through the barrier, forms only a slight noise; air passes freely through the opening in the nasal or oral cavity. Sonorants are pronounced with the help of a voice with the addition of a slight noise. Many teachers do not use this term, but everyone should know that these voiced unpaired sounds.
Sonorants have two important features:
1) they are not deafened, like paired voiced consonants, before deaf and at the end of a word;
2) there is no voicing of paired deaf consonants before them (i.e., the position in front of them is strong in deafness-voicedness, as well as before vowels). For more information about positional changes, see .
Deaf unpaired:[c], [h "], [w":], [x], [x "].
What is the easiest way to remember lists of voiced and voiceless consonants?
Phrases will help memorize the lists of voiced and deaf consonants:
Oh, we didn't forget each other!(Here only voiced consonants)
Foka, do you want to eat a soup?(Here only voiceless consonants)
True, these phrases do not include hardness-softness pairs. But usually people can easily figure out that not only hard [s] is voiced, but soft [s"] too, not only [b], but also [b"], etc.
§6. Hard and soft consonants
Consonants differ not only in deafness-voicedness, but also in hardness-softness.
Hardness-softness- the second most important sign of consonants in Russian.
Soft consonants differ from solid special position of the language. When pronouncing hard ones, the entire body of the tongue is pulled back, and when pronouncing soft ones, it is shifted forward, while the middle part of the tongue is raised. Compare: [m] - [m ’], [h] - [h ’]. Voiced soft ones sound higher than hard ones.
Many Russian consonants form pairs of hardness-softness: [b] - [b '], [ c] - [ c '] and others. There are 15 such pairs.
Pairs by hardness-softness: [b] and [b "], [m] and [m"], [p] and [p "], [c] and [c"], [f] and [f"] , [h] and [h "], [s] and [s"], [d] and [d"], [t] and [t"], [n] and [n"], [l] and [l "], [p] and [p "], [k] and [k"], [g] and [g "], [x] and [x"].
But there are sounds that do not have a pair on the basis of hardness-softness. For example, the sounds [zh], [w], [c] do not have a soft pair, but [y '] and [h '] do not have a hard pair.
Unpaired in hardness-softness
Solid unpaired: [w], [w], [c] .
Soft unpaired: [th"], [h"], [w":].
§7. The designation of the softness of consonants in writing
Let's digress from pure phonetics. Consider practically important question: how is the softness of consonants indicated in writing?
There are 36 consonants in Russian, including 15 pairs of hardness-softness, 3 unpaired hard and 3 unpaired soft consonants. There are only 21 consonants. How can 21 letters represent 36 sounds?
For this, different methods are used:
- iotated letters e, yo, yu, i after consonants except sh, w and c, unpaired in hardness-softness, indicate that these consonants are soft, for example: uncle- [t’o´ t’a], uncle -[Yes Yes] ;
- letter and after consonants except sh, w and c. Consonants denoted by letters sh, w and c, unpaired hard. Examples of words with a vowel and: no´ tki- [n’i´ tk’i], sheet- [l'ist], cute- [cute'] ;
- letter b, after consonants except sh, w, after which soft sign is an indicator of grammatical form. Examples of soft words : request- [proz'ba], stranded- [m'el'], distance- [gave '].
Thus, the softness of consonants in writing is transmitted not by special letters, but by combinations of consonant letters with letters i, e, e, u, i and b. Therefore, when parsing, I advise you to turn Special attention to adjacent letters after consonants.
Discussing the problem of interpretation
School textbooks say that [w] and [w ’] -
unpaired in hardness-softness. How so? After all, we hear that the sound [w ’] is a soft analogue of the sound [w].
When I studied at school myself, I could not understand why? Then my son went to school. He had the same question. It appears in all the guys who are thoughtful about learning.
Bewilderment arises because school textbooks do not take into account that the sound [w ’] is also long, but the hard [w] is not. Pairs are sounds that differ in only one feature. And [w] and [w ’] - two. Therefore, [w] and [w’] are not pairs.
For adults and high school students.
In order to maintain correctness, it is necessary to change the school tradition of transcribing the sound [sh ']. It seems that it is easier for children to use one more additional sign than to face an illogical, unclear and misleading statement. Everything is simple. So that generation after generation does not rack their brains, it is necessary, finally, to show that a soft hissing sound is long.
There are two icons for this in linguistic practice:
1) superscript above the sound;
2) colon.
The use of an accent mark is inconvenient because it is not provided by the character set that can be used in computer typing. This means that the following possibilities remain: the use of a colon [w':] or a grapheme denoting the letter [w'] . I think the first option is preferable. Firstly, at first, guys often mix sounds and letters. The use of a letter in transcription will create a basis for such confusion, provoke an error. Secondly, the guys now start learning foreign languages early. And the [:] sign, when used to indicate the length of a sound, is already familiar to them. Thirdly, a transcription with a colon [:] for longitude will perfectly convey the features of the sound. [w ':] - soft and long, both features that make up its difference from the sound [w] are presented clearly, simply and unambiguously.
What advice would you give to children who are now studying according to generally accepted textbooks? You need to understand, comprehend, and then remember that in fact the sounds [w] and [w ':] do not form a pair of hardness-softness. And I advise you to transcribe them as your teacher requires.
§eight. Place of formation of consonants
Consonants differ not only in the signs you already know:
- deafness-voicedness,
- hardness-softness,
- method of formation: bow-slit.
The last, fourth sign is important: place of education.
The articulation of some sounds is carried out by the lips, others - by the tongue, its different parts. So, the sounds [p], [p '], [b], [b '], [m], [m '] are labial, [c], [c '], [f], [f ' ] - labio-dental, all the rest - lingual: front-lingual [t], [t '], [d], [d '], [n], [n '], [s], [s '], [s ], [h '], [w], [g], [w ':], [h '], [c], [l], [l '], [p], [p '] ,
middle lingual [th '] and back lingual [k], [k '], [g], [g '], [x], [x '].
§9. Positional changes in sounds
1. Strong-weak positions for vowels. Positional vowel changes. Reduction
People do not use spoken sounds in isolation. They don't need it.
Speech is a sound stream, but a stream organized in a certain way. The conditions in which a particular sound appears are important. The beginning of a word, the end of a word, the stressed syllable, the unstressed syllable, the position before the vowel, the position before the consonant - these are all different positions. We will figure out how to distinguish between strong and weak positions, first for vowels, and then for consonants.
Strong position one in which the sounds are not subject to positionally determined changes and appear in their main form. A strong position is distinguished for groups of sounds, for example: for vowels, this is a position in a stressed syllable. And for consonants, for example, the position before vowels is strong.
For vowels, the strong position is stressed, and the weak position is unstressed.
In unstressed syllables, vowels undergo changes: they are shorter and not pronounced as distinctly as under stress. This change in vowels in a weak position is called reduction. Due to reduction, fewer vowels are distinguished in the weak position than in the strong position.
Sounds corresponding to stressed [o] and [a], after hard consonants in a weak, unstressed position, sound the same. Normative in the Russian language is recognized as "akanye", i.e. nondiscrimination O and BUT in an unstressed position after hard consonants.
- under stress: [house] - [lady] - [o] ≠ [a].
- without accent: [d a ma´] -at home´ - [d a la´] -dala´ - [a] = [a].
Sounds corresponding to stressed [a] and [e], after soft consonants in a weak, unstressed position, sound the same. The normative pronunciation is "hiccups", i.e. nondiscrimination E and BUT in unstressed position after soft consonants.
- under stress: [m'ech '] - [m'ach '] - [e] ≠ [a].
- without stress: [m'ich'o´ m] - sword´ m -[m'ich'o´ m] - ball´ m - [and] = [and].
- But what about the vowels [and], [s], [y]? Why was nothing said about them? The fact is that these vowels in a weak position undergo only quantitative reduction: they are pronounced more briefly, weakly, but their quality does not change. That is, as for all vowels, an unstressed position for them is a weak position, but for a schoolchild these vowels in an unstressed position do not present a problem.
[ly´ zhy], [in _lu´ zhu], [n'i´ t'i] - both in strong and weak positions, the quality of vowels does not change. Both under stress and in an unstressed position, we clearly hear: [s], [y], [and] and write the letters with which these sounds are usually denoted.
Discussing the problem of interpretation
What vowel sounds are actually pronounced in unstressed syllables after hard consonants?
Performing phonetic analysis and transcribing words, many guys express bewilderment. In long polysyllabic words, after solid consonants, it is not the sound [a] that is pronounced, as school textbooks say, but something else.
They are right.
Compare the pronunciation of the words: Moscow - Muscovites. Repeat each word several times and listen for the vowel in the first syllable. With a word Moscow everything is simple. We pronounce: [maskva´] - the sound [a] is clearly audible. And the word Muscovites? In accordance with literary norm, in all syllables, except for the first syllable before the stress, as well as the positions of the beginning and end of the word, we do not pronounce [a], but a different sound: less distinct, less clear, more like [s] than [a]. AT scientific tradition this sound is indicated by the icon [ъ]. So, we really say: [malako´] - milk ,[harasho´ ] - Good ,[kalbasa´] - sausage.
I understand that by giving this material in textbooks, the authors tried to simplify it. Simplified. But many children with good hearing, who hear clearly that the sounds in the following examples are different, cannot understand why the teacher and the textbook insist that these sounds are the same. In fact:
[in a Yes ] - water´ -[in b d’other’] - water ´ th:[a]≠[b]
[dr a wa´ ] - firewood´ -[dr b v’ino´ th’] - wood fired:[a]≠[b]
A special subsystem is the realization of vowels in unstressed syllables after sibilants. But in school course this material is not presented in most textbooks at all.
What vowels are actually pronounced in unstressed syllables after soft consonants?
I have the greatest sympathy for the guys who study from textbooks offered on the spot BUT,E, O after soft consonants, hear and translate the sound “and, prone to e” in transcription. I consider it fundamentally wrong to give schoolchildren as the only option the outdated pronunciation norm - “ekanye”, which is much less common today than “hiccups”, mainly among very elderly people. Guys, feel free to write in an unstressed position in the first syllable before the stress in place BUT and E- [and].
After soft consonants in other unstressed syllables, except for the position of the end of the word, we pronounce a short weak sound resembling [and] and denoted as [ь]. Say the words eight, nine and listen to yourself. We pronounce: [vo´ s'm '] - [b], [d'e´ v't '] - [b].
Do not confuse:
Transcription marks are one thing, but letters are quite another.
The transcription sign [ъ] denotes a vowel after hard consonants in unstressed syllables, except for the first syllable before stress.
The letter ъ is a solid sign.
The transcription sign [ь] denotes a vowel after soft consonants in unstressed syllables, except for the first syllable before stress.
The letter b is a soft sign.
Transcription signs, unlike letters, are given in square brackets.
end of word- special position. It shows clearing of vowels after soft consonants. The system of unstressed endings is a special phonetic subsystem. In her E and BUT differ:
Building[heel n’i’e] - building[building´ n’i’a], me´ nie[mn’e´ n’iy’e] - me´ nia[mn’e´ n’iy’a], mo´ re[mo´ r'e] - seas[mo´ r'a], vo´ la[vo´ l'a] - at will[na_vo´ l'e]. Keep this in mind when doing phonetic parsing of words.
Check:
How does your teacher require you to designate unstressed vowels. If he uses a simplified transcription system, that's okay: it's widely accepted. Just do not be surprised that you really hear different sounds in an unstressed position.
2. Strong-weak positions for consonants. Positional changes of consonants
For all consonants without exception, the strong position is position before a vowel. Before vowels, consonants appear in their basic form. Therefore, when doing phonetic analysis, do not be afraid to make a mistake characterizing a consonant in a strong position: [dacha] - country house,[t'l'iv'i´ zar] - television,[s’ino´ n’im] - synonyms,[b'ir'o´ zy] - birches,[karz "and´ us] - baskets. All consonants in these examples are before vowels, i.e. in a strong position.
Strong positions in voicelessness:
- before vowels: [there] - there,[ladies] - ladies,
- before unpaired voiced [r], [r '], [l], [l '], [n], [n '], [m], [m '], [d ']: [dl'a] - for,[tl'a] - aphid,
- Before [in], [in ']: [own'] - mine,[ringing] - ringing.
Remember:
In a strong position, voiced and deaf consonants do not change their quality.
Weak positions in deafness-voicedness:
- in front of pairs for deafness-voicedness: [weak tk’y] - sweet,[zu´ pk'i] - teeth.
- before deaf unpaired ones: [apkhva´ t] - girth, [fhot] - entrance.
- at the end of a word: [zoop] - tooth,[dup] - oak.
Positional changes of consonants according to deafness-voicedness
In weak positions, consonants are modified: positional changes occur with them. Voiced ones become deaf, i.e. deafened, and the deaf - voiced, i.e. voiced. Positional changes are observed only in paired consonants.
Stunning-voicing of consonants
Voiced stunning occurs in positions:
- in front of paired deaf people: [fsta´ v’it’] - in become,
- at the end of a word: [clat] - treasure.
Voicing of the deaf happens in position:
- before paired voiced: [kaz'ba´] - to With bba´
Strong positions in hardness-softness:
- before vowels: [mat'] - mother,[m'at'] - crush,
- at the end of a word: [out] - out,[out'] - stink,
- before labial-labial: [b], [b '], [n], [n '], [m], [m '] and back-lingual: [k], [k '], [g], [g' ], [x[, [x'] for sounds [s], [s'], [s], [s'], [t], [t'], [d], [d'], [n ], [n'], [r], [r']: [sa´ n'k'i] - Sa´ nks(born pad.), [s´ ank'i] - sled,[bu´ lka] - bu´ lka,[bu´ l'kat'] - boo' lkat,
- all positions for sounds [l] and [l ’]: [forehead] - forehead,[pal'ba] - firing.
Remember:
In a strong position, hard and soft consonants do not change their quality.
Weak positions in hardness-softness and positional changes in hardness-softness.
- before soft [t '], [d'] for consonants [c], [h], which are necessarily softened:, [z'd'es'],
- before [h '] and [w ':] for [n], which is necessarily softened: [by´ n'h'ik] - donut,[ka´ m'n'sh': ik] - bricklayer.
Remember:
In a number of positions today, both soft and hard pronunciation is possible:
- before soft front lingual [n '], [l '] for front lingual consonants [c], [h]: snow -[s'n'ek] and, piss off -[z’l’it’] and [zl’it’]
- before soft anterior lingual, [h ’] for anterior lingual [t], [d] - lift -[pad’n’a´ t ’] and [padn’a´ t’] , take away -[at’n’a´ t’] and [atn’a´ t’]
- before soft anterior lingual [t "], [d"], [s "], [s"] for anterior lingual [n]: vi´ ntik -[v'i´ n "t" ik] and [v'i´ nt'ik], pension -[p’e´ n’s’iy’a] and [p’e´ ns’iy’a]
- before soft labials [c '], [f '], [b '], [n '], [m '] for labials: write in -[f "p" isa' t '] and [fp" is' at '], ri´ fme(dat. pad.) - [r'i´ f "m" e] and [r'i´ fm "e]
Remember:
In all cases, in a weak position, positional softening of consonants is possible.
Writing a soft sign with positional softening of consonants is a mistake.
Positional changes of consonants according to the features of the method and place of formation
Naturally, in the school tradition it is not customary to state the characteristics of sounds and the positional changes that occur with them in all details. But general patterns phonetics must be mastered. It's hard to do without it phonetic parsing and complete tests. Therefore, below is a list of positionally determined changes in consonants according to the features of the method and place of formation. This material is a tangible help for those who want to avoid errors in phonetic parsing.
Assimilation of consonants
The logic is this: the Russian language is characterized by the likeness of sounds if they are similar in some way and at the same time are close.
Learn the list:
[c] and [w] → [w:] - sew
[h] and [g] → [g:] - compress
[s] and [h ’] - at the root of words →
[w':] - happiness, account
- at the junction of morphemes and words →
[w':h'] -
comb, dishonest, with what (a preposition followed by a word is pronounced together, like one word)
[s] and [w':] → [w':] - split
[t] and [c] - in verb forms→ [c:] - smiles
- at the junction of prefix and root →
[cs] - sleep
[t] and [ts] → [ts:] - unhook
[t] and [h’] → [h’:] - report
[t] and [t] and [w’:]←[c] and [h’] - Countdown
[d] and [w ':] ← [c] and [h '] - counting
Distinguishing consonants
Dissimilarity is a process positional change opposite to likeness.
[g] and [k '] → [x'k '] - light
Simplifying consonant clusters
Learn the list:
vstv - [stv]: hello, feel
zdn - [zn]: late
zdts - [sc] : under the bridle
lnts - [nts]: sun
NDC -
[nc]: Dutch
ndsh -
[nsh:] landscape
ntg - [ng]: x-ray
RDC -
[rc]: heart
rdch -
[rh']: heart
stl - [sl ']: happy
stn - [sn]: local
Pronunciation of groups of sounds:
In the forms of adjectives, pronouns, participles, there are letter combinations: wow, him. AT place G they pronounce [in]: him, beautiful, blue.
Avoid spelling. say the words him, blue, beautiful right.
§ten. Letters and sounds
Letters and sounds have different purposes and different nature. But these are comparable systems. Therefore, the types of relationships need to be known.
Types of ratio of letters and sounds:
- A letter denotes a sound, such as vowels after hard consonants and consonants before vowels: weather.
- The letter has no sound value of its own, for example b and b: mouse
- The letter stands for two sounds, for example, iotized vowels e, yo, yu, i in positions:
- the beginning of a word
- after vowels,
- after the separation b and b.
- The letter may indicate the sound and quality of the preceding sound, such as iotized vowels and and after soft consonants.
- The letter may indicate the quality of the preceding sound, for example b in words shadow, stump, firing.
- Two letters can represent one sound, often a long one: sew, squeeze, rush
- Three letters correspond to one sound: smile - ts -[c:]
test of strength
Check your understanding of the contents of this chapter.
Final test
What determines the quality of a vowel sound?
- From the shape of the oral cavity at the moment of pronouncing the sound
- From the barrier formed by the organs of speech at the moment of pronouncing the sound
What is called reduction?
- pronunciation of vowels under stress
- pronouncing unstressed vowels
- special pronunciation of consonants
At what sounds does the air stream encounter an obstacle in its path: a bow or a gap?
- Vowels
- Consonants
Can voiceless consonants be pronounced loudly?
Are the vocal cords involved in the pronunciation of voiceless consonants?
How many pairs form consonants according to deafness-voicedness?
How many consonants do not have a deafness-voiced pair?
How many pairs do Russian consonants form according to hardness-softness?
How many consonants do not have a pair of hardness-softness?
How is the softness of consonants conveyed in writing?
- Special icons
- Letter combinations
What is the name of the position of the sound in the flow of speech, in which it appears in its basic form, without undergoing positional changes?
- Strong position
- Weak position
What sounds have strong and weak positions?
- Vowels
- Consonants
- All: both vowels and consonants
Right answers:
- From the shape of the oral cavity at the moment of pronouncing the sound
- pronouncing unstressed vowels
- Consonants
- Letter combinations
- Strong position
- All: both vowels and consonants
In contact with
Ownership oral speech very important for the social life and development of the individual. great attention in the study of a native (or foreign) language is given colloquial speech — correct pronunciation phonemes. There are many words that differ only in individual sounds. Therefore, special attention is paid to the functioning of the organs of speech and sound formation.
Sound production
Sound formation occurs as a result of mental and speech activity person. The vocal apparatus consists of the diaphragm, larynx, epiglottis, pharynx, vocal cords, nasal and oral cavity, uvula, palate (soft and hard), alveoli, teeth, tongue, lips.
The tongue with the lower lip is actively involved in sound production. Teeth, palate, upper lip remain passive.
The production of sounds (phonemes) includes:
- respiration, breathing
- phonation - the use of the larynx and vocal folds to create phonemes,
- articulation - work for sound production.
Noisy (deaf) Russian
There are exactly 33 letters in the Russian language, and much more sounds - 42. There are 6 vowel phonemes consisting of a clear voice. The remaining 36 sounds are consonants.
In the creation of 16 consonant phonemes, only noise is involved, which is formed as a result of overcoming certain obstacles by the exhaled air flow, which are interacting speech organs.
[k, ], [n, ], [s, ], [t, ], [f, ], [x, ], [h, ], [u, ], [k], [n], [s ], [t], [f], [x], [c], [w] - deaf consonants.
To learn how to determine which consonant sounds are deaf, you need to know their main features: how and in what place they are formed, how vocal folds are involved in their production, whether there is palatalization during pronunciation.
Formation of noisy consonants
In the process of producing deaf consonant phonemes, the interaction of various organs of the speech apparatus occurs. They can close with each other or form a gap.
Deaf consonants are born when the exhaled overcomes these barriers. Depending on the type of obstacles, deaf phonemes are divided into:
- stop plosives [k, p, t, k, p, t];
- occlusive fricatives (affricates) [c, h,];
- slotted (fricative) [s, f, x, u, s, f, x, w].
Depending on the places where barriers are formed, among deaf phonemes there are:
- labial-labial [n, n];
- labio-dental [f, f];
- anterior lingual dental [s, s, t, t, c];
- anterior-lingual palatine-tooth [h, u, w];
- posterior lingual posterior palate [k, x, k, x].
Palatalization and velarization
Noisy phonemes are classified according to the degree of tension in the middle of the language. When, in the process of sound production, the anterior and middle regions of the tongue rise to the hard palate, a palatalized consonant (soft) voiceless sound is born. Velarized (hard) phonemes are produced by raising the root of the tongue to the posterior region of the soft palate.
6 soft and 6 hard noisy deaf phonemes make pairs, the rest do not have pairs.
Paired deaf consonants - [k, - k], [n, - p], [s, - s], [t, - t], [f, - f], [x, - x]; [c, h, sh, u,] - deaf unpaired consonants.
Articulation
The combination of all the work of the individual organs of the speech apparatus involved in the pronunciation of phonemes is called articulation.
In order for speech to be understandable, one must be able to clearly pronounce sounds, words, sentences. To do this, you need to train your speech apparatus, work out the pronunciation of phonemes.
Having understood how deaf consonants are formed, how to pronounce them correctly, a child or an adult will master speech much faster.
Sounds [k - k, x - x,]
Lower the end of the tongue, slightly move away from the incisors of the lower jaw. Open mouth. Raise the back of the tongue so that it comes into contact with the border zone of the raised soft and hard palate. Through a sharp exhalation, the air overcomes the barrier - [k].
Press the end of the tongue against the lower front teeth. Middle and back bring the tongue closer to the middle-posterior region of the hard palate. Exhale - [to,].
In the production of phonemes [x - x,] the organs of speech are arranged similarly. Only between them remains not a link, but a gap.
Sounds [p - p,]
Close the lips, leave the tongue free to lie, slightly move its tip away from the lower incisors. Exhalation. The air jet breaks through the lips - [p].
The lips are the same. Press the end of the tongue against the incisors of the lower jaw. Raise the middle of the tongue to the hard palate. A sharp push of air overcomes the labial barrier - [p,].
Sounds [s - s,]
Stretch your lips, almost close your teeth. Touch the end of the tongue to the front teeth of the lower jaw. Bend the tongue, lifting the middle back to the palate. Its lateral edges are pressed against the upper chewing teeth. The air flow passes through the groove formed in the middle of the tongue. Overcomes the gap between the alveolar arch and the anterior back of the tongue - [s].
The phoneme [s, ] is pronounced similarly. Only the middle of the tongue rises higher, and the front arches more (the groove disappears).
Sounds [t - t,]
Open lips. Rest the end of the tongue against the incisors of the upper jaw, forming a bow. A jet of exhaled air breaks through the barrier with force - [t].
The position of the lips is the same. Press the tip of the tongue against the lower incisors. Touch the upper alveolar arch with the front of the tongue, creating a bow. Under the pressure of the air jet, an obstacle is overcome - [t, ].
Sounds [f - f,]
Slightly retract the lower lip and press the upper incisors against it. Raise the back of the tongue to the back of the soft palate. On exhalation, the air passes through a flat gap formed by the lip and teeth - [f].
Lips and teeth in the same position. Move the tip of the tongue to the lower incisors. Raise the middle part of the tongue to the palate. The air flow penetrates through the labio-dental fissure - [f,].
Sound [ts]
Sound is produced in two stages:
- Stretch slightly tense lips. Press the end of the tongue to the front lower teeth. Raise the front of the tongue, closing with the hard palate (just behind the alveolar arch).
- The air flow enters the oral cavity. Slightly bend the tongue - raise the middle part, lower the back, press the lateral edges to the chewing teeth. The bow turns into a gap and the air comes out - [c].
Sound [h,]
Phoneme formation consists of two phases:
- Slightly round and push the lips. Press the end and front of the tongue against the hard palate and alveolar arch, creating a barrier.
- Push out the air: at the place of the connection between the tongue and the palate, a gap will be obtained. At the same time, it is necessary to raise the middle of the tongue - [h,].
Sound [w]
Push slightly rounded lips. Raise the end of the tongue to form a narrow passage with the palate and the alveolar arch (1st gap). Lowering the middle of the tongue, raise its back (2nd slot). Press the edges to the chewing teeth, forming a bowl. Exhale smoothly - [sh].
Sound [u,]
The lips are slightly extended and rounded. Raise the end of the tongue to the alveolar arch, without pressing, so that there is a gap. Raise the tongue to the hard palate (except for the front part), press the edges against the molars of the upper jaw. Exhale slowly. The central part of the tongue goes down, creating a groove through which the air flow passes. The tongue tenses - [u,].
In a speech stream, voiceless consonants coexist with other phonemes. If a vowel follows after a noisy phoneme, then the lips assume a position for the articulation of the latter.
Comparison of noisy deaf and voiced phonemes
Voiced are phonemes, in the formation of which both voice and noise are involved (the latter predominates). Some voiced have paired sounds from among the deaf.
Paired deaf consonants and voiced: [k - g], [k, - g, ], [p - b], [p, - b,], [t - d], [t, - d, ], [ s - h], [s, - h, ], [f - c], [f, - c, ], [w - g].
Voiced and voiceless unpaired consonants:
- [d, l, m, n, p, l, m, n, p] - voiced (sonorous);
- [x, h, u, x, c] - noisy deaf.
Designation of noisy phonemes by letters
The ability to write well is just as important as speaking. Mastery writing is fraught with even greater difficulties, since some sounds on paper can be recorded different letters or letter combinations.
Deaf consonants when written are transmitted by similar letters if they are in strong positions.
According to deafness-voicedness: before a vowel, [in - in,], other noisy ones (applicable to paired deaf people!).
By hardness-softness: before the vowel, [b, m, g, k, p, x, b, m, g, k, p, x,] - for sounds [s, s, t, t, ], at the end the words.
In other cases, to determine the correct letter (or combination of letters) for a deaf consonant phoneme, one must use certain rules Russian language. And sometimes you just need to remember the correct spelling of words (dictionaries).
1. Grammar tale.
Paired and unpaired
Once the King Alphabet and the Queen ABC arranged a fabulous ball, to which all the letters were invited. There they split into pairs and began to dance. Vowels danced with vowels, and consonants danced with consonants. The letters A - Z, U - Yu, Y - I, E - E, O - E danced a waltz. They had fun!
The consonants also danced in pairs, but their sluggishness hindered them a little, and they puffed, hissed, and whistled with zeal. These were the pairs: B - P, V - F, G - K, D - T, F - W, Z - S.
Moreover, the letters B, C, D, D, F, Z were loudly beaten with their feet to the beat of the music. Those were too loud letters.
But P, F, K, T, W, S were deaf to music. voiced letters merrily shouted out their names to the beat of the music, and the deaf letters timidly whispered, like an echo, the names of their girlfriends. What an odd couple they were.
But there were also lonely letters at the ball. They did not want to dance at all and preferred solitude. These are L, M, H, R, Y, X, C, W, b, b.
They didn't have a couple. These are unpaired letters. Since then, this has been the case. On holidays, paired letters dance in tandem with their partner. And unpaired letters just sit quietly and look at the dancers.
2. Consonants, as you know, are deaf and voiced. Some of them are so similar to each other - real "twins"; they walk, look, dress the same. But when some speak, they are heard, while others are very difficult to hear, no matter how hard they try. These are paired in sonority - deafness. Each of this pair has its own costume to adequately represent the sound in the alphabet.
Isn't this overkill?
No, in no case, because, among other things, they also help to distinguish words by meaning: ball - heat, stake - goal, dust - true story, fishing rod - duck, etc.
These twin letters need to be learned well, as there will still be a lot of trouble with them. In the alphabet, they occupied two whole floors.
And the trouble lies in the fact that the voiced ones at the end are deafened and you need to guess (using the test word) which letter should be written. You need to change the word so that the consonant is heard clearly:
oak - oaks, eyebrow - eyebrows, eye - eyes, etc.
3. Words for spelling and commented writing.
Fur coat, hat, snowdrift, fungi, pillar, hawk, mushroom, timid, oak, fish, strong, sheepskin coat, balls, club, bug, oaks, sponge, soup, hazel grouse, chills, slushy, chilly, tooth, fragile, shell, mistake, paw, scratches, turnip, sickle, bread, teeth, ice-hole, sliver, smile, forehead, sticky, molding, club, coat of arms, creak, dove, armful, dove, cork.
V - F
Button, weed, cream, cow, pin, dexterous, healthy, watering, cheat, telegraph, floats, shop, a lot of firewood, closet, ready, giraffe, carrot, love, jacket, head, groove, beak, shoes, sleeve, prunes , tree, handsome, polite.
G - K
Snow, lungs, meadow, bow, soft, claws, ravine, enemy, circle, shore, pie, boot, accommodation, flag, cottage cheese, tongue, surgeon, friend, plow, cook, side, sound, god, around, tank, chill, haystack, pillar, south, fist, squeal, iron, Thursday, fisherman, far, wide, deep, high, kitten, wolf cub, jackdaw, fellow countryman, worm, bruise, spruce forest, glacier, sailor, oak tree, trifle, herald, traveler, companion, worker, joker.
D - T
Beds, exercise, notebook, patch, forget-me-not, sweet, breast, work, year, brother, boat, hike, tent, fur, camel, children, winches, leftovers, steamboat, entrance, riddle, old age, gait, hedge, smooth, horse, city, playground, Kindergarten, remains, ford, west, hail, light, expanse, view, rare, rain, mole, side by side, crib, crossbill, thrush, newsboy, pilot, cat, code, scarves, factory, oil, entry, bridge, detachment, people , bed, duck, exit, bookmark, vegetable garden, portrait, in order, honeycomb, branch, seine, wiring, short. hide-and-seek, shaky, bear, ears, saucer, planting, bookmark, Medvedko, package, threads, sensitive, threshing, walking, machine gunner, find, cleaning, coin, dilapidated, berry, liquid, beard, towns.
W - W
Legs, spoons, cups, mugs, hedgehog, path, cart, rye, friends, plush, guardian, landscape, pillow, porridge, pies, good, handsome, snowballs, wilderness, brooch, trembling, palm, roots, insects, already, jumping, bags, flags, lily of the valley, earrings, russula, bear, drawing, mouse, mitten, girlfriend, reportage, birdie, stick, okroshka, walrus, boots, cockerel, nuts, birdie, bump, frog, snowballs, baskets, siskin , shirt, crew, book, horns, beach, luggage, chamomile, accordion, shavings, ears, scallop, gingerbread, pencil, garage, ruff, quiet, shower, reed, midge, playpen, quiet, pig, edge, jog, potato , paper, pita bread, toys, ladle, little brother, crown, hut, kids, hare, coward, feathers, blotter, gossip, grains, grandmother, old woman, wings, feeder, parsley, poor thing, pole, little fish, mother, freckles, kids , volushka, baby, muzzle, zimushka, baby, cake.
Z - S
Sharp, low, Mongrel, frost, elm, locomotive, haymaking, birch, tears, wagon, narrow, taste, watermelon, cargo, sail, froze, drizzle, frost, prankster, horror, fairy tale, Denis, knight, connection, lynx, gnaw, interest, eye, hung, down, cut, bandage, blouse, close, hint, collective farm, pointer, putty, flattery, climb, ointment, clipping, pole, ear, crucian carp, inscription, shepherd, Russia, request, painting, nose, slippery, pasture, radish, carry, crawl, sled, carving, lead, denouement, canopy, tray, nipple, pussy, bowl, disappeared, slices, voice, loader, copyist, viscous.
4. Find paired consonants in proverbs.
There is honey - climb into the hive.
Pick a berry, pick a box.
To eat a fish, you need to float into the water.
The tail of the head is not a pointer.
Bread is the head of everything.
Bread is a father, water is a mother.
Small spool but precious.
According to Senka and a hat.
One with a bipod, and seven with a spoon.
Honey on the tongue, and ice on the heart.
old friend better than the new two.
The snow is deep - the year is good.
Grandma with porridge, and grandfather with a spoon.
Sweeter than all fruits is the fruit of honest labor.
Your eye is a diamond.
More expensive than a diamond are your two eyes.
Not a fur coat warms, but bread.
5. For these nouns, select nouns with the suffix -points-.
La ... ka - _________, blue ... ka - ______,
tetra ... ka - ___________, faith ... ka - ____________,
pro ... ka - ____________, re ... ka - ______________.
6. Choose antonyms for these adjectives.
Thick - ________________, high - __________________,
Distant ________________, bitter - ___________________.
7. Select nouns with voiced and deaf consonants in the middle of the word that are suitable for the sentences.
The blizzard sweeps __________________________________________.
The students of the class made _____________________________ for the books.
8. Insert the missing consonant into the word, write down the test word.
Oshi ... ka, _________________ - var ... ka,
Boom ... ka, __________________ - no ... ka,
Bese ... ka, ___________________ - violin ... ka,
Ska ... ka, ___________________ - village ... ka,
About ... ba, ___________________ - I'll lie down ... ka.
9. Make a sentence with the words of each line.
Mouse, cat, eyes, paws.
Friendship, books and notebooks,
Coat, hat and boots,
And birch, and earrings.
10. Insert missing letters.
Snow ... ki, jump ... ki, flags ... ki, caps ... ki, nuts ... ki.
11. Choose the right words.
What is the name of the hut where the watchman lives?
Ear decoration.
Solid fastening at the waist.
Part of a table or chair.
12. The transformation of words.
Change one letter in words. Choose a test for each and write it down.
Forest - (lion), god - (dog), fairy tale - (pointer), spoon - (boat), turnip - (sliver), circle - (friend), bread - (shed), nibble - (beak), boat - (hat).
13. A chain of words.
Each new word must begin with the letter
ends with the previous one, and ends with a double voiced or deaf
consonant.
Cold - ... (grandfather - dog - gas - tooth - ford - ...).
Bus - (track - friend - year - thrush - debt - hail - ...)
Frost - (tooth - luggage - beetle - cube - ...)
14. Underline the consonant in the words, the pronunciation of which diverges from
spelling.
Flag, detachment, house, cold, ruler, ice, chalk, hike, frost, table, flower,
soup, book, glass.
15. Underline paired voiced and deaf consonants in words.
The hammer is young, the sickle is a coat of arms, the ascendant is a nose, a pond is a rod, a mouth is a rod, a raft is a fruit,
frost - rose, tooth-soup.
16. Add consonants.
Sugro ..., plant ..., this ..., moro ..., hand ....
17. Underline voiced and deaf consonants in words, add to them
test words.
Notebook - notebooks, book-book,
iron-_________, fungus-_________,
pie-________, oak trees-__________,
watchman-_______, narrow-__________.
18. Underline voiced consonants in words.
Car, oak trees, berry, leg, banner, subway, axe, sea, Saturday,
summer, molding.
19. For these words from the first column, select the words from
second column. Make suggestions with them.
the wind is soft ... kaya
bunny at ... kai
ice re ... cue
the road is hard ... cue
pillow ro ... cue
20. Underline the deaf consonants in the words.
Lilac, axe, furniture, bread, bug, peas, circus, people, book, watch, ruler, sheep.
21. Insert the missing words with paired consonants.
The student made three ____________ in the dictation.
Golden _____________ live in an aquarium.
A narrow ___________ led to the forest.
The caretaker lives in ____________.
There was a dilapidated _________ by the river bank.
In the lair hall… brown _____________.
22. Underline in words paired voiceless and voiced consonants in the middle
Cat - spoon, toy track,
stroller-bandage, snowballs-chuckles,
fur coat-hat, mowing-carving.
23. Write the verbs in the past tense.
Get off - ___________, get cold - ______________,
freeze - ________, disappear - _____________,
crawl -_______, bite off -______________.
24. From a poetic passage, first write out all voiced consonants, and
then deaf.
The autumn wind rises in the forests,
More and more noisy.
Dead leaves pluck and fun
In a frenzied dance carries. (I. Bunin)
25. Mistakes.
What words Andrew confuses? Will the sentences be clear in his writing?
In class, they write from dictation:
"I brought a mushroom from the forest."
Only Andrew deftly deduces:
"I brought the flu from the forest."
Well, tell me why?
Players own the bass
And the singer with an enviable pass,
Fruits float on the river
And rafts grow in the garden.
Explain why
Is he unlucky at school?
26. Find all spellings and explain their spelling.
Behind the village is a meadow,
And in the garden - onions.
And along the river - a raft,
And on a pear - a fruit.
27. Read a poem by F.I. Tyutchev.
The view of the earth is still sad, Nature has not yet woken up,
And in the spring the air breathes, But through thinning sleep
And the stalk sways dead in the field, she heard Spring
And the oil stirs the branches. And she smiled involuntarily.
1) Count how many deaf consonants are in each line.
2) Find the most "deaf" line (that is, the one with the most voiceless consonants) and the most "sonorous" (where the most voiced consonants). Read them aloud again.
3) Think about how the content of these lines is related to the number of deaf consonants?
28. Imagine that you are in your kitchen. Wow, how many different
items! I show you an object and you name it and
choose a test word for the named word.
These words are: cup, spoon, mug, spatula, frying pan, mitten -
potholder, napkin.
29. Raise the desired card (V-F, Z-S, D-T).
The stork makes a dawn ... ku - Pelican dives lo ... ko.
Then skipping, then crouching ... ku, That's what it means to train ... ka!
Octopus ... put on gloves ... ki, Rak hall ... on a scooter,
And the seal fled from the square ... ki. Everything is forward ... and he is back ....
30. Write the words: de ..., pru ..., glue ..., ry ... ka, er .... Compose text according to
these base words. Try calling the controller for help -
vowel and determine correct writing. What words did you test
by changing the word, and which one was selected related word?
Silent consonants
Sometimes consonants
They play hide and seek with us.
They don't pronounce
But they write in a notebook.
Sometimes in words there are
Terrible consonants.
They don't pronounce
And what to write is not clear to you ...
To know how to write, not wonderful, not wonderful,
It is necessary to change the word, But it is terrible and dangerous
And behind the sound incomprehensible Letter T to write in vain.
Look for a vowel quickly. Everyone knows how lovely
The letter T is appropriate.
1. A conversation about unpronounceable consonants.
Not all consonants in words are pronounced; some of them disappear, hide. If a word with an unpronounceable consonant cannot be checked, you should remember its spelling.
Why do the sounds disappear anyway?
The fact is that three consonants in a row can be very difficult to pronounce, so we simplify their pronunciation in this way. And writing them can not be simplified. Not just because there are unpronounceable consonants. They also have their own history. For example, why do we write the letter t in the word ladder? AT Old Russian was the word lystvitsa. So it turned into a staircase under the influence of such words as a sugar bowl, an inkwell. As for the word flattery itself, it is formed from the verb to climb, to climb, with the help of the suffix -tv (a).
This means that the unpronounceable t in the noun ladder is the remainder of the suffix -tv(a).
2. Words for spelling and commented letters.
In some words, the letters D, T, V, L are not pronounced, but are written.
To check an unpronounceable consonant, you need to pick up
one-root word so that this consonant is well heard.
Some words cannot be verified. Remember: feeling, stairs.
D - starry, late, holiday, heart.
T - valiant, sad, bone, oral, stairs, neighborhood, area, whistled, famous, lovely, furious, honest, happy, herald, reed, cabbage, rainy, joyful, private,
Giant, regional, imperious, serf.
B - feeling, hello.
L is the sun.
The combination of sn - zn.
SN - wonderful, beautiful, terrible, dangerous, in vain, tasty, interesting, cramped, insipid, heavenly, sailing, consonant, mute, wordless.
ZN - ugly, amiable, iron, collective farm, serious, diamond.
3. Find and write down words with unpronounceable consonants. Beside
write down the test words.
a) Valiant, ladder, leaf, kind, whistled, reed, briefcase,
cloud, messenger, window, hello.
b) Health, sun, leaf, heart, star, book, friend, famous,
joyful, neighborhood, column, furious, honest, holiday,
lovely.
4. Write down the words denoting the signs of objects. Paste
missing letters. Next, write down the words denoting objects.
Known ... ny (who?) .... Festive… festive (what?)… .
Sad ... ny (what?) ... . Starry ... noe (what?) ... .
Kapus ... ny (what?) ... . Honest ... ny (who?) ... .
5. Write off the text by inserting the missing letters
St ... it m ... different p ... years. Hoarfrost pushed birches in the forest, ... blues,
old ol…hu. The l ... snaya p ... Liana came to life. Applied ... bullfinches, titmouse. Under the spruce, the hare burrowed in a dream ....
Suddenly zash ... sang through the forest, a drifting snow ran. It became in l ... su t ... many. Nal… tel wind. D ... revya swayed ... fled. Paul ... drifted snowdrifts from spruce la ... . Sleep ... sprinkled. Started in ... the south.
With ... nce sanctified ... the surroundings ... ness. A crunch ... a dry branch in a dream spilled ... the body of a beautiful ... bird. The shepherd drives the flock to the pasture...bishche.
Sleep ... fell out late ... but. Sad ... st ... yat days. Everyone is waiting for a joyful holiday ... nickname.
6. Form adjectives from nouns.
Joy - ____________________,
bad weather - ___________________,
happiness - ____________________,
star - ______________________,
whistle - ______________________,
charm - ___________________.
7. Make sentences from these words and write them down. Paste
missing letters.
It is difficult to find out ours, in winter, the area ....
Covered, carpeted, snowy, everything.
Nana ... naya, the weather is worth it.
Blowing, furious ... ny, wind, cold.
Look, at, trees, sad ... but, naked.
8. Identify by ear words with unpronounceable and dubious
consonants and choose test words for them.
Frost and sun, wonderful day!
You are still dozing, my lovely friend.
Easily and joyfully plays in the heart of blood,
Desires boil - I'm happy again, young!
Three maidens by the window
Dropped in late at night...
“Hello, my beautiful prince!
Why are you quiet, like a rainy day? .. "
9. Read the poem expressively, explain all spellings, and
then try to write from memory any four that you remember
The sun looks down from the sky, but the sun will shine
Millions of years. And walks away.
The sun is pouring down on the earth living heart
And warmth and light. Warm day and night.
So the heart is better
no clouds
Don't overshadow him!
10. Riddles. Write answers with test words
The carpet is spread, Day and night it knocks,
Scattered peas: As if wound up.
Do not lift the carpet, It will be bad if suddenly
No peas to collect. This knock will stop.
(starry sky) (Heart)
Well, which one of you will answer
Not fire, but it burns painfully.
Not a lantern, but it shines brightly,
And not a baker, but bakes? (Sun)
11. From the words given in brackets, form adjectives received
write phrases.
Day (holiday); evening (late); morning (bad weather); smile (joy);
deed (honor); labor (valor); life (happiness); view (sadness).
12. Complete the proverbs with words with unpronounceable consonants.
Hands work - soul ... .
Not in force ... but in truth.
In the big ... and the distant is near.
… labor is our wealth.
… they don't watch the clock.
Reference words: happy, honest, heart, holiday, honesty.
13. Write off, replacing the highlighted words with synonyms with unpronounceable
consonants.
Similar information.
All consonant sounds in Russian are divided into hard and soft, and deaf and voiced. What is the difference between voiced consonants? Our article answers this question.
How voiced sounds are formed
In the process of formation of a consonant sound, not only the voice is involved, but also various noises. They arise due to the fact that various barriers form in the mouth, which are then overcome by the air flow. For example, when pronouncing the sound [b], we close our lips, and the exhaled air breaks this barrier with force.
The children studying the Russian language in the third grade distinguish sounds by deafness-voicedness only in the indicated way. But sometimes schoolchildren in grades 5-6 still distinguish sonorous (very sonorous) and hissing. In the latter there is no voice at all - only noise (with the exception of Zh).
For example, a voiced consonant at the beginning of the word "lynx" is sonorous, and a voiceless consonant at the beginning of the word "pike" is hissing.
The sonorous consonants "l" and "r" can even take on some of the functions of a vowel and form a syllable. This happens, for example, in the word "meaning" (which is why it is sometimes erroneously spelled "meaning").
How to distinguish a ringing sound
There are several signs by which a voiced consonant can be distinguished.
You can pronounce the sound aloud by placing your hand on the throat in the region of the vocal cords; if vibration is felt, the sound is sonorous.
You can simply memorize voiceless and voiced consonants. Or remember, relying on pairs of deafness-voicedness.
There are mnemonic formulas that allow you to remember voiceless and voiced. This is a phrase or word where all sounds are either deaf or voiced. Let us give examples of such formulas.
- Deaf: Styopka, do you want a cabbage? - Fi. (In this phrase, all sounds are deaf)
- Voiced: Normal (only sonorants)
Paired and unpaired voiced consonants
Most voiced consonants form voiceless-voiced pairs. In the table below, in the top row, all voiced sounds are listed, and in the bottom row, their paired deaf sounds. If there is a dash in one or another row, then the sound is unpaired.
Voicing and stun
In the flow of speech, sounds depend on their "neighbors", so they can change their quality under the influence of the environment.
In Russian, several phenomena are possible:
- Stun
- Assimilation(similarity) by deafness-voicedness.
Stunning occurs at the end of a word. A voiced consonant at the absolute end of a word is pronounced as its voiceless pair. For example, [gr'ip] (mushroom).
Assimilation occurs in the middle of a word. In Russian, the sound is influenced by the neighbor on the right. Most often ringing sound becomes deaf due to the fact that it is adjacent to another deaf sound. Assimilation examples: tub, riddle. Less often, the consonant becomes voiced “for the company”. For example, a request [proz'ba].
Similar processes take place in different languages, but in different ways. For example, in Chuvash a voiceless consonant, being between two vowels, becomes voiced.
How to check a doubtful consonant
Because of these linguistic processes, consonants in some positions become dissimilar to themselves. Therefore, they need to be checked.
To determine which sound, deaf or voiced, you need to write in given word you should change the word or choose a single root so that there is a vowel after the consonant. For example, post-pillars, mowing-mowing, pointer-indicate.
The absolute end of a word is not a strong position that makes it possible to distinguish consonants by deafness-voicedness.
There are words that cannot be verified. For example, football, backpack, etc. They must be memorized or looked up in a dictionary.
What have we learned?
From the article we learned that consonants in Russian are voiced and deaf. To form a voiced consonant, more voice is needed than noise. We learned which sounds make up a pair of deafness-voicedness, and which ones do not. We learned what sonorous and hissing sounds are.
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