What refers to the sound culture of speech. Theoretical study of the concept of sound culture of speech

The education of sound culture is one of the important tasks of the development of speech in kindergarten, since it is the preschool age that is the most sensitive for its solution.

It follows from the materialist doctrine of language and thought that the spoken language has always been the only language of society. Language is the most important means of human communication due to its sound matter.

The sound side of speech is a single whole, but a very complex phenomenon that needs to be investigated from different angles. In modern literature, several aspects of the sound side of speech are considered: physical, physiological, linguistic.

The study of various aspects of the sound side of speech helps to understand the patterns of its gradual formation in children and facilitates the management of the development of this side of speech.

Each language has its own system of sounds. Therefore, the sound side of each language has its own characteristics and distinctive qualities. The sound side of the Russian language is characterized by the melodiousness of vowel sounds, the softness in the pronunciation of many consonants, the originality of the pronunciation of each consonant sound. Emotionality, generosity of the Russian language find their expression in intonation richness.

The sound culture of speech is a fairly broad concept, it includes the phonetic and orthoepic correctness of speech, its expressiveness and clear diction.

Education of sound culture involves:

1. the formation of correct sound pronunciation and word pronunciation, which requires the development of speech hearing, speech breathing, motor skills of the articulatory apparatus;

2. education of orthoepically correct speech - the ability to speak according to the norms of literary pronunciation. Orthoepic norms cover the phonetic system of the language, the pronunciation of individual words and groups of words, individual grammatical forms. The composition of orthoepy includes not only pronunciation, but also stress, i.e. specific phenomenon of oral speech. The Russian language has a complex system of multi-place and mobile stress;

3. formation of expressiveness of speech - possession of the means of speech expressiveness involves the ability to use the height and power of the voice, the pace and rhythm of speech, pauses, various intonations. It has been noticed that a child in everyday communication has a natural expressiveness of speech, but needs to learn arbitrary, conscious expressiveness when reading poetry, retelling, storytelling;

4. development of diction - a distinct, intelligible pronunciation of each sound and word separately, as well as the phrase as a whole;

5. education of the culture of speech communication as part of etiquette.

The concept of sound culture of speech, the tasks of working on its education are revealed by O. I. Solovieva, A. M. Borodich, A. S. Feldberg, A. I. Maksakov, M. F. Fomicheva and others in educational and methodological manuals.

In the sound culture of speech, two sections are distinguished: the culture of speech pronunciation and speech hearing. Therefore, work should be carried out in two directions:

1. development of the speech motor apparatus (articulatory apparatus, vocal apparatus, speech breathing) and, on this basis, the formation of the pronunciation of sounds, words, clear articulation;

2. development of speech perception (auditory attention, speech hearing, the main components of which are phonemic, pitch, rhythmic hearing).

The sound units of a language differ in their role in speech. Some, when combined, form words. These are linear (arranged in a line, one after another) sound units: sound, syllable, phrase. Only in a certain linear sequence does the combination of sounds become a word, acquire a certain meaning.

Other sound units, prosodemes, are supralinear. These are stress, elements of intonation (melody, voice power, speech rate, its timbre). They characterize linear units and are a mandatory feature of oral sounding speech. Prosodic units are involved in the modulation of the articulatory organs.

For preschoolers, first of all, the assimilation of linear sound units of speech (sound and word pronunciation) is of particular importance, since the most difficult thing for a child is mastering the articulation of individual sounds (p, l, g, sh). In phonetic and speech therapy manuals, the work of the organs of articulation is described in detail. The involvement of prosodemes in the modulation of sounds is less studied.

Researchers of children's speech and practitioners note the importance of the correct pronunciation of sounds for the formation of a full-fledged personality of the child and the establishment of social contacts, for preparing for school, and in the future for choosing a profession. A child with a well-developed speech easily communicates with adults and peers, clearly expresses his thoughts and desires. Speech with defects in pronunciation, on the contrary, complicates relationships with people, delays the mental development of the child and the development of other aspects of speech.

Correct pronunciation is of particular importance when entering school. One of the reasons for the poor performance of elementary school students in the Russian language is the presence of deficiencies in sound pronunciation in children. Children with pronunciation defects do not know how to determine the number of sounds in a word, name their sequence, find it difficult to select words that begin with a given sound. Often, despite the good mental abilities of the child, due to the shortcomings of the sound side of speech, he has a lag in mastering the vocabulary and grammatical structure of speech in subsequent years. Children who do not know how to distinguish and isolate sounds by ear and pronounce them correctly find it difficult to master writing skills.

However, despite the obvious importance of this section of work, kindergartens do not use every opportunity to ensure that every child goes to school with pure speech. According to the survey, 15-20% of children enter school from kindergarten with imperfect pronunciation of sounds, such children at the age of five are about 50%.

The problem of the formation of the sound side of speech has not lost its relevance and practical significance at the present time.

Sound culture of speech: concept, essence and its meaning.

According to the researchers of children's speech M.M. Alekseeva, V.I. Yashinasound culture of speech- the concept is quite broad, including pronunciation qualities that characterize sounding speech (sound pronunciation, diction, etc.), elements of sound expressiveness of speech (intonation, tempo, etc.), motor means of expression associated with them (facial expressions, gestures), as well as elements of the culture of speech communication (the general tone of children's speech, posture and motor skills during the conversation).

A.I. Maksakov believes thatsound culture of speechis an integral part of the general speech culture. It covers all aspects of the sound design of words and sounding speech in general: the correct pronunciation of sounds, words, loudness and speed of speech utterance, rhythm, pauses, timbre, logical stress, etc.

The normal functioning of the speech-motor and hearing aids, the presence of a full-fledged surrounding speech environment are essential conditions for the timely and correct formation of a sound culture of speech.

In modern literature, several aspects of the sound side of speech are considered: physical, physiological, linguistic:

1) acoustic (physical)the aspect in which sound is considered as oscillatory movements of the air environment caused by the organs of speech;

2) articulatory (physiological)an aspect in which sound acts as a product of the work of the human pronunciation organs (articulatory apparatus);

3) functional (linguistic)an aspect where sound is considered as one of the possible variants of the phoneme (sound type) realization in the process of functioning, performing a meaningful and constructive function.

The formation of the sound side of speech at the first stages of development depends on the degree of formation of kinesthetic and phonemic perception, as well as on their interaction with each other in speech practice.

Education of sound culture of speech- a multidimensional task, which includes more specific microtasks related to the development of perception of the sounds of native speech and pronunciation (speaking, speech pronunciation).

The education of sound culture involves the solution of the following particular tasks:

Development of speech hearing and speech breathing.The leading analyzer in the assimilation of the sound side of speech is hearing. With the development of the child, auditory attention, perception of noise and speech sounds gradually develop.

speech breathing - one of the foundations of voice formation and speech (speech is a sounded exhalation). The task of the educator is to help children overcome the age-related shortcomings of their speech breathing, to teach correct diaphragmatic breathing. Particular attention is paid to the duration and force of expiration during speech and a silent deep breath before pronouncing a phrase.

Speech (phonemic) hearing- includes the ability for auditory attention and understanding of words, the ability to perceive and distinguish between different qualities of speech: timbre, means of expression, etc.

Formation of the correct sound pronunciation and word pronunciation.

Sound pronunciation- the ability to correctly reproduce the sounds of the native language. The inaccuracy of their pronunciation negatively affects the perception and understanding of speech by listeners.

The sound of speech - the minimum speech unit. Sounds as material signs of the language perform two functions: bringing speech to ear perception and distinguishing between significant units of speech (morphemes, words, sentences). Each language has its own system of sounds. Therefore, the sound side of each language has its own characteristics and distinctive qualities. The sound side of the Russian language is characterized by the melodiousness of vowel sounds, the softness in the pronunciation of many consonants, the originality of the pronunciation of each consonant sound. Setting the correct sound pronunciation is closely related to the development of better coordination of the organs of the articulatory apparatus of children. In this regard, the content of this task includes the following: improving the movements of the organs of the articulation apparatus, consistent work on the clear pronunciation of vowels and simple consonants already learned by children, and then on complex consonants that make it difficult for children; fixing the correct pronunciation of sounds in contextual speech.

The sound units of a language differ in their role in speech. Some, when combined, form words - these are linear (arranged in a line, one after the other) sound units: sound, syllable, phrase. Only in a certain linear sequence does the combination of sounds become a word, acquire a certain meaning.

For preschoolers, first of all, the assimilation of linear sound units of speech (sound and word pronunciation) is of particular importance, since the most difficult thing for a child is mastering the articulation of individual sounds (p, l, w, w). In phonetic and speech therapy manuals, the work of the organs of articulation is described in detail. The involvement of prosodemes in the modulation of sounds is less studied.

Development of diction.Diction - a clear, intelligible pronunciation of each sound and word separately, as well as the phrase as a whole.
Formation of expressiveness of speech- possession of the means of speech expressiveness involves the ability to use the height and power of the voice, the pace and rhythm of speech, pauses, various intonations. It has been noticed that the child in everyday communication has a natural expressiveness of speech, but needs to be taught arbitrary, conscious expressiveness when reading poetry, retelling, and telling. Easily perceived, pleasant speech is characterized by the following qualities: medium pace, rhythm, moderate force and medium pitch. They can act as constant, habitual qualities that determine the overall individuality of speech. At the same time, the tempo of speech and the quality of the voice must be mobile and flexible enough to express individual states and feelings, that is, one must be able to speak in a whisper, and loudly, and slowly, and quickly.
Education of orthoepic correct speech- the ability to speak according to the norms of literary pronunciation. Orthoepic norms cover the phonetic system of the language, the pronunciation of individual words and groups of words, individual grammatical forms. The composition of orthoepy includes not only pronunciation, but also stress, that is, a specific phenomenon of oral speech.
Education of the culture of speech communication as part of etiquette.This concept includes the general tone of children's speech and some behavioral skills necessary in the process of verbal communication.

In the sound culture of speech, two sections are distinguished: the culture of speech pronunciation and speech hearing. Therefore, work should be carried out in two directions:

The development of the speech motor apparatus (articulatory apparatus, vocal apparatus, speech breathing) and, on this basis, the formation of the pronunciation of sounds, words, clear articulation;

Development of speech perception (auditory attention, speech hearing, the main components of which are phonemic, pitch, rhythmic hearing).

The education of sound culture is one of the important tasks of the development of speech in kindergarten, since it is the preschool age that is the most sensitive for its solution.

The sound culture of speech is a fairly broad concept, it includes the phonetic and orthoepic correctness of speech, its expressiveness and clear diction.

Education of sound culture involves:

formation of the correct sound pronunciation and pronunciation, why it is necessary to develop speech hearing, speech breathing, motor skills of the articulatory apparatus;

education of orthoepic correct speech- the ability to speak according to the norms of literary pronunciation. Orthoepic norms cover the phonetic system of the language, the pronunciation of individual words and groups of words, individual grammatical forms. The composition of orthoepy INCLUDES not only pronunciation, but also stress, that is, a specific phenomenon of oral speech. The Russian language has a complex system of multi-place and mobile stress;

formation of expressiveness of speech- possession of the means of speech expressiveness involves the ability to use the height and power of the voice, the pace and rhythm of speech, pauses, various intonations. It has been noticed that a child in everyday communication has a natural expressiveness of speech, but needs to learn arbitrary, conscious expressiveness when reading poetry, retelling, storytelling;

diction- a distinct, intelligible pronunciation of each sound and word separately, as well as the phrase as a whole;

education of the culture of speech communication as part of the etiquette.

The concept of sound culture of speech, the tasks of working on its education are revealed by O. I. Solovieva, A. M. Borodach, A. S. Feldberg, A. I. Maksakov, M. F. Fomicheva and others in educational and methodological manuals.

There are two sections in the sound culture of speech: culture speech pronunciation and speech hearing. Therefore, work should be carried out in two directions: the development of the speech-motor apparatus (articulatory apparatus, vocal apparatus, speech breathing) and, on this basis, the formation of the pronunciation of sounds, words, clear articulation;

development of speech perception (auditory attention, speech hearing, the main components of which are phonemic, pitch, rhythmic hearing).

Sound units of a language differ in their role in speech. Some, when combined, form words. These are linear (arranged in a line, one after another) sound units: sound, syllable, phrase. Only in a certain linear sequence does the combination of sounds become a word, acquire a certain meaning.

For preschoolers, first of all, the assimilation of linear sound units of speech (sound and word pronunciation) is of particular importance, since the most difficult thing for a child is mastering the articulation of individual sounds. (p, l, w, w). In phonetic and speech therapy manuals, the work of the organs of articulation is described in detail. The involvement of prosodemes in the modulation of sounds is less studied.

The problem of the formation of the sound side of speech has not lost its relevance and practical significance at the present time.

§ 2. Features of the assimilation of the sound side of speech by preschoolers *

In the pedagogical and psychological literature, the process of mastering the sound structure of the Russian language by children of preschool age has been studied and described quite fully in the works of A. N. Gvozdev, V. I. Beltyukov, D. B. Elkonin, M. E. Khvattsev, E. I. Radina . The very development of sounds begins in the first year of life, when the child masters his speech and hearing aids. At first, on the basis of a certain emotional state, babble appears, which does not yet have social significance. Assimilation of the sound side of the language, according to D. B. Elkonin, begins from the moment when the language begins to serve as a means of communication. On the one hand, this is an understanding of the words addressed to the child, on the other hand, the first independent words.

The child's early perception of words is based on a rhythmic-melodic structure. The phonemic composition of the word is not perceived. N. Kh. Shvachkin called this stage "prephonemic development of speech." At 10-11 months. the word begins to serve as a means of communication and acquires the character of a linguistic means. The period of phonemic development of speech begins.

By the end of the first year, the first scraps appear. From the beginning of the second year of life, differentiation of sounds begins. First, vowels are differentiated (separated) from consonants. Further differentiation occurs within the group of consonants. Sonorants are contrasted with noisy ones, deaf ones with voiced ones, hard ones with soft ones, etc. Then the assimilation of socially fixed vowel sounds begins.

A characteristic feature of the formation of sounds in the initial period is the instability of articulation during their pronunciation. Even in one word uttered several times in a row, several sound variants alternate in place of one sound 1.

New phonetic elements appear in groups, and the order of assimilation of groups of consonants depends on the articulatory features of the sounds that make up these groups. Most sounds are formed in the correct form not immediately, but gradually, through intermediate, transitional sounds.

The study of the change of "substitute sounds" is of great importance. The process of replacing sounds is complex and peculiar. A. N. Gvozdev believed that the sounds missing in pronunciation in the process of speech development are replaced by other sounds that are at the disposal of the child. The system of replacing some sounds with others is based mainly on the articulatory relationship of sounds, primarily on grouping them according to the place of formation, less often - according to the method of formation.

Mastering a new type of articulatory movements brings to life a number of related sounds. A new sound, upon assimilation, appears only in some words, while in other words it is still a substitute (substitute). Consonants, emphasized M.E. Khvattsev, differentiate gradually through transitional sounds, for example, from turns into sh through stages: With- camping - sh.

During the transition to the correct pronunciation of sounds, children begin to use them in necessary and unnecessary cases, replacing with them even those sounds that themselves were substitutes for the first. Mastering the pronunciation of sound sh(previously pronounced with), the child says “shobaka”, “voloshi”. M. E. Khvattsev explains this phenomenon of “overuse” or reverse replacement of sound by the fact that the newly acquired sound becomes a strong irritant - a dominant for some time, and due to insufficient differentiation with the substitute, the latter is even forced out of the places it legitimately occupies.

The main path of development of the phonetic side of speech the child passes in the pre-school age. By the age of three, the child masters the entire system of sounds of the language, with some exceptions. It is more difficult for him to sizzle (w, w), sonorous (p, l) and whistling (with, h) sounds.

For the correct solution of the problem of educating sound culture, it is important to consider the anatomical, physiological and psychological prerequisites for mastering the correct pronunciation of sounds in preschool age. Speech is carried out by the activity of a complex anatomical and physiological apparatus, consisting of central and peripheral organs. All speech organs are inextricably linked and interact under the regulatory influence of the cerebral cortex.

At the heart of the sound-producing process, as is known, are speech breathing and the activity of the speech-motor apparatus.

Speech is formed under the control of hearing. AT studies have noted the possibility of a very early formation of the activity of the auditory analyzer, which ensures the early development of the sound side of speech.

By the end of the second year of life, the child uses the phonemic perception of all the sounds of the Russian language in understanding speech (N.Kh. Shvachkin).

There is a certain relationship in the activity of the auditory and speech-motor analyzers.

Contribute to the formation of correct sound pronunciation special susceptibility of children to the sound side of the language, the child's interest in the sounds of speech, the desire to master their pronunciation.

Therefore, an important prerequisite for mastering pure sound pronunciation at preschool age is the appropriate development of the auditory analyzer and phonemic hearing, complemented by a special susceptibility to the sound side of the language, children's love for speech sounds, and the desire to master them.

Of great importance in pronunciation is the activity of the speech motor apparatus, which is formed by preschool age, but has some features.

The ability to pronounce sounds and words develops gradually, in the course of the accumulation of life experience by the child. As you know, the process of articulation of human speech sounds consists in the formation of connections between the sensations caused by the contraction of the muscles of the speech apparatus and the auditory sensations from the sounds that a person pronounces. Visual sensations (from the perception of the speaker's articulation) also join these connections. Visual perception helps to capture the visible articulation of sounds and thereby refine their own movements (F. F. Rau).

One of the important prerequisites for the formation of speech is the child's ability to imitate.

The child masters the phonetic side of speech by repeating the speech of surrounding adults. The presence of speech imitation is noted by many researchers.

Imitation of speech sounds occurs in the second half of the first year of life, it develops especially intensively in the second year. At 8-9 months. it is possible to develop such imitation when a child is able to repeat the sound he utters after an adult. At 10-11 months. there arises the ability to repeat after the adult new sounds that the child himself has not yet uttered in babble.

Thus, in preschool age there are all preconditions for successful mastery of the sound side of the Russian language. These include the corresponding development of the cerebral cortex as a whole, phonemic perception of speech and the speech motor apparatus. Contribute to the mastery of the sound composition of speech and such features of the preschool child as high plasticity of the nervous system, increased imitation, special susceptibility to the sound side of the language, love of children to speech sounds.

According to most scientists, preschool age is the most favorable for the final formation of all the sounds of the native language.

Any deviation from the correct pronunciation at the age of more than five years, says E. F. Rau, must be considered already as a protracted tongue-tied tongue, which can turn into a child's habit. Therefore, it is during this period that it is necessary to especially seriously monitor the pronunciation of children and prevent tongue-tied tongue in time.

Causes of speech disorders in children can be classified as:

Organic - congenital and acquired as a result of trauma, disease, changes in the central part of the nervous system associated with speech function. They are not subject to reverse development;

Functional - when there are no changes in the anatomical structures or severe disease processes in the speech organs and in the parts of the central nervous system.

depending from localization defect violations are divided into:

Central - damage to any part of the central nervous system;

Peripheral - damage or congenital anomalies of a peripheral organ or nerve.

At the age of up to five years, the cause of incorrect pronunciation (in the absence of organic disorders) is the insufficient development of the speech apparatus, both its central and peripheral parts. In children, the centers that control the speech-perceiving and speech-motor apparatuses, speech hearing and the respiratory system are underdeveloped, the articulation apparatus is imperfect (the vocal cords and larynx are shorter than in an adult; the tongue is less flexible and mobile, it occupies a larger part of the oral cavity than in an adult, etc.). d.). Here we should talk about age-related, functional imperfections of children's speech.

After five years, the shortcomings in sound pronunciation are explained by the pedagogical neglect of children, the lack of proper education.

Imperfect pronunciation is fixed as a result of the incorrect speech of others, as well as the unfavorable environment in which the child lives during the period of speech development (noise, screams, fuss, tiring and interfering with clear speech).

M.E. Khvattsev also calls “insufficient consideration by adults of the child’s tendencies to assimilate the speech of others” as one of the reasons for the incorrect speech of children (no articulation of sound is shown, no interest in correct pronunciation is aroused).

On the other hand, a speech load that is unbearable for a child leads to overwork of the physiological mechanisms of speech, and the shortcomings in sound pronunciation are even more fixed.

. § 3. Typical phonetic age features

children's speech and learning content

To three At the age of 15, children generally master sound pronunciation. However, their speech is still imperfect phonetically. It is characterized by a general softness ("zyuk"- beetle, "syuba"- fur coat, "no"- No etc.); substitution of back-tongue sounds k, g front-lingual - t, d ("too good" instead of doll, "dushi" instead of geese), sometimes voiced sounds are replaced by deaf ones.

A significant part of three-year-old children do not know how to make hissing sounds, most often replacing them with whistling (“sapka”, “koska”, “zouk”). There is an inability to pronounce the sound R(skipping or replacing it), sound distortion l.

The word pronunciation of younger preschoolers also has its own characteristics, these include: reduction (elision) of words ("tul" instead of chair, veciped instead of bike); permutations (metatheses) of words and sounds ("hat" instead of hat, "gofli" instead of golfs, corvik instead of mat); assimilation (assimilation) of one sound to another ("grandmother" instead of dog); fusion (contamination) of two words into one ("Mafeda" instead of Maria Feodorovna); adding sounds ("guys", "irzhavaya") and premature pronunciation of the subsequent sound (anticipation).

By the beginning of the fourth year of life, under favorable conditions of upbringing, the child learns the sound system of the language. A significant proportion of children master many sounds; improved pronunciation; the child's speech becomes understandable to others. At the same time, there are still a number of imperfections in the speech of children. There are individual differences in speech disorders in children.

Note that in practice it is widely believed that by the age of four, the pronunciation of children corresponds to the age characteristics and requirements of the program, there are no large deviations from the norm. Imperfections in the pronunciation of children of younger preschool age are usually considered as an age-related pattern that is being eliminated by itself. Hence the underestimation of the need for training in the formation of the sound side of speech at this stage.

In fact, this is apparent well-being, because by the age of five, without special training, about 50% of children do not learn all the sounds of their native language.

Mastering the correct pronunciation at a younger preschool age is hampered by the insufficient development of the motor skills of the speech apparatus and phonemic hearing, and the insufficient stability of neural connections. Children do not yet have a conscious attitude towards the imperfections of their pronunciation. At the same time, positive factors are greater imitation, the desire of children for play actions, for imitation, emotionality in the perception of sounds.

Features of age determine the content of training: overcoming the general softness of pronunciation; education of correct articulation and intelligible pronunciation of vowel sounds: a, u, i, o, uh; clarification and consolidation of the pronunciation of consonants p, b, m, t, e, n, k, d, f, c; whistling sounds - s, h, c; development in children of speech breathing, auditory attention and phonemic hearing, motor skills of the speech apparatus; preparation of the articulatory apparatus for the pronunciation of hissing and sonorous (l, r) sounds.

Children middle preschool age master the pronunciation of all the sounds of the native language, including the sounds that are difficult in articulation. The process of mastering sounds is complex, it is characterized by pronunciation instability, when a child pronounces sounds correctly in one sound combination, and incorrectly in another. Typical "reverse replacement" of sounds or "reuse of sound" (instead of the old substitute, a newly acquired sound is put - "t / yun", "shobaka").

In some children, there is an imperfect pronunciation of whistling, hissing and sonorous (p, l) sounds due to insufficient development of speech motor mechanisms.

In the development of the sound side of speech in children in the fifth year, a kind of inconsistency is observed. On the one hand - a special sensitivity, a special susceptibility to the sounds of speech, a sufficiently developed phonemic hearing; on the other hand - insufficient development of the articulatory apparatus and complete indifference to articulation.

At this age, the child develops awareness of his pronunciation skills. Under the influence of training, a significant part of the children begin to correctly evaluate the pronunciation of their comrades and their own.

In the kindergarten program, the task is to teach children to pronounce all the sounds of their native language correctly by the age of five. However, some preschoolers at the age of five have defects in the pronunciation of whistling, hissing and sonorous sounds. (p, l) sounds. It is worrying that these imperfections are inherent in a significant number of five-year-olds, despite the opportunities available to overcome them.

Imperfections in pronunciation senior preschool age atypical: with the correct formulation of work, children by this time can master the pronunciation of all sounds.

Sound pronunciation is improving, but some children have not yet fully formed sounds that are difficult in terms of articulation (hissing and R). The process of formation of these sounds, even under the condition of purposeful systematic training, is slow, since the skill of incorrect pronunciation becomes more durable, and a special susceptibility to the sound side of the language, due to the restructuring of mental activity and switching attention to the semantic meaning of words, fades to some extent (with sound sh children choose words wardrobe, table, sideboard).

However, by the older preschool age, children develop the ability to self-control, awareness of the imperfection of their speech and, accordingly, the need to acquire knowledge and the need for learning. Therefore, the educational activity becomes more serious. In children, there are cases of manifestations of mutual assistance - attention to each other's speech, a desire to help comrades.

By the senior preschool age, with the correct organization of work, children master the pronunciation of all the sounds of their native language. They have a sufficiently developed speech hearing, articulatory apparatus and speech breathing. Phonemic perception and the ability to sound analysis of speech develop.

The child begins to be critical of his pronunciation, is aware of its defects, is embarrassed because of them, sometimes refuses to answer.

Due to pronunciation disorders, children replace words with a defective sound in speech with those where it is absent (not "oguets", a cucumber). For the same reason, they may perform the task incorrectly, replacing the necessary words with others that are similar to the first ones in meaning (instead of horse- horse, instead of bear - bear, instead of car is a truck).

The desire to master the correct pronunciation of sounds, interest in language, self-control in relation to their own speech are especially characteristic of children preparing to admission to school.

The education of the sound culture of speech in senior preschool age is aimed at improving the pronunciation of sounds, at developing a clear pronunciation of words, the ability to distinguish and correctly pronounce mixed sounds, differentiate sounds With- h, s- c, s - w, w- and, h - c, w- h, l- R. In the group preparatory to school, the main attention is paid to the development of sound analysis of words (isolating the necessary sounds in words and phrases, naming words with a given sound), determining the place of sound in a word (beginning, middle, end).

Work continues on developing intelligibility of pronunciation, the ability to correctly use stresses, pauses, intonations (expressiveness of speech), voice power, speech tempo.

The patterns of mastering the sound side of speech make it possible to determine the priority lines for the formation of one or another mechanism at different age stages. In the early stages, there is a predominant development of speech hearing and auditory attention, perception and understanding of the oral speech of others (its meaning, sound design, intonational expressiveness, etc.).

In the fourth year of life, the development of speech hearing and motor skills of the articulation apparatus (equivalently), work on diction, preparation for the pronunciation of sounds that are difficult in articulation are carried out.

In the fifth year, the formation of all the sounds of the native language takes place; since all phonetic differentiations are completed and speech hearing is sufficiently developed in children, the priority is the development of motor skills of the articulatory apparatus; in connection with the correct and clear pronunciation of all sounds, it becomes possible to improve the power of the voice and the tempo of speech.

In the sixth year, they improve the articulation of sounds, the differentiation of mixed sounds, continue to develop speech perception; educate the sound expressiveness of speech - develop the power of the voice and its timbre, the pace and rhythm of speech, melody, the skills of using different intonations.

In the seventh year, the predominant development of phonemic perception and sound analysis of speech occurs; education of intonation-sound expressiveness of speech; work on orthoepic correct speech.

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Our speech can reveal a lot about who we are and what our character is. It often happens that one impression is created about a person at first glance, and after a few words he has uttered - a completely different one. That is why the sound culture of speech is one of the important components of our image.

Under the sound culture of speech is meant a whole complex of sound-producing qualities and skills:

the ability to accurately reproduce sounds and words;
fulfill the norms of stress;
own intonation, strength and height of voice;
skillfully choose the pace of speech;
be able to appropriately apply, posture and facial expressions.

Education of sound culture of speech

The formation of a sound culture of speech includes the development of speech breathing and speech hearing. If a person does not hear the differences between correct and incorrect options, or cannot cope with breathing, then the process of becoming correct speech may be of little success.

The formation of a sound culture of speech originates in early childhood. Parents become the standard of speech. In rare cases, a failure in the development of this skill can be caused by organic lesions of the speech organs, hearing organs, or mental retardation. But if the parents themselves are not sufficiently proficient in speech culture, this does not mean that the person will not step over this bar. The education of the sound culture of speech is possible at a conscious age, if efforts and efforts are applied to this.

Portal for the student. Self-training

Education of sound culture of speech

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