The formation of the phonetic structure of the child's speech

Orientation on the word, an attempt to operate with its value leads the child to the need to identify and recognize words in the speech flow. This, in turn, confronts him with the need to master phonemic perception based on the ability to recognize phonemes.

As you know, there is a special section of linguistics, which studies the system of phonemes of the language. Recall that in domestic science there are two authoritative phonological schools: Moscow and Leningrad. There would be no need to delve into the theoretical positions of each school if the differences in the understanding of phonemes by representatives of different schools were not so striking that they made it difficult for students to understand the special literature on the phonetics of children's speech and on speech therapy. From the point of view of the Leningrad school (L. V. Shcherba, L. R. Zinder, M. I. Matusevich, etc.), the phoneme is primarily a sound type (“sound types capable of differentiating words and their forms” L. V. Scherba). In other words, sounds similar in acoustics and articulation are grouped into phonemes. Representatives of the Moscow school (R.I. Avanesov, A.A. Reformatsky, M.V. Panov, and many others) see in the phoneme a moving component of the morpheme, through which sound is assigned to a particular phoneme. By definition, M. V. Panov, “a phoneme is a minimal phonetic unit that serves to distinguish and identify meaningful units of a language”

For ease of understanding the difference between the Leningrad and Moscow schools we give examples. In the words "water" and "water" in the roots, we hear different sounds: [a] and [o]. From the point of view of the Leningrad phonological school, these are different phonemes; from the point of view of the Moscow school, variants of one phoneme. In the words “mouth” and “gender” at the end we hear the same sound - [t]. From the point of view of Leningrad, this is one phoneme; Muscovites consider these identical sounds as allophones of different phonemes.

How to deal with children's speech? Which theory is more consistent with the understanding of the child's speech development? Observations of specialists suggest that representatives of both schools are right: in the development of the phonetic structure of a child, both sound types and positional alternations within morphemes play an important role. However, coarsening, it can be argued that first the phonemic ear develops in accordance with the Leningrad school and only then, when a morphological system begins to form in it, does it seize the phoneme in Moscow.

Formation of phonemic perception .

The basis of phonemic perception is the joint analytical and synthetic activity of the auditory and speech motor speech analyzers. The process of its primary development in

Benck was traced back in the 40s by N. X. Shvachkin, whose interesting and original research is not outdated until now. In the experiments of the scientist took part 18 children aged about 1 year (at the initial stage of the experiment). The experiment itself lasted for about one year.

Before entering a Moscow nursery-kindergarten, the scientist picked up a pair of artificial monosyllabic words (quasi-words) that differed from each other in a single sound (phoneme in the Leningrad school), etc., or by the presence and absence of a phoneme (wok - ca, bos - os, and so on). The changing consonant was placed at the beginning of the word - in a position that is distinguished by children earlier than the position at the end of the word. After that, Shvachkin picked up a huge number of objects that are able to interest children: cubes (of different colors), diamonds, boxes, balls, discs, mugs, pyramids, cones, toys, and more. others

The experiment took place in the form of a game (more precisely, a series of games). At first the children recognized the names of the objects. Say, a small trapezium was named “poppy”, and a ball - “tank”, etc. After that, the figures were mixed and the children were asked to bring the renamed object. Performing manipulations with objects, the children discovered a different degree of ability to distinguish names. They distinguished some pairs of words earlier than others. Recognition of some did not cause difficulties, others differed with time, etc. A long repetition of the experiments allowed N. X. Shvachkin to establish a sequence in the children’s mastery of the system of phonemic oppositions specifically in the Russian language. The general scheme of the development of phonemic perception of sounds is as follows: “First there is a distinction of vowels, then there is a distinction of the presence of consonants, after which a distinction occurs between the consonants themselves. Consonants differ in the following sequence: distinction of sonoric and articulated noisy, distinction of hard and soft consonants, distinction of sound and non-articulated noisy, distinction of labial and lingual, distinction of explosive and blowing, distinction of deaf and voiced consonants, distinction of hissing and whistling distinguishing smooth and jot ".

In the process of forming phonemic hearing, an important role is played by the auditory analyzer. Given that speech motor

the analyzer also has a certain effect on the order of mastering phonemes, the formation of a phonemic hearing goes on the way from coarse auditory differentiated: (differences) to more and more subtle . By the end of the second year of life, the phonemic hearing of a normally developing child is fully formed. To master the correct pronunciation, it may take several more years.