LITERARY PRONUNCIATION NORMS ARE REGULATED BY ORTHOEPIC RULES

LITERARY PRONUNCIATION NORMS ARE REGULATED BY ORTHOEPIC RULES

Musayeva L.Q.

Doctoral student of Azerbaijan Pedagogical University, teacher of the department of Azerbaijani language and its teaching technology

Abstract

Literary pronunciation norms are regulated by orthoepic rules and recorded in the spelling dictionary. Orthoepy is closely related to orthography. But the pronunciation does not always correspond to the spelling of the word. Some sounds expressed by certain letters in writing can be very imperceptible, generally omitted or, on the contrary, exaggerated. In speech, we often encounter the substitution of sounds. Although they do not coincide with writing, they are considered the norm of literary pronunciation.

Keywords: literary pronunciation, oral speech, orthoepic norm, pupil, sound-letter

Tasks related to other aspects of language are often considered in the methodological literature. At the same time, little attention is paid to the improvement of exercises in phonetics, orthography, graphics, spelling, and creation of new types of tasks. Considering that 90% of a person's speech activity in everyday speech is done verbally and only 10% is written, there is even more reason to do the exercises orally.

It should also be noted that often public figures, politicians, TV and radio presenters, speakers and wordsmiths violate orthoepic norms, which once again proves the importance of increasing attention to the development of oral speech. Usually, oral exercises and assignments take very little time. However, how efficiently is the time being used? What are the possibilities of ICT in the development of oral speech in the student's mother tongue? Can the naturalness of live communication between student and teacher be programmed and taken into account in computer programs?

There is a need to use ICT in the development of oral speech. This is one of the main requirements for a native language teacher and is inextricably linked to the issue of the teacher's speech culture. There are a number of computer programs aimed at the development of the teacher's speech; these programs are designed for the development of both oral and written speech. According to psychologists, school-aged children are more likely to imitate the teacher during the lesson. Considering this situation, we can say that the teacher's own correct pronunciation plays an important role when teaching correct pronunciation. Nevertheless, from this point of view, we often come across the problem that native language and literature teachers cannot get rid of their specific pronunciation influence during the teaching of literary language. This in turn complicates the work. In order to develop speech intonation, the teacher invites children to pronounce tongue twisters at different heights, in different forms, and gives tasks on the correct use of the intonations of question and affirmative sentences. By reusing the same material, the teacher achieves several goals at the same time. To develop the intonation of the voice, the teacher also offers the children various tongue twisters. Children learn to change intonation when practicing expressing their thoughts about a certain phenomenon.

Education is effective when the teacher uses the concepts or their names regularly, consistently and appropriately. This is known from educational theory and many years of experience of advanced teachers. In order to guide the students' pronunciation correctly, when talking about voice, it is necessary to use only words and expressions related to voice. For example, pronounce the vowel sound, pronounce it long, can the consonant sound be pronounced the same way? Say the first sound of the word (syllable), say the last sound of the word (syllable), how many voiced consonants, deaf consonants are there, what sound is heard, how many sounds are in the word (syllable), etc.

Before training or analysis, the correct use of the concepts of "sound" and "letter" is to focus on important questions when combining skills: are we talking about letters? Is it a sound or a letter?

It helps to pay attention to the sound side of the oral speech or the literal content of the written speech, helps students to perform practical tasks correctly and consciously. Differentiating and matching sounds and letters, which is one of the effective forms in training, is considered the basis of the student's language skills. The process of teaching the mother tongue also includes children's prosodic skills. The possibilities of the mother tongue in creating prosodic (pronunciation system of long and short syllables in speech) skills are very large: prosodic skills are developed in the process of working on phonetic materials such as vowels and consonants, voiced and voiceless sounds, and in relation to syllable understanding, stress is developed.

In the Azerbaijani language, the accent usually falls on the last syllable of the word. Starting from the first lessons of teaching correct pronunciation norms at school, students are given tasks to match consonants and determine the functions of distinguishing the meanings of words.

Such words are first studied from the position of spelling, and then from the position of orthography. As a result of learning the pronunciation and spelling of consonants, reading by syllables improves, students learn to read words with different pronunciation and spelling. Teaching correct pronunciation is an important step in learning, because during this period, students are mainly familiar with sounds, graphic forms of sounds - letters are learned. Sounds make words, words make sentences, and sentences make texts. In the learning process, students find and pronounce words with vowel and consonant sounds-letters, thus they remember the word they come across well. We can draw the following conclusion from the above: it is important to increase interest in learning vowel and consonant sounds-letters and develop speech.

It is necessary to strengthen the memory, to strengthen the sense of demandingness and selfconfidence. In addition, the learning process has an educational effect on the ability to correctly and accurately apply vowel and consonant sounds in accordance with the rules of pronunciation and spelling. And the differentiation and comparison of sounds and letters, which creates a problematic situation in the process of organizing each lesson, is one of the most effective forms of reading, and is considered the foundation of the student's language skills. Preparation of presentations on phonetics, orthography, graphics, spelling is to a certain extent suitable for their writing as a video lesson, preparation of audio programs, creation and programming of exercises. Thus, in the world experience, the involvement of ICT in the process of development of oral speech is expressed by the following: Preparation of presentations aimed at revealing the characteristics of oral speech and recording them as video lessons; Access to training programs of exercises and tasks performed orally; Preparation of audio programs with recordings of words, sentences, texts (oral folk creativity, examples of children's literature). In conclusion, we can say the following: the need for exercises aimed at correct pronunciation is expressed not only in the mutual distinction of words, but also in mastering their oral and written spelling.

Students who have acquired the habit of reading all words fluently do not make phonetic mistakes. The "spelling" pronunciation inherent in reading is not transferred to the speech process: phonetic errors do not occur in the ordinary oral speech of young schoolchildren (the exception is children who grew up in a dialect environment). The main feature of orthographic errors caused by the mismatch between the sound and letter composition of the word is that they are widespread not only in voice writing, but also in children's natural spoken speech that does not belong to the book text (story, conversation). When a child comes to school, the main mechanism for mastering pronunciation norms is imitation, imitating the speech of others and the voice of the teacher becomes the most important factor. Therefore, the teacher should speak in compliance with all the rules of Azerbaijani orthography. The formation and development of the rules of oral speech in children is the content of work on correct pronunciation in elementary school, determined by the orthoepic minimum that is mandatory for mastering by young students.

The basis of the orthoepic minimum is: [1] 1. Pronunciation of vowels; 2. Pronunciation of consonants; 3. Pronunciation of illustrators; 4. Pronunciation of abbreviations and acronyms;

5. Accent pronunciation.

It is necessary to teach children to place the accent correctly, because the correct placement of the accent is a necessary sign of cultured, educated speech. Often, under the influence of the surrounding speech environment (mainly the speech of parents), the child hears that the word is not used correctly and accepts it as the norm. Therefore, in our regions, various mistakes are made regarding the placement of emphasis in children's speech.

Unfortunately, the considered spelling errors are not always considered by primary school teachers as a serious violation of the pronunciation norms of the literary language. The method of adding rhymes is effective for memorizing the normative pronunciation of words. Students are asked to choose a rhyming word for the word given by the teacher. Pairs of double-consonant words are written on the board, after which the groups work on composing rhyming lines. We learn the most rhythmic, memorable, funny verses in the choir. Exercises are performed before reading, after reading, in parallel with work on the text. It helps to adjust the power of the voice, reading tempo, tone depending on the depicted images, mood, genre characteristics of the work; choosing intonation and pantomimic means of expression during the pronunciation of words and replicas of characters. The teacher must be aware of various concepts, understand the essence, advantages and disadvantages of the concepts on which the school course of the Azerbaijani language is based.

In connection with the above, we recommend that from the first days of a child's education at school, not only children, but also their parents should monitor the correct placement of the accent on words that are mispronounced, and explain them at parent meetings. From the first days of the child's stay at school, it is necessary to pay attention to working with the articulation apparatus, using speech therapy material for this. Not to forget the example of live speech. And, of course, the teacher should master innovative methods and see the development prospects of teaching the Azerbaijani language at school.

There are various deviations from the norms of literary pronunciation in the speech of young schoolchildren. It is appropriate to classify all deviations from orthoepic norms according to the reasons that lead to them. The main sources of pronunciation errors for students are writing, vernacular and dialect. Accordingly, three types of spelling errors are distinguished in the speech of elementary school-aged children: spelling errors caused by the influence of the word's spelling; colloquial spelling errors; spelling errors of dialect origin.

Children of primary school age are very sensitive to the surrounding language environment, and therefore the local dialect has a significant impact on their speech, where, as a rule, many orthographic errors occur. Many dialect errors are very stable, which is quite understandable: the dialect is the first language in the learner's life, and it is later supported by the experience of oral communication with others.

This implies the need for regionalization of cultural and speech work in primary school, which involves connecting the learned spelling and grammar topics with the language and socio-cultural characteristics of the region. At the same time, it should be taken into account that "students affected by dialects are in a difficult situation. On the one hand, they should learn the pronunciation and spelling normsof the literary language, and on the other hand, they should determine how their speech differs from the literary norm, what is the norm and what is not the norm. Therefore, in order to prevent mistakes in children's oral and written speech in time, the primary school teacher should know the characteristics of local dialects well. [3, p. 86].

To eliminate dialectal spelling errors, a special system of exercises aimed at consciously mastering the pronunciation norms of the literary language is needed. When preparing for the lesson, the teacher should carefully review the didactic material of the textbook and think about how it can be used when working on the dialectical features of the speech of the inhabitants of the area where they live. Exercises to eliminate dialectical spelling errors cannot be carried out on purpose, but can be connected with the study of various topics of the Azerbaijani language course.

The content of the orthoepic work is determined for the purpose of teaching orthoepy to young schoolchildren, which consists in the practical mastery of literary pronunciation norms by children. The specifics of mastering orthoepic norms by elementary school students, as well as the specifics of

mastering two types of speech activity - speech and reading norms, require clarification of the stated goal. "The main goal of teaching the mother tongue in primary classes is, first of all, to teach children to write correctly what is written or printed. Since it is impossible to achieve this goal separately from the development of the ability to write orthoepic dictation in students, we must talk about the formation and development of both skills. [4]

The inclusion of phonetics in the scope of the pronunciation minimum depends on the type of learners. The content of literary pronunciation work can consist of teaching a clear difference between phonemes, as well as teaching the most important positional change characteristic of the phonetic structure of the Azerbaijani language. In these conditions, the object of orthoepic attention is the pronunciation norms determined by the phonetic system of the literary language of Azerbaijan: the pronunciation of unstressed vowels in words, the pronunciation of double consonants at the end of the word, etc.

Elementary school students have already mastered the elementary and obligatory pronunciation laws for everyone dictated by the phonetic system in their native language. Deviations from the phonetic norms that arise in the reading process of young schoolchildren are a temporary phenomenon, as the ability to read fluently develops in children, it wears off by itself. Literary pronunciation determined by the phonetic system of the Azerbaijani language is being studied in primary classes. This type of work is called phonetic and is carried out during the period of learning to read and write, when studying the section "Sounds and letters", as well as during the formation of literate writing skills in young students.

In the methodological literature, there is an opinion about which pronunciation should be scientifically proven to teach schoolchildren: the old Baku, which is now mainly cultivated on stage, or the new one, based mainly on the tendency to approach pronunciation, by writing. In our opinion, this question is not an alternative to the methodology of teaching the Azerbaijani language as a mother tongue. Since both options are typical for the pronunciation of literary speakers, both are normative and correct, so there is no need to choose one of them as an exercise. The teacher should not prohibit one of the variants of literary pronunciation, and should not recommend another, which is usually characteristic of him. Here is a situation where the teacher does not "see" the inconsistencies in the pronunciation of equally competent young students, giving them complete freedom: pronounce it as you like, teach you to pronounce it. Finally, the most acceptable position of the teacher at school is to try to use the coexistence of orthoepic variants, which are essentially stylistic variants, to improve the pronunciation culture of students.

The pronunciation minimum, in addition to the orthoepic rules, includes a list of special words that are the subject of assimilation at the initial stage of learning correct pronunciation and accent, primarily these are words and grammatical forms subordinate to the selected words. Taking into account various types of pronunciation errors of young schoolchildren, it is necessary to include a minimum number of words that do not belong to the selected rules, but are widely used by children and cause many deviations from the norm in oral speech. When choosing words, the vocabulary of the educational complex for primary classes (basic and alphabet, Azerbaijani language textbooks and books for reading), as well as the frequency of use of words in the Azerbaijani language, are taken into account. The lexical-pronunciation minimum is designed as a "Pronounce it correctly" dictionary for first-fourth graders. The dictionary contains words related to different parts of speech: nouns, adjectives, verbs, prepositions, adverbs, numbers.

However, the content of the work on the literary pronunciation of students cannot be limited to the framework of the minimum and accurate words included in primary classes. If a solid and solid foundation for pronunciation culture is not laid in the primary school, further work on the development of the vocal side of children's speech will be not only ineffective, but also useless, and will lead to a waste of energy and time for both teachers and students. Finally, we must acknowledge unconditionally that the task of educating children's pronunciation culture should not be placed on the shoulders of language teachers.

During preparation for the work on the culture of the living word, as well as during its implementation, it is important to create conditions for effective learning of Azerbaijani literary

pronunciation and accent for children. Success in the development of the vocal side of the speech of young students mainly depends on two conditions: the teacher's speech and the formation of the pronunciation and hearing culture of the students at a certain level.

Indeed, a primary school teacher has a great advantage in improving the vocal side of children's speech compared to a secondary school language teacher. This is due to at least two reasons. The first is the enormous, undeniable authority of the teacher in the eyes of young students, especially first graders. The authority of the teacher sometimes exceeds the authority of the family members surrounding the child, which means that the pronunciation examples provided by the teacher will be mastered by the children especially carefully, even zealously.

Currently, the pronunciation culture of primary school teachers is quite low. "If this deficiency can cause some concern in a general sense," B.I. Osipov, "studying the issue on specific material really makes you sound the alarm." [2, p.86]

In the methodical literature of primary school teachers, the tendency to pronounce words as they are written is of particular concern. "Spelling", as a rule, is the pronunciation of words designed by teachers for the mastery of the program by young students. This is easily detected in the Azerbaijani language lessons, especially during the control of different types of spelling. Teachers also justify the elements of "bookishness" in their speech: in their opinion, such pronunciation helps students write words correctly, while adherence to orthoepic norms can have a negative effect on children's writing.

A similar approach took place in the Azerbaijani school at the beginning of the 20th century. At that time, the issue of the essence of voice spelling and methods of working with words that do not coincide with spelling and pronunciation caused fundamental differences of opinion in the methodology of teaching the mother tongue. Some researchers considered it mandatory to follow universally accepted norms of literary pronunciation when dictating, while others advocated the exact opposite: it is necessary to dictate "according to style", while others asserted the teacher's right to pronounce words according to spelling during all dictations, except for control dictations. they compromised knowingly. Now the question of how to dictate is finally considered settled: orthoepic dictation is necessary, but the echoes of the debate are still alive in practice. "Survival" is especially strong in teaching children to read and write. The recommendation to introduce two ways of reading: initial - orthographic and later - orthoepic - is simply not carried out by many teachers, and the importance of repeated, live reading is often disputed. It turns out that at the end of the 19th century, L.N., who taught literacy to peasant children. Tolstoy did not hesitate to apply two reading methods at the same time.

References:

1. Demirchizade A.A. Basics of Azerbaijani orthography. Baku, 1969 2. Borodich A. M. Methodology of speech development, M., 2001 3. Jedek P. S. The question of the theory and method of teaching phonetics, orthography, graphics and orthography. Peleng, 1992 4. Lviv M.R. The speech of junior schoolchildren and the way of its development. Teacher's Guide. M.: "Education", 2005. 176 p.