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ПОРАДИ В. МАСАЛЬСЬКОГО ЩОДО НАВЧАННЯ ФОНЕТИКИ, БУДОВИ СЛОВА, ПРАВОПИСУ, ПРИЩЕПЛЕННЯ УЧНЯМ ОРФОЕПІЧНИХ ТА ОРФОГРАФІЧНИХ НАВИЧОК

100%

Лариса К.

Педагогічні науки: теорія, історія, інноваційні технології

2016

issue 9(63)

61-72

The aim of the article is to review the methodological recommendations of the well-known national scientist-philologist and pedagogue V. Masalskyi regarding teaching phonetics, word structure, orthography, forming orthoepic and orthographic skills. Research methods: analysis of scientific works, methodological recommendations, textbooks and manuals, learning of educational documents, curricula. The famous Ukrainian linguodidact O. Belyaev, a follower of V. Masalskyi, notes that phonetics has a great potential for developing a speech culture. According to V. Masalskyi, students cannot apprehend the concept of a sentence and its functions in speech without being acquainted with the notion of a logical stress beyond the intonational structure of the utterance that has its own sound characteristics. The methodologist provides the examples from the orthoepy and orthography, the examples for the analysis of the word structure and the examples of the research material. The scholar notes that the concurrent teaching of the two East Slavic languages, namely Ukrainian and Russian languages, provides students with the ground for conscious acquisition of the norms of the standard language pronunciation. When starting learning the rules of pronouncing sounds in different positions in the word combinations, students, with the help of a teacher, find out the suprasegmental feature of these languages – the euphony. Such exercises should be also done later, at the lessons of literature, where students learn about the use of assonance and alliteration, observe the alternation of the consonants and the rhythm of speech, which is caused by the shift of stress. Professor V. Masalskyi emphasizes on the fact that the thoroughly learnt phonetics and orthographic rules are necessary for creating a solid base of the orthographic competence of pupils via studying phonetics. Studying phonetics contributes to the semantic analysis of words and has a practical purpose: to give students a basic knowledge about the sound system of the language and to form the orthoepic and orthographic skills. The successful achievement of such goals is possible only providing for the conscious attitude of pupils towards the peculiarities of pronunciation and writing and their relationships under the condition of providing students with the necessary theoretical knowledge. The ability to find the syllables is important for the successful learning of orthographic rules. The scientist’s recommendations do not lose their value.

PRINCIPALES PROBLEMAS METODOLÓGICOS EN LA ENSEÑANZA DEL SUBSISTEMA FONÉTICO-FONOLÓGICO ESPAÑOL EN EL ÁMBITO DE LOS ESTUDIOS UNIVERSITARIOS POLACOS

94%

Szałek J.

Neofilolog

2015

issue 44/1

9-20

The problems concerning teaching methodology in the domain of phonetics and phonology of Spanish have not as yet been properly addressed within the considerably young Polish studies of the Spanish language. The author of the present article, based on his own research and teaching experience, suggests a number of solutions and practical remarks related to teaching methodology of contemporary Spanish phonetics and phonology within Spanish language and literature studies in Poland. The so-called ”comprehensive approach” has been verified for compliance with the most recent achievements of modern Spanish phonetic and phonological studies.

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1 Neofilolog

1 Педагогічні науки: теорія, історія, інноваційні технології

1 2016

1 2015

1 Szałek J.

1 Лариса К.

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ПОРАДИ В. МАСАЛЬСЬКОГО ЩОДО НАВЧАННЯ ФОНЕТИКИ, БУДОВИ СЛОВА, ПРАВОПИСУ, ПРИЩЕПЛЕННЯ УЧНЯМ ОРФОЕПІЧНИХ ТА ОРФОГРАФІЧНИХ НАВИЧОК

PRINCIPALES PROBLEMAS METODOLÓGICOS EN LA ENSEÑANZA DEL SUBSISTEMA FONÉTICO-FONOLÓGICO ESPAÑOL EN EL ÁMBITO DE LOS ESTUDIOS UNIVERSITARIOS POLACOS