Phonetic means of expression. The main phonetic means of the Russian language

"Each sound of speech is a small conjuring dwarf." (K. Balmont)

Lesson-research in the 7th grade “Phonetic means of expression. Sound recording".

The purpose of the lesson

to consider the features of the phonetic organization of sounding speech, to identify the semantic function of sound writing in literary texts.

Lesson objectives:

1) learning: to update the concepts of alliteration, assonance, to form the ability to determine the phonetic and intonational features of the text, the methods of its sound instrumentation.

2) development: shape skills research work, recreating and creative imagination students, emotional-figurative speech;

3) nurture: nurture love for mother tongue, interest in folklore, in Russian poetry, in research work.

During the classes

1. Goal setting

Guys, today I invite you to solve a “very difficult” riddle:

I don't buzz when I sit

I don't buzz when I walk

I don't buzz when I work

And I buzz when I spin.

Students. This is a beetle.

Teacher. I want to note that this “very difficult” riddle is easily solved by children 4-5 years old. Why do you think kids can do it easily?

Students. This is due to the fact that the sound Zh is repeated in the riddle, the sounds that beetles make are reproduced by selecting this sound, so both we and the kids easily imagined who it was about.

Teacher. What is the name of such a technique in the language of linguistics?

Students. This is sound recording.

Teacher. It is this brightest means of expressiveness that will be discussed in our lesson. Please state the topic.

Students. Phonetic means of expression. Sound recording.

Teacher. The epigraph of our lesson will be the words of a wonderful Russian poet of the late 19th-early. 20th century K. Balmont: "Each sound of speech is a small conjuring gnome." (Write in notebook). How do you understand the words of the poet?

Students. With the help of sounds, you can create various miracles.

Teacher. I invite you to a lesson-research. We will explore the expressive possibilities of sound writing in order to make sure the words of the poet are true, to see how masterly combination of sounds or repetition of the same sound masters of the word help us get vivid auditory impressions, imagine the depicted phenomena, understand the thoughts and feelings of the author, as well as the nature of the lyrical hero.

2. Updating knowledge

Teacher. Any research involves the definition of the concept of research. Let's remember what sound recording is. (leading task)

Students.

1) Alliteration is the repetition of the same or similar consonants. This means of expression will help me illustrate the poem of the children's poetess A.I. Tokmakova:

Hush, hush, hush, hush

Mice are rustling on the roof.

Under the mouse gray flag

Marching step by step.

Seniors go ahead

The mouse anthem is sung:

"Hush, hush, hush, hush!"

The tables are set for mice.

The rustle of the tire subsides,

Let the mice feast at night

Hush, hush, hush, hush!

Repeat [w] depicts the rustling of mice, the rustle that they can make.

2) Assonance is the repetition of vowel sounds. I will illustrate this linguistic phenomenon by referring to A.S. Pushkin's poem "Poltava":

Quiet Ukrainian night.

The sky is transparent. The stars are shining.

Overcome your slumber

Doesn't want air.

The repetition [a] depicts the splendor, great space, depth, height, calm, peaceful breath of the Ukrainian night.

3) Onomatopoeia - the use of words that, by their sound, resemble the auditory impressions of the depicted phenomenon. I looked for examples in many dictionaries and reference books, and in each of them, the lines of A. Sumarokov were cited as an example, where the croaking of frogs is depicted as follows:

Oh, how, oh, how can we not speak to you, God!

3. Student messages

Teacher. Sound writing as a means of expression attracted the attention of masters of the word for a long time. We are convinced of this by the historical background prepared by the guys:

1) Already in the 18th century, M.V. Lomonosov in "Rhetoric" proves that the poet, composing his poems, selects words not only in meaning, but also in sound: "In the Russian language, as it seems, the frequent repetition of the letter A can contribute to to the image of magnificence, the great space of depth and height; the increase in written E, I - to the image of tenderness, caress; through I you can show pleasantness, amusement, tenderness, through O, U, Y - terrible and strong things: anger, envy, pain and sadness."

2) Describing each sound of speech, K. Balmont also tries to give it a semantic load, to assign certain images to it: "Oh - the sound of delight, triumphant space is O: field, sea, space. Everything huge is determined through O, even if dark : groan, sorrow, sleep, midnight. Large, like valleys and mountains, an island, a lake, a cloud.

3) Speaking about the sound instrumentation of oral phrases, the Russian writer Yevgeny Zamyatin wrote: “Every sound of a human voice, every letter, by itself, evokes certain ideas in a person, creates sound images. I am far from attributing to each sound a strictly defined semantic or color value, however

Sound [r] - clearly tells me about something loud, bright, red, hot, fast.

[l] - about something pale, blue, cold, smooth, light.

Sound [n] - about something tender, about snow, sky, night:

The sounds [d] and [t] are about something stuffy, heavy, about fog, about darkness, about musty.

The sound [m] is about sweet, soft, about mother, about the sea.

With [a] - latitude, distance, ocean, haze, scope are associated.

C [o] - high, blue, bosom:

C [and] - close, low, squeezing.

4. Associative warm-up number 1

Teacher. Are poets and writers right? Is it possible to trust their phonetic and aesthetic taste? Research involves experimental work. We will empirically prove or disprove the expressed idea about the connection between sound and meaning. If such a relationship exists, then different people the same sounds should evoke the same associations.

(First I show the sounds, the guys give characteristics, then I open the answers, i.e. those characteristics that are given to the sounds by poets and writers. We draw a conclusion about the connection between sound and meaning)

Teacher. Give a description of the sounds (1-2 definitions) in terms of size, strength, beauty.

[p "], [x"] - weak, frail, small, bad;

Teacher. Convey the mood, character, which is created with the help of the following sounds:

[x"] [s"] - cowardly;

[C], [k], [t] - sad;

[D], [n], [l], [m] - good;

[F], [h], [s], [f] - evil;

[and], [l "] [m"] - gentle.

5. Research work

Teacher. Now that the connection between sound and meaning is beyond doubt, let's get to know it better. Let's do our linguistic research. Let's try to determine the type of sound writing and its connection with the meaning in the works of a small folklore genre - in riddles. We do not accidentally turn to folklore. The Russian people have always been very attentive to the word, sensitively capturing the slightest shades of both sound and meaning. We should know this and be proud of the glorious heritage of our great people. We work in groups. Each group must complete the following tasks:

Card 1

Read and guess the riddle. Emphasize sounds that convey a certain meaning. Determine the type of sound. Establish a correspondence between sound and meaning.

Students. This is a braid. The riddle combines assonance and alliteration. The repetition of the hissing consonant sound [u] and the vowel sound [u] conveys sounds when mowing.

Card 2

Read and guess the riddle. Emphasize sounds that convey a certain meaning. Determine the type of sound. Establish a correspondence between sound and meaning.

Students. This is a boat. Assonance is used in the riddle. The repetition of the vowel sound [y] helps convey its movement.

Card 3

Read and guess the riddle. Emphasize sounds that convey a certain meaning. Determine the type of sound. Establish a correspondence between sound and meaning.

Students. This is the wind. Assonance is used in the riddle. The repetition of the vowel sound [y] helps to imagine the sound of the wind, its howl.

Card 4

Read and guess the riddle. Emphasize sounds that convey a certain meaning. Determine the type of sound. Establish a correspondence between sound and meaning.

Students. This is a blizzard. The riddle uses alliteration. The repetition of the sounds [p, h] helps to describe her breathing, swirling snow, gusts of wind.

Teacher. What did our research work convince us of?

Students. With the help of sound recording, you can convey the most different sounds nature, understand them, get a variety of auditory impressions.

6. Associative warm-up #2

Teacher. We continue our research. Let's talk about the role of sound writing in poetic texts, because it is poetry that is the most vivid expression of all means of speech expressiveness, including sound writing. I offer you associative warm-up number 2: you close your eyes and listen to poetry, and then talk about the images that you imagined, about the feelings that arose. What sounds helped you? Make a conclusion about the role of sound recording. (Read by heart).

Dry leaves, dry leaves

Dry leaves, dry leaves

Under the dim wind they circle, rustle,

Dry leaves, dry leaves

Under the dull wind, dry leaves,

Whirling, what are they whispering, what are they saying?

Students. I listen to a poem, and images of dusk, evening appear in my imagination, it seems that you hear rustling, a feeling of anxiety, confusion arises. The repetition of the word dry hints at the obsolete, dead, this gives rise to uncertainty and fear in the soul. Sound writing helps the poet to depict, and the reader to present various images, pictures, evokes certain feelings.

M. Tsvetaeva

Elderberry flooded the whole garden!

Elderberry is green, green!

Greener than the mold on the vat.

Green means summer is on the way!

Blue - until the end of days!

The elderberry of my eyes is greener!

Students. The poem uses sonorous, life-affirming sounds. So one hears the many-voiced roll call of sounds that reflect the exuberant triumph of colors, bright, contrasting sounds. Sound recording gives rise to concrete auditory impressions.

K. Balmont

And blue vision.

I came to this world to see the sun

And the heights of the mountains.

I came to this world to see the Sea

And the lush color of the valleys.

I made worlds in one glance,

I am the ruler.

I conquered cold oblivion

Created my dream.

Every moment I fulfilled revelations,

I always sing.

My dream of suffering awakened

But I love for

Who is equal to me in my melodious power?

Nobody, nobody.

I came to this world to see the sun,

And if the day is gone

I will sing. I will sing about the sun

At the hour of death!

Students. In this poem, vowels [a, o, y] predominate - strong, open, joyful. It is their abundance that creates a joyful, solemn, loud sound. Behind them is the image of a lyrical hero, confident in life, striving for victories in life, discoveries, affirming the power of man. Sound writing helps to draw the image of a lyrical hero.

7. Discourse on a linguistic topic

Teacher. And once again we were convinced that “every sound of our speech is a small conjuring dwarf”, capable of conveying the thoughts and feelings of poets, drawing a variety of pictures in our imagination, understanding the mood and character of the lyrical hero.

Not only poets and writers, but also many linguists pointed to these abilities of sounds, studied them, and the studies of the last decades, which are carried out using the most advanced computer technologies, only confirmed those associative connections that were written about a hundred or more years ago. Linguists L. Krysin, A. Zhuravlev and others presented in their works many interesting observations about the connection between sound and meaning. Let's get acquainted with some of them. We turn to the textbook. We work in pairs (exercise 400, examine the poetic texts of exercise 33). The result of our study should be a discussion on a linguistic topic. (See Attachment).

Students. The modern linguist G. Lidman-Orlova believes that “our feelings are affected not only by the words and the meaning of the statement, but also by the very sound of speech. To enhance the impression, poets often choose for their poems such a sound range that emphasizes poetic images. The poetic lines of Maximilian Voloshin will help us to verify the truth of these words:

My fire burned out on the desert shore,

Rustled the rustling of streaming sand,

And the bitter soul of yearning wormwood

In the languid haze it swayed and flowed.

In the first line, the author uses assonance: the repetition [a] conveys an image of space, splendor, height, in it the alliteration to [p] conveys a crackle that can be heard near the fire. In the second line, the alliteration in [u] conveys the sound of sand rippling in the wind. The assonance in the third and fourth lines [o, a, a, a], [o, a, e, a, a, a, a] conveys melodiousness, melodiousness. The skill of the poet lies in the fact that he was able to find words with such a sound composition that we vividly imagined a burning fire in the middle of an immense desert (probably, this is how the steppe is called), a lone blade of wormwood, perhaps, and a lyrical hero suffering from bitter loneliness.

Students. Many researchers of Russian phonetics have pointed out that the sounds of speech are endowed with a semantic load. In particular, G. Lidman-Orlova believes that “our feelings are affected not only by the words and the meaning of the statement, but also by the very sound of the speech. To enhance the impression, poets often choose for their poems such a sound range that emphasizes poetic images. The poetic lines of K. Balmont will help to illustrate the named function of sounds:

Midnight sometimes in the swamp wilderness

Slightly audible, silently, the reeds rustle.

What are they whispering about? What are they talking about?

Why are the lights burning between them?

In the first two lines, the alliteration in [h, s, w] conveys the rustle and whisper of coastal reeds. Reeds not only whisper, they also make other sounds, so the author used alliteration in [p]. The poet created such poetic lines that will not leave anyone indifferent. We read them, and our imagination draws a night on the shore of a forest lake, close-ups of reeds and other coastal grasses. Let us listen, and we will hear the quiet splash of water, the gentle rustling of reeds, the whispering of sedges, the crackle of dried blades of grass.

Teacher. As you can see, with the help of assonance and alliteration, the masters of the poetic word have a lot to say to their readers.

8. Essay-miniature

Teacher. Any research in linguistics implies the presence of a word on the research issue. In our case, this may be writing a miniature essay using sound recording. Read the task for exercise 404 (Think about what the leaves whisper about on a cloudy autumn day). Write a miniature using painting. We work in pairs.

Key words: dry leaves, spinning, rustling, whispering, chuckling, crackling.

9. Lesson reflection

Was Balmont right, who believed that every sound of our speech is a “small conjuring dwarf”?

Students. Of course, every sound of our speech is “a small conjuring dwarf”. And today at the lesson, we saw how, by skillful combination of sounds or repetition of the same sound, the masters of the word help us get vivid auditory impressions, imagine the phenomena depicted, draw magnificent pictures of our native nature in our imagination.

Teacher. I sincerely hope, guys, that by doing your research, you have seen that the sonic fabric poetic work helps readers to understand the thought of the poet, the feelings and mood of the lyrical hero. The poetic word seems to have its own taste, color, smell, volume. And feel this word, not just understand it lexical meaning, to feel its taste, smell, its other meaning, often hidden, its SOUND helps. It is important to be able to hear, and hearing, to understand the hidden, not always lying on the surface, meaning. Hearing and understanding, enjoy the sounding word. I wish that only pleasant-sounding words surround you, that you want to utter only pleasant-sounding words. Be healthy and happy!

References

Golub I.B. Exercises in the style of the Russian language. Moscow: Iris Press, 2006.

Gorshkov A.I. Russian literature. M.: Enlightenment, 1995.

Doronina T.V. etc. Analysis of the poem. Tutorial.- M .: Publishing house "Exam", 2004.

Lozinskaya T.P. Linguistic analysis in Russian language lessons. 5-6 grade. -M.: "Moscow Lyceum".

Lvova S.I. Literature lessons. 5-9kl .: A guide for the teacher .- M .: Bustard, 1996.

Lvova S.I. Language and speech. Textbook for grades 8-9. - 2nd ed. - M .: TID Russkoe Slovo-RS LLC, 2000.

Merkin G.S. etc. The development of speech. Expressive means of artistic speech: A guide for the teacher .- M .: LLC TID Russkoe Slovo-RS, 2005.

Novikov V.I. Literary criticism and stylistics. Moscow: Pedagogy - Press, 1997.

Appendix to the lesson “Phonetic means of expression. Soundwriting"

sounds and meaning

	splendor, great space, depth,
	tall, blue
	close, low, squeezing
	sadness, tenderness, melodiousness
	loud, bright, red, hot, fast, shaky
	pale, blue, cold, smooth, light
	tenderness, snow, sky, night
	stuffy, heavy, fog, oh darkness
	sweet, soft, mother, sea
[w, w, s, h, f, x]	rustle, noise, whisper, rustle

Characteristics of sounds in size, strength, beauty

[c], [a], [p] - strong, active;

yu, [p "], [x"] - weak, frail, small, bad;

[a] - wide, strong, good;

[k], [w], [g], [s], [f], [u] - rough;

[o], [i], [m], [l], [y] are smooth.

Characteristics of sounds by mood, character

[a], [p] - brave, cheerful, joyful;

[s], [x "] - cowardly;

[C], [k], [t] - sad;

[D], [n], [l], [m] - good;

[F], [h], [s], [f] - evil;

[and] [m "] [l"] - gentle

Card 1

Read and guess the riddle. Emphasize sounds that convey a certain meaning. Determine the type of sound. Establish a correspondence between sound and meaning.

The pike walks along the backwater, looking for the pike for the warmth of the nest, where the grass would be thick for the pike.

Build your answer as follows:

Card 2

Read and guess the riddle. Emphasize sounds that convey a certain meaning. Determine the type of sound. Establish a correspondence between sound and meaning.

Food, food, no trace; I cut, I cut, there is no blood.

Build your answer as follows:

It (….). The riddle uses (a, s) (assonance, alliteration, assonance and alliteration combined). Repetition (what sounds?) conveys (what? what sounds?), helps to imagine (what?).

Card 3

Read and guess the riddle. Emphasize sounds that convey a certain meaning. Determine the type of sound. Establish a correspondence between sound and meaning.

He fights without arms, without legs. Without arms, without legs, knocking under the window, asking for a hut.

Build your answer as follows:

It (….). The riddle uses (a, s) (assonance, alliteration, assonance and alliteration combined). Repetition (what sounds?) conveys (what? what sounds?), helps to imagine (what?).

Card 4

Read and guess the riddle. Emphasize sounds that convey a certain meaning. Determine the type of sound. Establish a correspondence between sound and meaning.

I twist, I grumble, I don’t want to know anyone.

Build your answer as follows:

It (….). The riddle uses (a, s) (assonance, alliteration, assonance and alliteration combined). Repetition (what sounds?) conveys (what? what sounds?), helps to imagine (what?).

The modern linguist G. Lidman-Orlova believes that “our feelings are affected not only by the words and the meaning of the statement, but also by the very sound of speech. To enhance the impression, poets often choose for their poems such a sound range that emphasizes poetic images. The poetic lines of Maximilian Voloshin will help us to verify the truth of these words (read expressively).

In the first line, the author uses (assonance, alliteration?): the repetition conveys (what?) _______________________________________________________________. In the second line (assonance, alliteration?) Vividly draws to the imagination (what?) _______________________________________________________________________________________________________________________________________________. (Assonance, alliteration?) in the third and fourth lines allows you to see (what?) ____________________________________________________________________. The skill of the poet lies in the fact that he was able to find words with such a sound composition that we vividly imagined (what picture? Imbued with what feelings?) _________________________________________________________________ How did you see the lyrical hero?

As you can see, the researcher of Russian phonetics G. Lidman-Orlova was right, she believed that "poets often choose for their poems such a sound range that emphasizes poetic images."

Many researchers of Russian phonetics have pointed out that the sounds of speech are endowed with a semantic load. In particular, G. Lidman-Orlova believes that “our feelings are affected not only by the words and the meaning of the statement, but also by the very sound of the speech. To enhance the impression, poets often choose for their poems such a sound range that emphasizes poetic images. The poetic lines of K. Balmont will help to illustrate the named function of sounds (read expressively).

In the first two lines (assonance, alliteration?) does not convey (what?) _____________________________________________________________________. Reeds not only whisper, they also make other sounds, so the author used (assonance, alliteration?) on. The poet created such poetic lines that will not leave anyone indifferent. We read them, and our imagination draws (what?) ________ ____________________________________________________________________________________________________________________________________________________________. Let's listen, and we will hear (what?) ________________________________________________________________________________________________________________________________________________________________. The poetic lines are imbued with (what mood?) ________________________________________________________________________________________________________________________________, and in this, of course, the role of sound repetitions and skillful selection of sounds is great.

As you can see, the researcher of Russian phonetics G. Lidman-Orlova was right, she believed that "our feelings are affected not only by the words and the meaning of the statement, but also by the very sound of speech."

The created project product is addressed, first of all, to high school students (15-17 years old) and students who like to play intellectual team games.

You marvel at the treasures of our language: every sound is a gift; everything is grainy, large, like pearls themselves ...

N. V. Gogol

The euphony in Russian is mainly determined by the ratio of vowels and consonants in the text (on average, in Russian speech, vowels make up 42.35%, consonants - 59.65%), as well as the predominance of "beautiful sounds" - vowels, sonorous, voiced consonants, which in relation to the “non-musical” noisy deaf people, they make up 74.5% in Russian speech.

To create an exemplary speech in terms of sound, the sounds in the speech stream must be selected so that the speech is easy to pronounce and at the same time distinct.

An extremely important and essential stylistic device that enhances the expressiveness of artistic and partially journalistic speech is sound recording(sound, verbal, instrumentation) - the use of such words, the sound of which figuratively conveys the phenomenon being drawn and thereby contributes to the disclosure of the semantic and artistic content of the image, enhances its expressiveness.

There are two main types of sound instrumentation, consisting in the selection of words of close sound:

- alliteration - repetition of consonants (for example: City rake, row, grabastal. (M);

- assonance - repetition of vowels (for example: We are bored listening to the autumn blizzard. (N).

Alliteration and assonance enhance the imagery and phonetic expressiveness of speech.

An example of the semantic use of alliteration can be the following lines of V. Mayakovsky: Where is it, bronze ringing or granite edge? , where the repetition of sounds [ sv] closely connects the words of bronze ringing, and the repetition of sounds [ gr] - the phrase granite edge. The repetition of these sounds focuses attention on the main idea of ​​the stanza - we are talking about a monument carved from granite and cast from bronze.

The technique of combining assonance with alliteration is very expressive, for example, by V. Mayakovsky in the poem “A Cloud in Pants”: So, again, it’s dark and dejectedly, I’ll take my heart, drenching it with tears, revenge, like a dog that carries a paw moved by a train into a kennel. (Alliteration on p and b is combined with the repetition of vowels y, a).

Topic 3. Vocabulary and phraseology

Topic 3.1. The word, its lexical meaning

Word - the basic unit of the language, which serves to name and communicate about objects, processes, properties and relationships.

The totality of all the words of a language constitutes its vocabulary.

Lexicology - a branch of linguistics that studies the vocabulary of a language.

All words of significant parts of speech have lexical and grammatical meanings. And the words of the service parts of speech usually have only a grammatical meaning, they help the words of the significant parts of speech.

The lexical meaning of a word is the content, its correlation with the object or phenomenon of reality.

The grammatical meaning is general meaning words as parts of speech (for example, the meaning of objectivity in nouns), the meaning of a particular tense, person, number, gender, etc.

Lexical and grammatical meanings are closely related. A change in the lexical meaning of a word leads to a change grammatical meaning. For example: a voiceless consonant (relative adjective) and a voiceless voice (qualitative adjective, has a degree of comparison, short form); guest yard (adjective) - the living room was full of people (noun).

The dictionary of the Russian literary language, which has evolved over many centuries, is very rich both in the number of words, and in the variety of shades of their meanings, and in the subtleties of stylistic coloring. The entire Russian people, its great writers, critics, and scientists participated in the creation of a vocabulary of the literary language.

Russian is one of the richest languages ​​in the world. (No wonder they say about him "great, mighty"!) The active dictionary of our contemporary includes an average of 7-13 thousand words. The "Big Academic Dictionary" (1950-1965) contains over 120,000 words.

But the richness of a language is judged not only by the number of words. The vocabulary of the Russian language is enriched polysemantic words, homonyms, antonyms, synonyms, paronyms, phraseological units, as well as layers of words representing the history of the development of our language - archaisms, historicisms, neologisms.

Polysemantic words

The presence in many words of the Russian language of not one, but several meanings is the richness of speech and allows you to use this feature as a means of representation. Here are some examples of polysemantic words: sheet (maple) - sheet (cardboard); deaf (old man) - deaf (wall); handle (child) - handle (door); cut (with a knife) - cut (students in the exam); goes (person) - goes (film) - goes (in the meaning of "agree").

Different meanings can have words denoting abstract concepts, in different combinations. For example, the word absolute can mean: 1) "irrelevant, taken by itself" ( absolute truth ); 2) "full, unconditional" ( absolute peace); 3) "unlimited" ( absolute monarchy).

Stylistic use polysemy is based on the possibility of using words not only in a direct, but also in a figurative sense: tanks ironed enemy trenches(cf.: iron the sheets).

Some words may be used with different meaning in various styles speech. For example: word re-elect in book speech it means "to elect a second time, anew", and in colloquial speech it means "to replace someone".

The ambiguity of vocabulary is an inexhaustible source of renewal, rethinking of the word. Writers find in ambiguity a source of vivid emotionality, liveliness of speech. Determine how many meanings the poet found for the word road.

Dear name freeway,

And trail running beside

And way that runs across the plain,

And caravan route in desert,

And climber step cooler

To the top, hidden in the clouds,

And ship trail over the waves

And the blue heights above us ...

And soon replenished with new

The meaning of the usual word.

Imagine: the rocket is ready

To jump to another planet.

Saying goodbye to her crew

Standing at the stars on the threshold

We simply and casually say:

"See you! Lucky road!"

(V. Osten)

Homonyms

Homonyms(from Greek. homos- "same" and omyna- "name") - these are words that are pronounced the same way, but denote different, unrelated concepts: key 1 ("source") - key 2 ("to unlock the lock") – key 3 ("to the cipher"); braid 1 ("tool") - braid 2 ("hair") - braid 3 ("view of a shoal or peninsula").

Exist different types homonyms. Homonyms are words that sound the same but are spelled differently: true d– true t, lu to– lu G .

Homonyms include words that sound different but are spelled the same: muk a- m at ka, p a rit - steam and th, deputy about k - h a mok.

Sometimes ambiguity arises on the basis of homonymy:

To be at the bottom of science. (Day science or bottom science?)

Everything will be ready by evening. (Evening hours or evening performance?)

Homonyms give special stylistic expressiveness to proverbs and sayings: Whatever there is, but wants there is; On a peaceful field and on the field scolding be in command without scolding.

There are full and partial homonyms. Full lexical homonyms are words of the same part of speech and coincide in all basic grammatical forms.

Partial (or incomplete) homonymy is characterized by the fact that words of different meanings do not coincide in sound and spelling in all grammatical forms.

Signs of homonymy also have:

Homoforms - match only a single form of words: flying(from treat) -flying(from fly); my(possessive pronoun) - my(imperative mood from the verb wash);

Homophones - so-called phonetic homonyms (words that sound the same, but different in spelling and meaning): Gray wolf in dense forest met a redhead fox(S. Marshak).

Homographs - graphic homonyms (words are spelled the same, but pronounced differently, mainly depending on the stress; sometimes due to the fact that dots are not always used over yo): sing - sing; flight - flight; atlas - atlas.

Antonyms

Antonyms(from Greek. anti- "against" and onyma- "name") - these are words of different sounding that express opposite, but correlative concepts with each other: light - darkness, heat - cold, speak - be silent.

Antonyms are of different roots: love - hate, south - north and one-liners: coming - going, true - not true.

Antonyms are used as means of expression to create contrast. Many proverbs and sayings contain antonyms: satiatedhungry does not understand; Thin world better than good quarreling.

The phenomenon of antonymy is also used as a special stylistic device - the connection of the incompatible: beginning of the end, optimistic tragedy, hot snow, bad good man. This is a favorite technique of publicists when creating or titles of articles, essays: Expensive cheapness; Cold - hot season; Big troubles for small businesses.

The specificity of Russian linguistic thinking lies in the fact that the expressive prevails over the rational in it, which is why there are so many antonymic formations in the Russian language: Not really; of course not; the most ordinary; unusually banal; terribly good; creepy funny; incredibly simple and etc.

In Russian, there is a special group of words containing opposite (antonymic) meaning components, for example: He listened to lesson . flowerbeds broken our students. More often the antonymy of interpretation is manifested in different contexts. For example: He viewed all films with the participation of this actor("saw") and He viewed this error at work("didn't see"); She is bypassed all guests("Paid attention to everyone") and Fate bypassed her("deprived of attention").

Synonyms

Synonyms(from Greek. synonymos- "of the same name") - these are words that are close in meaning and belong to the same part of speech. Synonyms may differ in the following features:

a) shades of meanings: labor - work, defect - defect - flaw;

b) emotional coloring: a little - the least;

c) stylistic function: to sleep - to sleep - to rest.

Synonyms that differ in shades of meaning are called semantic : elderly - old - decrepit; crimson - scarlet - red. Semantic synonyms contribute various shades to describe the same concept or phenomenon. For example, profession synonymous specialties, but not in all. A profession is an occupation as such, and a specialty is a specific concept denoting any specific area of ​​​​science or production in which a person is engaged, for example: profession- teacher, speciality- teacher-philosopher or teacher-physicist; profession- doctor, speciality- a cardiologist, etc.).

Synonyms that differ in different attitudes to the designated object or phenomenon are called emotionally expressive: full - thick - bold.

The stylistic differences of synonyms are determined by the scope of their use, correspondence to one or another style. Stylistic synonyms - these are exactly the same words in meaning, for example: deficit(formal business style) and a lack of(colloquial) (see 3.1.2.3.).

Synonymous words can also differ in the degree of modernity ( very - green, Sagittarius - soldier).

A special kind of synonymy is created by replacing a one-word name with a descriptive expression, which makes it possible to characterize an object with different parties: Moscow - Belokamennaya - Third Rome.

Paronyms

Paronyms(from Greek. para- "about" and onyma- "name") - these are words, in most cases the same root, similar in sound, but having different meanings: addressee– "sender" – destination– "recipient"; emigrant- "leaving the country" - immigrant- "entering".

Words are paronyms methodical – methodical – methodological, the meaning of each of these words is determined by the primitive word in the process of word formation ( methodicalness - methodology - methodology). Yes, we are talking methodical shelling- "strictly consistent, according to plan", methodical allowance- "made according to the method", methodological analysis- "a set of research methods."

Words are paronyms diplomatic and diplomatic.diplomatic maybe something related to diplomacy ( diplomatic bag); diplomatic- something correct, corresponding to etiquette ( diplomatic behavior of the parties).

typical speech error is a confusion of paronyms introduce and provide. Information about the child's illness seems back to school, new teacher seems class, here is an opportunity to take a study tour before about is set. The meaning of these paronyms should be determined in this way: introduce: 1) give, hand over, inform about something for review, information; 2) show, demonstrate something; before about put: 1) give the opportunity to possess, dispose, use something; 2) give the opportunity to do something, instruct someone to do something.

Mixing paronyms often leads to a distortion of meaning: Return your luggage stage legs(instead of: foot); He clicked ankle gates(instead of: heck).

The confusion of paronyms also indicates an insufficient speech culture of the speaker: He dressed pullover(instead of: allotment); it economical test validation method(instead of: economical= "beneficial").

Phonetic means of expression.

As you know, sounding speech is the main form of the existence of a language. The sound organization of speech, the aesthetic role of sounds, is handled by a special section of stylistics - phonics. Phonics evaluates the features of the sound structure of the language, determines the conditions of euphony characteristic of each national language, explores various methods of enhancing the phonetic expressiveness of speech, teaches the most perfect, artistically justified and stylistically appropriate sound expression of thought.

The sound expressiveness of speech primarily lies in its euphony, harmony, in the use of rhythm, rhyme, alliteration (repetition of the same or similar consonant sounds), assonance (repetition of vowel sounds) and other means. First of all, phonics is interested in the sound organization of poetic speech, in which the significance of phonetic means is especially great. Along with this, the sound expressiveness of fiction and some genres of journalism (primarily on radio and television) is also being studied. In non-artistic speech, phonics solves the problem of the most appropriate sound organization of linguistic material, which contributes to the accurate expression of thought, since correct use phonetic means of the language provides a quick (and without interference) perception of information, eliminates discrepancies, eliminates unwanted associations that interfere with the understanding of the statement. For a fluency of understanding great importance has a euphony of speech, i.e. a combination of sounds that is convenient for pronunciation (articulation) and pleasing to the ear (musicality). One of the ways to achieve sound harmony is considered to be a certain alternation of vowels and consonants. At the same time, most consonant combinations contain sounds [m], [n], [p], [l], which have a high sonority.

assonance (French assonance - consonance), reception sound writing; stressed vowel repetition in different words one speech segment. Poets use it in syllabic and tonic verses to emphasize rhythm: “Happy and in who will visit and l this m and r ... "(F. I. Tyutchev," Cicero), "In the next d about me about kna about lty ... ”(A. A. Blok,“ Factory ”). alliteration (lat. alliteratio - consonance), means sound writing; repetition of the supporting consonant, that is, immediately preceding the stressed vowel. Sometimes it also includes the repetition of the initial consonant in different words of the same speech segment. This separate type of alliteration was common in the poetic practice of those European peoples who, during the period early medieval enjoyed general form so-called. "alliterative verse" (see Art. Tonic) and in languages ​​where words had a fixed stress on the first syllable. Both of these types of consonants - both initial and supporting - Rus. linguist O. M. Brik referred to the number of "push", and then defined alliteration as a repetition of "push" consonants. The repetition of these consonants can be observed in the following lines " Bronze Horseman» A. S. Pushkin: Not in but in the air in ala and re in ate, cat l ohm class okocha and class killing ... The types of alliteration also include the repetition of various supporting consonants of the same group (for example, labial or sonorous): “ M in any way m think with m think…” (“The Tale of Igor's Campaign”).

A lesson on the topic "Phonetics" always attracts students of a music college. Firstly, the topic is related to the discipline "Harmony", where it is important phonemic awareness students (they are close), and, secondly, includes them in research work, and not empty memorization of terms.

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OPEN LESSON ON DISCIPLINE

"RUSSIAN LANGUAGE" (1 course)

TOPIC OF THE LESSON:

PHONETICS.

Phonetic means of artistic expression

Lesson Objectives:

cognitive:

1. formation of an idea about the features of phonetic means of expressiveness of Russian speech;
2. reading and commenting on the poem by F.I. Tyutchev "Autumn Evening" using biographical, historical-literary, textual comments of the text;
3. acquiring the skills of research work on a lyrical work;

developing:

1. development of figurative, associative thinking and linguistic flair in the process of analyzing a lyrical work;
2. the formation of skills and abilities of the phonetic analysis of the poem; preparation for the unified state exam;
3. the formation of aesthetic taste and the familiarization of students with the conscious reading of F.I. Tyutchev's poems;

educators:

1. education of attention to the word;
2. development of love for the work of Russian poets;
3. formation of a culture of speech;
4. development of aesthetic taste

Equipment : a poem by F.I. Tyutchev "Autumn Evening"; paintings "Autumn" by Y. Levitan; "Autumn" by Y. Popov; music by P. Tchaikovsky "The Seasons", Vivaldi "The Seasons" (fragments); photos of the poet; table "Sounds of Russian speech", autumn leaves on the desks.

Lesson form - lesson - research

Lesson PLAN

1. Organizational stage;
2. The main part: the study of phonetic means of artistic expression on the example of F.I. Tyutchev's poem "Autumn Evening"
3. The final stage. Conclusions.
4. Homework assignment. Summarizing.

During the classes

Poetry is inner music,

outwardly expressed in dimensional speech.

The word is a miracle, the verse is magic.

Music ruling the World and our

Soul, there is Verse.

(Balmont)

There is sound in nature

who is inaudible

there is also a color

which is invisible

but which can be heard.

H. P. Blavatsky

1. Organizational stage.Course organization. Announcement of the topic of the lesson, goals.

Teacher's word: The main semantic, emotional and aesthetic load in the work is, of course, the word. It is the harmonious combination of the meaning of the word and sound that has been found that has a huge impact force.

A poetic work is a world of words and sounds that cannot always be correlated with accepted sound means. Therefore, when analyzing a poem, we turn to the sounds of the Russian language, which, in combination with other sounds, affect the perception of the poem in terms of sound and meaning.

In the lessons of the Russian language, we examined the phonetic features of Russian speech. Today we turn to the phonetic means of expressiveness of Russian speech.

Our goals -

1. repeat phonetic means of language expressiveness,
2. continue to work on their recognition,
3. identify their role in the organization of a literary text
4. continue to work on the analysis of literary text.

Teacher : Pay attention to the first epigraph of our lesson (written on the board):

Poetry is inner Music, outwardly expressed by metered speech. The word is a miracle, the verse is magic. Music that governs the World and our soul is Verse.

(Balmont)

The material of our study will be the poem by F.I. Tyutchev "Autumn Evening".

2. MAIN PART:

2.1. Terminological dictation.

Teacher : We have studied the terms necessary for the sound organization of the poem and as a vivid means of artistic expression of the poem. You need to, having heard the lexical meaning of the word, write down the linguistic term.

(a student works at the blackboard)

BUT) repetition in poetic speech of the same vowel sounds that enhance the expressiveness of poetic speech - (assonance;)

B) repetition in poetic speech of homogeneous sound features- (rhythm);

AT) repetition in poetic speech (less often in prose) of the same consonant sounds, one of the types of sound writing is (alliteration);

G) the main expressive means of sounding speech, which allows you to convey the attitude of the speaker to what he is talking about - (intonation);

D) selection of close-sounding words (sound writing);

E) beauty and naturalness of the sound of sounds - (harmony)

G) one of the strong positions of the poetic text, fastened with intonation, rhyming words and semantic (semantic) connections - (RIFMA_)

Teacher : Name 2 words formed by the addition method (sound writing and euphony)

The course is divided (in advance) into 3 groups

1. Group work.

Teacher : Poets, researchers of poetic speech have long noticed that sounds play a certain role in the semantic organization of the text. (Reading in groups of statements.)

1st group: " In the Russian language, it seems, the frequent repetition of writing BUT can contribute to the image of splendor, great space, depth and height; increase in writing I, E, Yu - to the image of tenderness, caress, deplorable or small things; through I you can show pleasantness, amusement, tenderness and inclination; through Oh, u, u - terrible and strong things: anger, envy, pain and sadness ... "(M.V., Lomonosov, “Rhetoric”.)

2nd group: "Oh - the sound of delight, there is a triumphant space O: - Field, Sea, Space. Everything great is manifested through O , albeit dark:groan, grief, coffin, funeral, sleep, midnight. big like dales and mountains, island, lake, cloud. Long, like a mournful share. Huge, like the Sun, like the Sea. Terrible, like a scree, a landslide, thunder... It will sing, it will sing like a bell... The high vault of the elevated cathedral. Bottomless Oh". (K. Balmont.)

3.group: "P" clearly tells me something loud, bright, red, hot, fast. L - about something pale, blue, cold, smooth, light. Sound H - about something tender, about snow, sky, night ... Sounds D and T - about something stuffy, heavy, about fog, about darkness, about musty... "(E. Zamyatin.)

Teacher : During the lesson you can use sayings. These statements are hints for our further work with you.What associations does the word "Autumn" evoke in you?

students call: (leaf fall, rain, umbrellas, runny nose, raincoat ....) (in groups - 2-3 associations)

At the blackboard, the student performs a phonetic analysis of the word "Autumn".

There is a table on the students' tables. Using the table (“what sounds convey”), groups look for words that are associated with sounds in phonetic analysis: [o] - space, caution; [With́ ] - rustling, anxiety; [and] - dreaming, inspiration; [ń] - dance;

Together with the teacher, students come to the conclusion that the lexical, associative and sound meanings of the word "autumn" are very similar.

2.3. Work on the text of F.I. Tyutchev's poem "Autumn Evening".

(the text of the poem lies on the desks)

Teacher : The poem "Autumn Evening" was written by one of the representatives of the poetry of "pure art" Fyodor Ivanovich Tyutchev, whose fame came in the sixth decade. The poets of this trend (A. Fet, A. Maikov, Pleshcheev and others) focused their attention on nature and human feelings, on the harmony between man and nature. Poets expressed their innermost thoughts and feelings with images of nature. Tyutchev called himself "the faithful son of nature".

2.3.1. Listening to the poem by heart. The student is reading.

AUTUMN EVENING

A touching, mysterious charm:

The ominous brilliance and variegation of trees,

Crimson leaves languid, light rustle,

Foggy and quiet azure

Over the sad orphan land,

And, like a premonition of descending storms,

A gusty, cold wind at times,

Damage, exhaustion - and on everything

That gentle smile of fading,

What in a rational being do we call

Divine bashfulness of suffering.

October 1830 Tyutchev (aged 27)

Teacher : ( We begin the analysis with the poetics of the title, since it contains the main lyrical image, the main emotion and philosophical idea for the poet are hidden. In fact, the title reflects the author's understanding of the text.)What picture do you paint when you hear the poem?(Group work: each group expresses its opinion)

2.3.2. Work on the vocabulary of the poem. Examination homework(the lexical meaning of the words had to be found in the explanatory dictionary):

1. languor - a feeling of pleasant relaxation;
2. languid - full of languor, wearily - gentle
3. exhaustion - a state of complete fatigue, impotence;
4. gentle - gentle, submissive, meek;
5. motley - consisting of multi-colored spots, stripes ...
6. wither - wither
7. bashful - shy, shy
8. with suffering - physical or mental pain, torment

Teacher : Find in the poem the words - neologisms - (lightness, modesty, variegation, sad - orphaned ..) (Entry in a notebook)

Teacher : Find high-style words in the poem - (trees, wind, meek ..) (notebook entry) Why, in your opinion, does the author use them?

2.3.3. Teacher : Let's turn to the sound of the poem. One of the phonetic means is alliteration. Pay attention to consonants. What sounds are found in this poem?(Group work)

We come to a consensus - these are sounds [ R.S.L ]( writing in a notebook)

Teacher : Find the corresponding sounds in the table.

Each group is given one sound. We come to the conclusion (whirlwinds, dance, aspiration) (see table) (entry in a notebook). We correlate the words with the theme of autumn and the theme of the poem.

Teacher : Let's take a look at the last two lines of the poem:

"What is in essence once m no m we call m "- What is the most common sound in this line?We come to the conclusion- 4 M. In the table we are looking for an understanding of this sound. -(philosophizing, contemplation)

"The divine bashfulness of suffering." –– What sounds are repeated in this line in each word?

We come to the conclusion- 3 ST In the table we are looking for an understanding of these sounds. We come to the conclusion -(doubt, anxiety, search; responsibility, creativity, destruction)

Teacher: To understand what the author wanted to say with these lines, let's move on to lexical explanations of some words and phrases. (students write in notebook)

sentient being- choose a synonym (this is a person)

Suffering - pick up synonyms (torment, torment, torture)

bashfulness - pick up synonyms (shyness, shyness)

Divine - choose a synonym (spiritual,)

Teacher : What do these lines tell the reader?

(Only a reasonable person understands that one who possesses spirituality suffers, endures torment, torment, lives in harmony with nature, with the whole world.)

Teacher Q: What is the main theme of the poem? What tells us the main idea of ​​the poem? (alliteration can help express the main theme of the poem)

2.3.4. Teacher : What do you think, what other phonetic tool can help us in parsing a poem? (assonance).

Consider 2 more lines of the poem.

Is in the lordship of autumn evenings

Teacher : Highlight only the stressed vowels. (notebook entry)

The answer is [E, E, E, O].

Teacher : Find a match in the table. We come to the conclusion -inspiration, dreaminess, romanticism and delight, space, simplicity

A gusty, cold wind at times,

Teacher : Highlight only stressed vowels (notebook entry)

Answer - [S, O, E, O]

Referring to the table, we conclude:intimidation, noise, sentence, bell, victory cry, cry, space, sentence, caution.

Relate to the theme of the poem.

Teacher : : What helped to see, hear the vowel sounds in the poem?

2.3.5. Teacher : Special attention let's give you a bright means of artistic expression - rhyme. Remember the meaning of this word. Rhyme sets the pace for a poem.(Rhyme is an important factor in the emergence of poetic images, the lever of poetic thinking. “Rhyme is wings,” said A. A. Akhmatova).

What are rhymes that end in a vowel called?(- open ), into a consonant (- closed)?

Teacher : What lines are more in the poem: open or closed? Why?

Group work: express their opinion.

CONCLUSION: there are more closed rows, because open- such endings are considered smooth, melodious, and closed - are recognized as sharp, jerky, energetic; it is the latter that depict the struggle and victory of the advancing cold element.

Teacher : rhyme is one of the main instruments of verse melody; there are female and male rhymes. How to distinguish them from each other? Let's take a look at our poem.

(A) feminine - the stress falls on the penultimate syllable (in waves)

6 lines with a female rhyme; B) masculine - the stress falls on the last syllable - (on the rock)

6 lines with male rhyme)

Teacher : Why do you think the author uses the same number of male and female rhymes?

(comparable to falling leaves, human maturity)

2.4 Teacher : . Do sounds have color? Let's take a look at paragraph 2:

“In nature, there is a sound that is inaudible, there is also a color that is invisible, but which can be heard.” E. P. Blavatsky

The property of sounds to evoke color images was noticed long ago. Much has been written about the color hearing of A. Scriabin, whomusical sounds seen in color . A whole trend in art - color music - is based on this property of the sounds of music.

Let's listen to fragments of musical works: P. Tchaikovsky "The Seasons", Vivaldi "The Seasons" (autumn);What color scheme did you hear? (Work in groups, find common, different composers, then find out which piece of music is closer to Tyutchev's poem, why))

Teacher : There is an opinion that speech sounds, especially vowels, can also be perceived in color.

A. Rimbaud even wrote the sonnet "Vowels", in which he painted the sounds in such a way.

The poem is read by a trained student.

A - black; white - E; I - red; U - green; O - blue;

I will tell their secret in my turn,

A - velvet corset on the body of insects,

Which buzz over the stench of sewage.

E - the whiteness of canvases, tents and fog.

Shine of mountain springs and fragile fans!

And - purple blood, oozing wound

Or scarlet lips amid anger and praise.

U - quivering ripples of wide green waves,

Calm meadows, peace of deep wrinkles

On the working forehead of gray-haired alchemists.

Oh - the ringing roar of the trumpet, piercing and strange,

About - marvelous eyes of her purple rays.

Teacher : There are even results of an experiment (of musicians and linguists) on sound-color correspondences. They are shown in the table, which we now use.

Let's explore Tyutchev's poem.

SOUND LETTERS	COLOR
AND I	Red, bright red, deep red
	Light yellow. white, purple
HER	Green, yellow-green
I, Y	Blue, sky blue, bluish
	Gray, Dark blue, blue-green, dark purple
	Bluish
	Dark, dark brown, black

GROUP WORK

1. E.Yo, U in a poem

1. group, please count how many times the letters are repeated A, I, Y

1. group, please count how many times the letters are repeated AND ABOUT

Draw a conclusion for each color.

Let's try to paint a picture of an autumn evening with the help of color. Draw a table in a notebook

sound letter	amount	Color spectrum	quote
HER		yellow - green	Varieties of trees
AND I		red	crimson leaves
		sky blue	Foggy and quiet azure
		Light yellow	Brightness of autumn evenings
		grey	gusty cold wind
		black	Sad - orphaned land

3.0. The final stage.

Teacher : Once again we will ask the student to read the poem, pay attention to reproductions, paintings, illustrations, correlate with music.

Conclusions:

"Autumn Evening" is not just landscape lyrics. An attempt is made in the poem to show not one specific picture, but the general essence of Russian autumn evenings; not just to convey the impression, but to comprehend it as a phenomenon of the life of nature. Nature, like man, lives according to the laws: it is necessary to die in order to be reborn again. The mysterious charm of autumn evenings becomes an occasion for reflection on human destiny and the divine essence of suffering.

Teacher : So what role do phonetic means of expression play in Russian speech?

(The phonetic means of expressiveness of Russian speech help to better understand the meaning of the poem, hear its sound, create sound and visual associations, take a different look at the world of the poet, his attitude to the word, to the reader. Phonetic means of expressiveness make us appreciate all the beauty in a new way, originality and uniqueness of Russian speech.)

4.0. Summing up.

Homework:

Find phonetic means of expression in another poem by F.I. Tyutchev.

Russia cannot be understood with the mind,

Do not measure with a common yardstick:

She has a special become -

One can only believe in Russia.

APPENDIX

sounds	WHAT SOUNDS TRANSMIT
I, E	Squeak, scream, squeal, amazement, victory cry, patience, secrecy, weakness, fickleness, adaptation, inspiration and romanticism, daydreaming, light, craving for the spiritual,
	Rumble, buzz, music of noises, an exclamation of horror, despondency and sadness, indifference and inertia, slowness and passivity, phlegmatism and pessimism, regret and humility, mystery
B, P	Thunder, energy, riot of life, the richness of being and the material embodiment, which brings suffering, comfort, stability, pessimism, dust, ashes.
H, M	Purring, mooing, muttering, tormenting, dancing, philosophizing, thinking
	Thunder, ringing, destruction, fragmentation, rumble, shot, wind, roar, storm, explosion, hurricane, rumble of strings, whirlwinds, fire, growl, grunt, tiger roar, cooing, croaking, pressure, confidence, threat and destruction of barriers, heroic strength and power, masculinity, determination to the point of rudeness, rage and firmness.
	Feeling of fluidity, fluidity, dance
	The sound of delight, triumphant space, sentence, bell, surprise, gaiety, frivolity, cunning, caution, balance, charm and warmth, fullness and integrity, kindness and simplicity, contentment and complacency, spontaneity and openness, richness of emotions.
Y, Sh	breadth and power, noise and silence, rustle and rustle, intimidation, the attraction of the earth and the comprehension of life, a sense of the essence of being.
W, C, H	The hissing of a snake, the rustling of leaves, the whistling of the winds, retribution, the beast, sharpness, efficiency, doubt, anxiety, ray, light, clarity, purity, modesty, order. Control, precision. hardness
	aspiration, radiance, strength of aspiration, weakness in affirmation, rustle, inconsistency, doubt, anxiety, search for meaning, ray of thought, power of search (from twilight to light, clarity and purity). The connection of the distant with the near.
	Firmness, certainty, strict control, responsibility, creativity, exactingness, fulcrum, destruction, tradition. Inflexibility, adherence to principles and absolutism. Order, beat, rhythm, sense. modesty
	tension, energy, compression. eruption, explosion, fire. Passion, power, power, tyranny,.
K, X	dryness and deafness, hoarseness and roughness, weakness and secrecy, quietness and dullness, modesty, energy, deceit
V. P, F	influence and excitement, attraction, introduction and identification of feelings, their design. The desire for rapprochement, reciprocity and mutual understanding.
	sharpness and determination, angularity and surprise. A sharp and radical turn, angle, shift, unpredictability of thought and indisputability of action. Overcoming obstacles with the mind ("smart will not go uphill"):
	Affirmation, support, certainty, reliability, creation, quality factor, kindness

The Russian language is unusually rich and beautiful. What is the inspiration of M.V. Lomonosov about the Russian language. Yes, indeed, the great scientist is right: the Russian language is beautiful, powerful, beautiful.

What is the richness, beauty, strength, expressiveness of the language? There is special means expressiveness of speech. They are very varied. Any section of the language - phonetics, vocabulary, grammar - has them. For example, the Russian language stands out among other languages ​​with an amazing wealth of derivational morphemes, primarily suffixes. Some give the word a disparaging color (book, officer), others a diminutive color (son, granny), others display an assessment (old man, old man, old man). Morphemes create the richest possibilities for the formation of words. various parts speech, with the help of derivational morphemes, the meanings of single-root words are concretized. Here is how N.G. wrote about this. Chernyshevsky, jokingly proving the superiority of the Russian language over French.

The Russian phonetic system is flexible and expressive. Sounding speech is the main form of language existence. One of the main visual means of phonetics is a stylistic device, which consists in the selection of words of close sounding. (Read page 14 (Lushnikova)).

The vowels [o] and [a] and the consonants [p], [p], [t] appear here. This makes the verse musically striking. Depending on the quality of the repeated sounds, alliteration and assonance are distinguished.

Alliteration called the repetition of consonants. For example: (the roar of a house drove through the blue sky (S. Marshak)). Conclusion: [p] in combination with [g] creates the impression of a thunderclap.

Example: I am a free wind, I always blow

I wave the waves, I caress the willows. (Balmont)

The repetition of what sounds creates the image of the wind? - [l], [l], [c], [c].

Assonance called vowel repetition.

It's time, it's time to blow the horns (Pushkin).

Assonance stems only from stressed vowels.

I quickly fly along cast-iron rails,

I think my own thought (Nekrasov), - the sound [y] appears.

Another trick The visual means is sound writing - the use of words that, by their sound, resemble the auditory impressions of the depicted phenomenon.

For example, (Here the rain dripped insinuatingly (Tvardovsky)) - the repetition of the sound of kr resembles the tapping of drops.

Graphic arts

It comes from the Greek word "grapho" - I write.

Graphics - a set of writing tools used to fix speech. The main means of graphics are letters. The most important quality of any language is codification. Codification - means in linguistics bringing linguistic phenomena and facts into a certain system. On the basis of codification, linguists form a set of phonetic, lexical, spelling, and stylistic rules. The codification of the Russian language is reflected in the works of the great representatives of Russian literature: V.V. Vinogradova, M.V. Lomonosov, S.I. Ozhegova, A.S. Pushkin, A.A. Shakhmatova and others. The alphabet plays a decisive role in the codification of the Russian language.

An alphabet is a list of letters arranged in a specific order. The modern Russian alphabet includes 33 letters, and b and b do not represent sounds. There are 3 groups of letters in the Russian alphabet:

1. Letters that do not denote sounds - ъ, ь;

2. Letters denoting two sounds - e, e, u, i;

3. The rest belong to the third group.

1) Letters denoting one sound are called monophthong, for example, oak-[p], Ob - [p], and two sounds (diphthongs) - the letters e, e, u, i denote diphthongs.

At the beginning of the word pit - ma.

2) After ъ and ь signs moved out, view - view.

3) After the vowel button accordion ba n.

4) In addition, the same letter can denote different sounds, the letter m [m] [m /] - soap, mil; letter b [b] [b /] - I will, beat.

5) Voiced consonants at the end of a word and before deaf consonants sound like paired deaf consonants, this phenomenon is called stunning. For example, order [c], booth [t] (weak position).

6) Deaf consonants before voiced ones sound like voiced consonants paired with them - threshing - young [d / ] ba, request - pro [s / ] ba (this phenomenon is called voicing).

Strong positions for consonants are the position before vowels and before m, n, r, l, i, v.

7) One sound can be indicated by a combination of letters happiness - [w / ] astier, gap - [w / ] spruce, carter - in [w / ] ik.

List of sources:

1. Golovin B.N. Fundamentals of speech culture: Textbook for universities. - M., 1988.

2. Gorbachevich K.S. Norms of the modern Russian literary language, - M., 1989.