Abstract
This paper is devoted to the formation of the skill of perception of Japanese pitch accent. Pitch accent is one of the most challenging aspects of learning Japanese. In addition, the relevance of the study is also confirmed by the fact that in Russian and Japanese textbooks for beginners there are no tasks on the perception of Japanese pitch accent. In the practical part of the study, we conducted an experiment. 23 students from Northeastern Federal University who began studying the Japanese language in September 2021 took part in this experiment. The students of the experimental group began to study the Japanese language according to the introductory phonetic course developed by A. Burakova. As a result of the study, we came to the conclusion that the tasks developed as a part of the introductory phonetic course had a positive effect on the perception of pitch accent at the initial stage of learning the Japanese language.
Highlights
In everyday communication, more than 50% of time is spent to listening and perceiving information from an interlocutor, which indicates the importance of the formation of phonetic skills [1]
The relevance of the study is confirmed by the fact that in Russian and Japanese textbooks for beginners there are no tasks on the perception of Japanese pitch accent
As a result of the study, we came to the conclusion that the tasks developed as a part of the introductory phonetic course had a positive effect on the perception of pitch accent at the initial stage of learning the Japanese language
Summary
More than 50% of time is spent to listening and perceiving information from an interlocutor, which indicates the importance of the formation of phonetic skills [1]. We are share the opinion that work on phonetic skills in Japanese, including work on the perception of pitch accent, should begin with the very first lessons. 4. 平板型 heiban-gata corresponds to the unstressed type according to the European classification, when the first syllable in a word is pronounced in a low tone, and all subsequent ones in a high tone, including the case indicator following the word. While V.V. Rybin distinguishes the following functions of accent in the Japanese language: the function of combining a phonetic word, a specific delimitation function, the function of recognizing a word form, the semantic function, which is present only in some cases [8]. Bernshtein insisted that exercises for the formation of hearing-and-speaking skills should develop in students their auditory observation and auditory memory This is necessary just because they must learn to pronounce correctly, and to understand oral, audible speech. Auditory representations in the minds of students must enter into close association with representations of motor means, which cause corresponding auditory impressions [11]
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