Pronunciation Of Sounds Research Articles

Роль и место фонетики в процессе обучения китайскому языку

In the process of learning Chinese, students often make typical mistakes that greatly affect communication and the learning process as a whole. With the analysis, it was found that at the initial stage, students have the most difficulties when mastering phonetics. This is primarily due to the difference in the phonetic systems of Chinese and Russian languages. Mistakes in the pronunciation of sounds, incorrect pronunciation of tones, pauses in a word or phrase distort the meaning of the utterance, interfere with the correct perception of information and are very difficult to correct if you do not pay attention to them in time. To avoid difficulties in communicating in Chinese, it is necessary to pay great attention to teaching phonetics, especially at the initial stage of training. A brief overview of the methodology of research in the field of phonetics is given, a number of errors identified in students and how these errors affect the communication process are given, thus confirming the important role of phonetics in teaching Chinese.

Анализ психофизиологических механизмов и подходов в коррекции звукопроизношения

Background. The article discusses various approaches to describing the processes of sound pronunciation. Works in the field of neuroscience and speech therapy provide comprehensive descriptions of sound pronunciation. However, they are rarely combined in a multidisciplinary approach to address issues of sound production and correction. Objective. The article seeks to describe interdisciplinary approaches to the problem of sound pronunciation, as well as to present examples of integrative approaches to the correction of sound pronunciation. Results. The paper analyzes various models of sound pronunciation, developed in Russia and abroad. The concepts of phoneme and kinakeme, the processes of syllable fusion are considered. The article presents examples of research and the theory of constructing the articulatory basis of speech activity, provides examples of neurocognitive technologies applied in correcting sound pronunciation. Conclusion. The paper describes the role of modern network models in describing sound production. On the basis of the analysis, psychophysiological and logopedic characteristics of sound production were presented. Examples of modern neurocognitive technologies to correct pronunciation in the work with speech disorders are presented.

Using Russian proverbs to improve pronunciation skills for Russian-majored students

In the process of learning the Russian language as a foreign language, Russian-majored students at the University of Social Sciences and Humanities, Viet Nam National University Ho Chi Minh City are found to have problems in the Russian pronunciation. These problems are mainly related to the pronunciation of difficult sounds, tail consonants, consonant combinations, word stress, and intonation stress of sentences. In this study, the author identifies the common Russian pronunciation errors of Russian- majored students and offers the solutions to use Russian proverbs in the form of phonetic exercises to overcome the above-mentioned pronunciation errors. The Russian proverbs with phonetic rhetoric, including alliteration, rhythm, resonance, etc., not only help improve pronunciation, but also contribute to expanding students' knowledge about Russian culture and people. In this article, the author has provided more than 50 Russian proverbs classified by their purpose of use and equivalent Vietnamese proverbs in terms of meaning or context of use. This is also a valuable reference source for research in the field of comparative linguistics. The research methods used in this article consist of the theoretical document research method on the Russian and Vietnamese phonetics; the descriptive and comparative methods to clarify the negative movement trends of Vietnamese people when learning the Russian phonetics; the methods of testing, observation and analysis to identify the common pronunciation errors of Russian-majored students; and the methods of search, comparison, and illustration to provide linguistic resources and techniques for using Russian proverbs to improve learners' Russian pronunciation.

INTERFERENCE OF JAVANESE BOJONEGORO DIALECT IN INDONESIAN LANGUAGE LEARNING HIGH CLASS STUDENTS SDN 1 JIPO, KEPOHBARU, BOJONEGORO

Interference is one of the effects of language contact. Interference is interpreted as interference, interference, or the inclusion of language elements into other languages. This research is intended to find out the forms of interference and possible solutions to improve Indonesian language learning, especially for students at SDN 1 Jipo, Kepohbaru, Bojonegoro. This research is a type of descriptive qualitative research. The data in this study are transcripts of student conversations when learning Indonesian takes place. Data collection was carried out using observation, recording, interviewing, and listening techniques. Then do preduction and presentation of data, as well as drawing conclusions. The last step, the researchers conducted time triangulation, to experts, and discussions. Based on the results of data analysis,five forms of language interference were found, namely cultural interference, semantics, syntax, morphology and phonology. Cultural interference occurs due to students' lack of knowledge of the target language culture (B2). Semantic interference occurs in the use of words that have variables in a language. Syntactic interference, including the grammatical system of B1 mixed with B2. Morphological interference, occurs in the formation and change of word formsin the use of B1 due to friction with B2. Phonological interference, there are errors in pronunciation or pronunciation of sounds in Indonesian because they are influenced byregional language (Javanese).Language interference is difficult to eliminate so we need a way to minimize its impact. The methods that can be used are the teacher's efforts, student awareness, and the role of the environment.

STUDENTS' ENGLISH VOWEL PRONUNCIATION IN HANDLING PHONE CALLS

Language is an important aspect of communication, and is a tool for expressing ourself, thoughts and ideas. Currently, people are required to master a foreign language, one of the most widely used languages is English. In mastering English, as well as learning languages in general, it has been divided into five skills, namely speaking, listening, writing, reading, and structure/ grammar. One of the skills discussed in this study is speaking (pronunciation of vowels) in the practice of handling telephone calls. In this study, data collection was collected by using the observation method and the data analyzed in this study were qualitative data. The data was obtained from 20 students of Triatma Mulya University who were taking English course in Post Intermediate Level. Then the data was processed using qualitative descriptive analysis techniques. During the learning process, students experience problems in pronouncing English. This can be seen in the pronunciation of vowel sounds that are not in accordance with the pronunciation standards in English especially vowel pronunciation such as /É”/ which becomes /a/, vowel /É’/ which becomes /o/, /i:/ which becomes /e/, and vowel /u:/ which becomes /o/. In addition to students' English pronunciation, during the learning process several obstacles were also found, such as barriers from linguistic factors, barriers to mastery of content components including topics, content structure, content quality, and content quantity. Keywords: speaking, pronunciation, vowel sounds.

ОСОБЕННОСТИ ОТБОРА СОДЕРЖАНИЯ ОБУЧЕНИЯ КИТАЙСКОМУ ЯЗЫКУ УЧАЩИХСЯ СТАРШИХ КЛАССОВ

Problem statement. The increase in the level of cooperation between China and Russia has led to the introduction of Chinese into the school curriculum, and consequently, the need to adapt existing training programs for Russian schoolchildren. This article examines distinctive features of the two cultures, differences and similarities in the linguistic and cultural picture of the world of Russians and Chinese, as well as their influence on the selection of materials for teaching high school students. The purpose of the study is to identify the main features of the content selection for the Chinese language teaching program applied for high school students in Russian schools. The methodology of the study consists of generalization and analysis of studies in the field of cultural characteristics of Russia and China, as well as the methodology of teaching Chinese as a foreign language. Research results. The analysis of studies in the field of linguistic culture of the world of Russia and China revealed the main features, similarities and differences of the two countries. Both countries have been developing for many centuries, have traditional holidays, a special attitude to food, drinks, religion, and behavior. All this affects understanding and remembering of information, diligence and readiness to learn. In addition, Chinese differs significantly from Russian in terms of phonetics, grammar and vocabulary. It is difficult for Russian schoolchildren to learn hieroglyphics, since even the Chinese study their writing system for at least 7 years. Pronunciation of many sounds has no analogues in the Russian language, and the meaning of phrases often depends on the tonality. All these differences, as well as the existing similarities in history and literature, should be taken into account when developing a training program for Russian schoolchildren. Studying of works by various specialists, as well as exemplary curriculum for general education institutions, helped to clarify all the features of selecting materials for effective teaching of high school students. Conclusion. The similarities and differences revealed in this article between the linguistic and cultural picture of the world of Russia and China allow us to determine the main features of selecting materials for teaching Russian schoolchildren. When selecting the material, it is necessary to take into account both educational aspects that are important when learning any foreign language, and the peculiarities of Chinese vocabulary, grammar, and phonetics. The features identified by this article will help to form a full-fledged syllabus aimed at the formation of intercultural communication and to use it for teaching high school students in Russian schools.

Ідентифікація переважної мови спілкування людини

With the great increase of population movement, caused either by temporarily needs due to travelling or by long-term ones due to work, etc., there appears a need to improve the processes of movement control and identification of groups of people. The primary need is to identify if a person belongs to a certain nationality or territory of primary residence. In addition, it can be useful for scientific social and political researches, as well as for the field of tourism and entertainment. Such identification of people by language environment can also help to find out more about the cultural environment, which will make possible to predict the preferences of entire groups of customers better. The analysis of the audio recording of the speaker’s speech was divided into 3 stages, each of which contains a defined step-by-step instruction for the processes of data preparation and handling. Firstly, the sound itself was analyzed, because voice and pronunciation are one of the fastest and most effective tools for identifying a person or a group of people. Then the audio recording was converted into text and an analysis of the lexical composition of the studied fragment of the conversation was done. At the end, the results of the program, got in the previous two stages, were compared and the complex evaluations were done according to the criterias determined in the theoretical researches. The mentioned criterias were used with weighting factors assigned to them. As a result, an assumption about the speech environment of the speaker was given by the program. The work also describes the factors which affects the formation of pronunciation and the change of various intonations, the relationship between text and sound. Some dependencies between sound parameters and the pronunciation of sounds in the Russian and Ukrainian languages were mathematically formalized. The topic of the work is wide, as it considers not only lexical, but also acoustic features of speech. In this way, not only changeable or situational qualities are taken into account, for example, the vocabulary of the conversation, but also those ones that are related to the person regardless of the context of the conversation, his or her emotional state or what language he or she is speaking at the very moment. The criterias considered in the work can help to make assumptions about the speaker’s «natural», most familiar language, in other words the language he or she uses most of the time in life.

АНАЛИЗ ЗАТРУДНЕНИЙ СОВРЕМЕННЫХ РОДИТЕЛЕЙ, ВОСПИТЫВАЮЩИХ ДЕТЕЙ РАННЕГО И ДОШКОЛЬНОГО ВОЗРАСТА, В ВОПРОСАХ ВОСПИТАНИЯ, РАЗВИТИЯ И ОБУЧЕНИЯ РЕБЕНКА

Statement of the problem. The authors study the specifics of the difficulties of modern parents raising children of early and preschool age, in matters of upbringing, education and development of children, for the timely provision of psychological, pedagogical, methodological and consulting assistance. The purpose of the article is to analyze the consulting requests of modern parents raising children of early and preschool age on issues of child development, to characterize the typical difficulties of parents associated with the development and upbringing of a child. Research methodology. The methodology of the study consists of the provisions of scientific research by Vygotsky L.S., Leontiev A.N., considering the patterns of mental development of a child, research by Smirnova E.O., Ovcharova R.V., characterizing the relationship of preschool children with close adults as a factor of child development; works by Varga A.Ya., Spivakovskaya A.S., Gippenreiter Yu.B., substantiating the importance of support for families to ensure psychological well-being of a child and overcome existing difficulties. Research method: questionnaire, content analysis of parents’ consultation requests. Research results. The results of the study showed that parents’ ideas about children are associated with their emotionally positive, value-based attitude towards a child. Typical difficulties of parents of young children in the process of raising and educating a child include issues related to speech development (insufficient vocabulary, slow down in speech development); with negative behavioral manifestations (whims, tantrums, stubbornness); with difficulties adapting to kindergarten. The speech development of a child as the main problem area of child development was also noted by the majority of parents of preschool children (shortcomings of sound pronunciation, coherent monological speech). At the same time, parents of children of this age group are characterized by difficulties in upbringing and educating a child associated with his/her undesirable behavior (disobedience, tantrums, whims). Many parents single out the emotional–volitional sphere (aggressive behavior, anxiety, fears) as a problem area of a child’s development. Conclusion. In general, the study showed that parents of children of early and preschool age are consciously involved in the process of raising children, are ready to interact with specialists in the field of preschool education, but underestimate the importance of their own participation in ensuring the development of a child. The results obtained make it possible to substantiate the directions and content of psychological and pedagogical assistance to modern parents by organizing various forms of psychological counseling and education.

Pemerolehan Bahasa Anak Usia 5 Tahun (Studi Kasus :Tinjauan Psikolinguistik)

The purpose of this study was to describe the acquisition of phonology, syntax, and semantics of children aged 5 years. This type of research is a qualitative research using descriptive method. The subject of this research is a child named Fiorenza Gizkatara, who is five years old (5 years old). The main instrument in this research is the researcher himself. To facilitate researchers in collecting data, the researchers used auxiliary instruments in the form of interview guidelines, recordings, and reports. The results showed, (1) Eza's semantic acquisition with the hypothesis theory of semantic features can be stated to be in the generalization stage. Children of this age are able to express words from the point of view of their perception that objects have the same semantic features. (2) Eza's phonological acquisition is stated to be good, although there are some letters that are not correct in the pronunciation of sounds in the pronunciation of certain words. (3) Eza's syntactic acquisition is stated to be good, because it can be identified the types of sentences that he often used

PEMETAAN PROBLEMATIKA PEMBELAJARAN KETERAMPILAN BERBICARA BAHASA ARAB DAN SOLUSINYA BERDASARKAN PENELITIAN MAHASISWA BAHASA ARAB TAHUN 2013-2018

This study aims to map the problems that are often faced in learning Arabic speaking skills by reviewing and analyzing the results of research from Arabic students in 2013-2018. If this is not done, it is feared that there will be more types of similar research topics and the resulting data tends to be the same. This research is a qualitative research design. Data collection techniques using documentation studies. The results of this study indicate that the problems are divided into three categories, namely: 1. Problems in learning which include: time allocation, methods, media and infrastructure, 2. Linguistics problems which include: vocabulary, sound pronunciation and sentence structure, 3. Non-linguistic problems which include: educational background, motivation, interests and environment.

Difficulties encountered by Francophone Teachers in the teaching of English Language in Cameroon Primary Schools

Abstract
 This study aims at earmarking some related issues regarding the teaching of English language to francophone pupils by francophone teachers. As regard the theoretical framework, the connectionism, acculturation and teaching-learning theories was used. The methodology in this study is the quantitative and qualitative approach and the random sampling technique is used in the selection of the population under study. The research instruments that are used are the interview and observation. The instruments were administered taking into consideration the pronunciation of sounds (phonology) pluralisation of nouns, sentence construction, the use of articles and tenses (morpho-syntax). A total of 73 teachers from six primary schools were interviewed and observed. The frequency distribution technique is used for analyzing data. Analyzing the data collected proves that the francophone teachers have difficulties in pronouncing some sounds in the English language. The teachers equally have difficulties in putting some nouns in their plural forms, constructing of sentences and correct use of articles and tenses. From the findings, the researcher made some recommendations. That a solid foundation should be laid during the initial training on the teaching of the English language. Secondly, in-service training should be encouraged for teachers already in the field. The researcher also suggested that Pedagogic Inspectors in charge of bilingualism should organize regular pedagogic seminar on English language for the francophone teachers.
 
 Keywords: Difficulties, ELT, Francophone Teachers 

Phonetics Instruction's Effect on Adult Learners and the Production of Second Language Sounds at Ignatius Ajuru University of Education

The influence of phonetics education on adult learners and the creation of second language sounds was examined at the Ignatius Ajuru University of Education. The study was guided by four research questions. A questionnaire on the influence of phonetics education on adult learners in the generation of English sounds was used in a qualitative study design. A total of 10,000 people were studied with a sample size of 200 people. To obtain responses from the respondents, random and purposive selection approaches were utilized. The data was analyzed using the mean and standard deviations. According to the research, adult second-language learners who learn phonetics improve their pronunciation of English sounds. Adult second-language learners who received phonetics training improved their intonation. After obtaining phonetics education, adult second language learners improve in the placing of emphasis on words. Phonetics teaching helped adults who were learning a new language improve their word pronunciation.

Formation of Preschoolers' Communicative Competence in the Conditions of Inclusive Education

Aim. The goal of the study is to describe the teacher’s corrective work on pre-schoolers’ sound pronunciation that is developed according to the children’s age, physiological and mental norms, and special educational needs. Methods. Four children with special educational needs participated in this experimental study. We used the method of monitoring children’s speech during various activities: play, household activity and teaching (during speech therapy classes and various types of practical language classes). Results and conclusion. Age-related features of pre-schoolers’ speech development have been identified in the study. The reasons and indicators of pre-schoolers’ speech development disorders have been described, and the ways to overcome language disorders have been found. The experimental study tested the effectiveness of articulation exercises in working with children with special educational needs in an inclusive environment, the involvement of psychologists and children’s parents to overcome speech disorders of pre-schoolers, and the use of folklore texts. Originality. In the experimental study, we observed that riddles, proverbs, ditties, tongue twisters, fairy tales, lullabies, nursery rhymes, counting rhymes, and sayings are an effective means of phonetics and articulation work, during both the speech development classes and other classes as well as during walks.

Особливості формування мовної компетентності молодших школярів при корекції в них порушень писемного мовлення

The article is devoted to the problem of the formation of language competence of junior schoolchildren in the process of prevention and correction of disorders of written speech in them. In children with persistent disadvantages of oral speech at phonetic - phonemic underdevelopment (PPU), general speech underdevelopment (GSU), systemic underdevelopment of speech (SUS) at delayed mental development (DMD) deficiencies of pronunciation of sounds and phonematic processes are observed. In addition, insufficient formation of lexical and grammatical generalizations, cognitive and communicative functions of speech are characterized for children with GSU, SUS at DMD. These shortcomings in the development of various components and functions of speech as a system make it difficult for such children to form the ability to distinguish and, in accordance with the rules, use different units of language. The article reveals the directions and features of the formation of language competence of junior schoolchildren. The work of the formation of knowledge about language units (sound, letter, syllable, word, combination of words, sentence, text), parts of speech (noun, verb, adjective, pronoun, preposition, adverb), combination of words and types of sentences is considered. The formation of skills of speech analysis and synthesis (phonemic analysis and synthesis; analysis and synthesis of syllable; analysis of sentence by words, synthesis of sentences from words), skills of elementary morphological analysis of parts of speech, morphemic analysis of a word, elementary syntactic analysis of sentences is highlighted. The formation of language competence of children with PPU, GSU, SUS at DMD should improve the effectiveness of correctional and developmental work on the prevention and overcoming of disorders of written speech in them. The formation of this competence will stimulate manifestations of cognitive activity in the study of native language, will contribute to better awareness of schoolchildren about compliance with language norms and rules, more conscious and controlled implementation of written tasks.

Phonoesthetics of German speech in the perception of Russian speaking recipients

The purpose of this article is to study the aesthetic side of sounding German speech perceived by native speakers of the Russian language, as well as to determine the linguistic mechanisms that determine the nature of their assessment. Current changes in Russian-speaking recipients’ perception of the sounding German speech are revealed. The posts in the Internet forums are analyzed, and negative stereotypes are identified which determine the assessment of the aesthetics of German pronunciation, and it origin, with a special role played by feature films about the war against Nazi Germany and documentary chronicles with the speeches of National Socialism leaders. The conclusion is made about the excessive emotionality and aggressiveness of such speeches, however, this manner of speaking is a “stage language” (Bühnensprache) which is not typical of everyday German communication. This aggressively stylized sounding of the German language is used today in popular culture often to create a feeling of rudeness among foreign-language recipients. At the segment level, the negative assessment of sounding German speech by Russianspeaking recipients is associated with the pronunciation of the uvular trembling consonant [ʀ] and the voiced uvular spirant [ʁ]. Aspirates and glottal stops in the German language foster the participants of the experiment and the authors of the posts on the Internet to characterize German speech as clear, but in terms of its melody − as torn or “barking”. Due to the aspiration of voiceless plosives, as well as voiceless palatal spirant [ç], Russian-speaking recipients characterize German speech as hissing and whistling. At the suprasegmental level, greater tension in the pronunciation of sounds, along with a rising tone in neutral communication, make Russian-speaking recipients qualify German speech as rough and aggressive.

AN IN-DEPTH ANALYSIS ON ERRORS OF INDONESIAN STUDENTS WITH LOW PROFICIENT LEVEL IN PRONOUNCING CONSONANT ENGLISH PHONEMES

This study aims to determine the pronunciation errors of phonemes produced by students of Muhammadiyah University of Bulukumba. This study applies a qualitative paradigm. The subjects of this study were second semester students of the Department of English Education with low proficiency levels at the University of Muhammadiyah Bulukumba. Students were asked to pronounce 24 consonant sounds at the beginning, middle, and end of the word to find the data. Students' pronunciation was then phonologically analyzed based on the classification of pronunciation errors found by Moulton, W. G. (1962).The results shows that errors in the pronunciation of English consonants are found in stop voicess, fricative, africative, nasal and semi-vowel consonants. The types of errors in the pronunciation of consonant phonemes are allophones, phonemics and phonetics errors. Allophone error is found in the stop voiceless consonants /p/, /t/, and /k/ which were found at the beginning of the syllable. Phonemic and phonetic errors are found in the pronunciation of voiced /v/, voiced /z/, voiceless /θ/, voiced /ð/, and voiceless /ʃ/. The same error is also found in voiceless /ʃ/ which was pronounced without using the sound /h/, as well as phonetic errors that was pronounced using the sound /t/. Phonetic errors are also found in the pronunciation of fricative sounds /tʃ/ and /dᴣ/, nasal /ƞ/ and semi vowel sounds /j/ which were pronounced not in accordance with the actual sound, thus other meaningless sounds are formed.

ОСОБЛИВОСТІ ФОРМУВАННЯ АНГЛОМОВНОГО ФОНЕТИЧНОГО АСПЕКТУ ЯК КОМУНІКАТИВНО-ЛІНГВІСТИЧНОЇ СУБКОМПЕТЕНЦІЇ СТУДЕНТІВ-ФІЛОЛОГІВ У МОВНОМУ ЗВО

The article is devoted to the substantiation of theoretical aspects of teaching English phonetic competence. Its definitions and its structural components are given. The ways and methods of teaching phonetic competence that favour the development of pronunciation skills as part of the overall process of speech skills and abilities development in the process of learning a foreign language are identified. It has been proven that phonetic skills can be considered to be formed when phonemic hearing developed and connections established between the auditory and acoustic and phonemic aspects of speech, as a result of which the language acquires a sufficient degree of accuracy. A number of prerequisites for successful learning of phonetic material are examined: formation of auditory processing, rhythm and intonational skills, i.e. ability to listen and hear, development of phonemic hearing, pronunciation skills, i.e. automaticity of articulation base of a foreign language, ways of intonation, development of internal speech as a psychophysiological basis for external speech. The research is focused on the stages and content of pronunciation learning, which includes mastering the necessary knowledge of pronunciation of individual sounds and phrases, the formation of automaticity of sounds and sound combination perception, i.e. the shaping of their auditory images, assimilating the mechanisms of sounds and sound combination articulation – the need to get acquainted with intonation, phrasal stress and rhythm of a foreign language. The study aims the importance of adjusting the phonetic skills that the students have already acquired in accordance with the phonetic system of the language under study and the need to supplement it with those elements of pronunciation that are absent in the native language or a second one. The article presents examples of exercises for practice and correct phonetic design of different statement types. Fragments of formation of receptive rhythmic and intonation skills at training ascending and descending intonation to improve professionally oriented phonetic competency are illustrated.

Angled ball and locator attachments for immediate loaded inclined implants used to retain maxillary overdentures: A cross over study of patient satisfaction and oral health related quality of life.

The aim of this was to compare the influence of two different angulated abutment designs on patient satisfaction, oral health-related quality of life, and prosthetic aspects of implant-supported maxillary overdentures. For this cross-over study, 18 patients with completely edentulous maxillary ridges opposing implant-retained mandibular overdentures received 4 implants between the maxillary sinuses using computer-guided surgery. The anterior implants were installed at canine/lateral incisor areas and inclined 15° labially. The posterior implants were inserted just anterior to the maxillary sinuses and inclined 15o distally. Eight patients received maxillary overdentures retained by angled ball attachment (ball overdenture [BOD]) and angled locator attachment in random order. After 6months, patients indicated satisfaction with their prosthesis using a visual analog scale (VAS), and oral health impact profile (OHIP-14). Moreover, postinsertion prosthodontic maintenance and complications were recorded for both attachments. Comparisons of patient satisfaction and prosthetic complications between groups were performed using the Wilcoxon matched-pairs test and the McNemar test, respectively. Locator overdenture (LOD) recorded significantly higher scores than the BOD group regarding all the VAS questions except for ease of cleaning (p < 0.007). LOD recorded significantly higher patient satisfaction regarding the pronunciation of sounds (p=0.009), painful aching (p=0.018), feeling tense (p=0.011), unsatisfactory diet (p=0.013), irritability with people (p=0.005), and life in general (p=0.004). The most common complications were matrix activation/renewal (n=34). BOD showed a significantly higher incidence of attachment loosening (p=0.002), and teeth fracture (p=0.049) than LOD. LOD showed a significantly higher incidence of attachment wear and replacement than BOD (p <0.001). There was no difference between groups regarding soft tissue complications. Within the limitations of this study, and in terms of improved patient-centered outcomes, angled locator attachments are recommended to retain maxillary implant overdentures opposed by implant retained mandibular overdentures at it was associated with increased patient satisfaction and oral health-related quality of life than angled ball attachments. However, locator attachment was associated with more postinsertion prosthodontic maintenance than ball attachment.

ON OVERCOMING PHONETIC INTERFERENCE IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE

The article deals with the issue of interference influence of a mother tongue of students on the results in foreign pronunciation standards acquisition. Violations of language systems as a result of interference actions appear in the speech of students at all levels including phonic. Phonetic mistakes caused by interference create a peculiar foreign accent. They also may slow down skills and abilities building in all spheres of speech activity that could be an obstacle for successful communication. The importance of error prevention and correction is stressed. Such errors are caused by transference of articulatory properties and phonological principles of a mother tongue to learned language. The question of the necessity to continue the development of nationally-oriented methodology and its application at Russian as a foreign language lessons is raised. Communion oriented teaching seems to be the most appropriate while learning phonetic aspect. It lets work out the correct pronunciation of Russian sounds by foreign students enough for maintaining high level communication satisfying communication demands.

Преодоление интерференционных трудностей при обучении студентов-монголов русскому произношению на основе коммуникативного подхода

The purpose of the study is to develop and describe a model for teaching Russian pronunciation to Mongolian students taking into account interference difficulties in the context of a communicative approach. Main attention is paid to an array of techniques aimed at adapting the speech apparatus to the pronunciation of Russian sounds, words, utterances in relation to the phonetic features of the mother tongue and at developing articulatory-auditory skills in appropriate communicative situations that are set using specially selected texts. The paper describes the advisability of using certain techniques when working with foreigners. The study is novel in that it proposes a model for the formation of correct Russian pronunciation among Mongolian students on the basis of nationally oriented and communicative approaches, which helps to minimise the efforts and time spent during preparation and points the way to the pragmatics of an utterance as early as at a very low level of learning Russian. As a result of using the proposed model, the perceptual-motor structure of the Russian language is actualised in the minds of Mongolian students, articulatory skills are formed that can be used in speech in various communicative situations, self-control and self-correction skills are developed.