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ФИЛОЛОГИЧЕСКИЕ НАУКИ
COMPARATIVE ANALYSIS OF INTONATION IN KAZAKH AND ENGLISH _LANGUAGES_
Baikanova Aida Chokanovna
Student of Eurasion National University (Master's degree 1st course)
Associate Professor -Yekibayeva N.A.
Astana, Kazakhstan
ABSTRACT:
The questions of sound production play an important role in learning of the speech skills, as well as in other varieties of linguistic communication. Incorrect pronunciation of the English sounds is not only accents, but also to a breach of the meaning of words. Distortion of speech intonation also leads to an incorrect understanding of the meaning of the utterance. Without appropriate explanations and exercises Kazakh students will read and speak in English with Kazakh intonation. The aim is to make a comparative analysis of intonation.
Keywords: Letters, Sounds, Vowel and Consonant Sounds, Pronunciation and Intonation
АННОТАЦИЯ:
Вопросы звукового производства играют важную роль в изучении речевых навыков, а также в других вариантах лингвистического общения. Неправильное произношение английских звуков - это не только акценты, но и нарушение смысла слов. Искажение речевой интонации также приводит к неправильному пониманию значения высказывания. Без соответствующих объяснений и упражнений студенты, обучающиеся на казахском языке будут читать и говорить по-английски с казахской интонацией. Цель - сделать сравнительный анализ интонации.
Ключевые слова: буквы, звуки, гласные и согласные звуки, произношение и интонация.
Intonation is an important part of language universal. It is obviously that intonation is one of the basic component of a sentence. Every sentence has its own intonation that carries a define meaning. Intonation can change the meaning which speaker express. It is a wordless instrument, which nevertheless speaks eloquently about speaker's origin, the level of linguistic knowledge, and generally intentions in communication. Language cannot be spoken monotone. Intonation is an indispensable sign of an oral, sounding speech.
The scientific novelty lies on the fact we have tried to analyze the innovational method of teaching intonation of the Kazakh and English languages.
Both in Kazakh and in English, every sentence is made a certain type of tone. It is a necessary component of oral speech. Intonation of concrete sentences may be different for different people, who pronouncing it and it depends on the individual speaker.
When we speak about the communicative value of intonation (i.e its role in communication), we used four types: narrative, question the motivation and exclamation. Their intonation structure is considered in close connection with the lexical and grammatical features of the sentences.
When teaching English pronunciation in Kazakh school each group of sounds and intonation patterns should be considered separately by the teacher, depending on the difficulty of perception and articulation, as well as depending on the similarity of the sound phenomena of the Kazakh language. This makes it possible to determine, taking into account any difficulties should be based learning English pronunciation in Kazakh schools. For example, learning by students of Kazakhs English sound [a:] is a difficulty. Students are apt to replace the English long back vowel [a:] (in the words of
garden, star) qualitatively and quantitatively different from Kazakh vowels (a) (in the words of the kaz. bala - eng. child). Consequently, over the sound [a:] teacher has to work longer and hard to prevent the influence of the corresponding sound of the native language learners.
Comparison of the sound structure, stress and intonation of English and Kazakh languages enable brighter revealing their characteristics, their identity and gives the teacher a basis for methods of working on an English accent for the effective exercise of speech.
During the last decades there are the technical devices to obtain the objective characteristics of oral speech, in particular, the effects of intonation and described, which it is not given the desired accuracy and credibility by ear. Analysis of speech intonation through technical means and the presentation on this basis of comparison give possibilities of more successful learning of English speech sounds in Kazakh schools.[1, p. 86]
One of such technologies is intonograph "OFHARS" (a device, which records the basic physical characteristics of the speech signal). This device records the five main physical characteristics, which can follow the main components of intonation, to reveal the connection between physical properties, the perceived quality and the semantic content of intonation.
One indicator is, for example, the frequency of the pitch, it can't provide enough presentation about intonation, which considers a series of values.
The narrative intonation of the Kazakh language in terms of perception is characterized by low volume, relatively with slow rate and high level of tone. These characteristics are confirmed by the basic physical parameters, which are reflected on the intonogramm.
Declarative intonation in English in terms of perception is characterized by a calm tone, low volume, relatively with slow pace. It is noted steady downward of falling tone, fewer than in the Kazakh language.
The narrative, as in English, so in the Kazakh language it is pronounced with low volume, slow speech rate, high-altitude level, both cases are low, the common intensive level is not big. Considered language differs in movement tendency of main tone (equal low for English and falling and rising tones for Kazakh).
To pronounce the English declarative sentence of beginning sound is not important, in the Kazakh same sentence of indicator is the frequency of the main tone, in the design of shock syllable of both languages is involved fundamental frequency tone and time pronunciation, final sound of English phrases is characterized by the frequency of the pitch and time, as in the Kazakh is only the frequency of the main tonel. Interval falling of the final tone is big in both languages.[2, p. 55]
Intonation questions (general) have the following characteristics in the Kazakh language: average volume of the question, quick temp, medium altitude level, the height of motion has rising-falling-rising directions.
Intonation question in English the hearing differs distinctly from the narrative tone. Pronunciation volume is a reduced, temp and high level is middle, the height of the main tone gets a rising-falling-rising direction with an average intensive interval. On the physical data of the question is differed with the average level of intensity. In the beginning sound design and main syllable is involved fundamental tone and time. Some of the physical characteristics and the issue is the least time of pronunciation.
Intonation question design in the Kazakh and Russian languages have the following similarities: height limit frequency of average level, the movement of the main tone in the frequency scale of rising-falling-rising, the bandwidth is average in both phrases, the overall level of intensity is too minimal. Differences concludes the following, the English phrase volume is reduced, in Kazakh is average, rate of speech is average in the first case, in the second it is quicker, frequency level of English phrases is low, Kazakh is medium. Recovery interval of final tone of English phrase is maximum that is witnesses a large role of intonation in this language, in Kazakh interval it is medium.
Physical data, which are involved in the motivation design: the average pronunciation, the middle line, a high level of frequency, high intensity.
Motivations in English and in the Kazakh language pronounced with high volume, which differ average time sounds. Frequency level of English phrases are high, Kazakh is low. The direction of tone movement in English is falling, in Kazakh it is stable. English motivational phrase is characterized by the highest frequency of contrast, the overall intensity of intensity is maximum in the English sentence, in the Kazakh is average.
Pronunciation of exclamations in the Kazakh language differ bright emotional color, high pronunciation, the rate is average, the frequency level is highest, the movement of the main tone obtained rising and fall-
ing directions with falling. Physical data of exclamations are: time pronunciation is average. Frequency line is big tone and intensity level is bigger.
English exclamatory sentences are perceived as emotional speech units, their pronunciation volume is average, the temp is slow. Physical characteristics of exclamation are: all the accoustic characteristics, than fundamental frequency of tone (having low numbers), marked with maximum indices.
From the above it follows that the types of sentences in the Kazakh and Russian languages differ from each other in the perceived quality and physical properties. Each communicative type is specific number and connection of different signs on perception and acoustic properties.
We have been explained how important the intonation in learning English. In fact, incorrect intonation will not prevent the interlocutor from understanding what speaker said. Even if the speaker are monotonously drum, but at the same time speaker will correctly pronounce words and competently build sentences, interlocutor will be understood. But speaker's English speaking interlocutor will not be able to understand with what feeling and for what purpose you said it.
The sample question "How are you doing?" can be pronounced differently and this way the speaker can convey the feelings and mood to the interlocutor, for example:
In a tone say the duty "How are you?" When meeting with a friend not so familiar simply out of politeness. In fact, it will not even matter, but he usually phrase of greeting.
It is a pleasure to ask "How are you?" from a friend who has recently experienced some difficult situation.
Glad to exclaim "How are you?" referring to a man who has just returned from a trip.
Described intonation types of sentence of both languages differs with collection and connection of different signs in plan of perception and physical properties. Presence and connection of different signs are registered intonation structure of that and other of communicative type.[3, p. 105]
We have characterized the English vowel sounds that have a particular or other similarities with the vowels of the Kazakh language. As it can be seen from the description, almost all the vowels in English have more or less similar couples in the Kazakh language.
Several Kazakh vowels do not have similar in the English language - (y) and so they usually do not caused influence of assimilation of English vowels. These vowels are specific for the Kazakh language.
Sounds and (y) are brief, incomplete formation, lip, narrow, upper lift. In the formation of sound the language takes on the same position, and in the formation of sound (h). When the lips are rounded and protrude forward, however, mouth hole turns out not so narrow as in formation (y).
Vowels (¥) and (y) mainly differ from each other only in hardness and softness: is solid, i.e back row, (y) is soft, i.e of front row. The presence of these sounds is a distinctive feature in relation to each other is confirmed by the following comparison: ^h (flour) - yh
(voice), т^р (stand) - тYP (sort, kind), ^ш (fly) - Yш (three). These sounds is used, mainly, in the first syllable of the word.
Requires special attention from the teacher to introduce students to new concepts for them, reflecting the phonetic system of the English language. One of these concepts is a complex vowel (diphthong). Each diphthong in the English language is a separate phoneme and is part of the vowels: [ai], [ei], [ei], [au], [ou], [is], [еэ], [us]. Part of the English diphthongs can be likened to some combinations of vowels in Kazakh: ай (moon) кой (sheep), aу (network). But such English diphthongs as [is], [еэ], [us], [ou] does not have similar combination in the Kazakh language.
Above shown of the Kazakh vowels differ from diphthongs, they sound like two separate sounds, while top (nucleus) of the English diphthong pronounced quite clearly, then followed by sliding in the direction of the second sound. The main difference of English diphthongs from these similar of Kazakh vowels is that the latter falls easily into two syllables and can be separated by a morphological boundary (e.g тай, та-ый; бой, бо-ый; бау, ба-уыр). In English, such phenomenon is excluded. English diphthongs can not apart into two syllables. They are always pronounced together, i.e one effort with an emphasis on the core.
Each diphthong has lax, fading end. That is, the second element of the diphthong is a weak, sliding, extremely brief faint sound. His voice may not be identical to the sound of corresponding isolated vowel, as it is in the Kazakh language.
Although the transcription of the second element is transferred by sign of the vowel complete formation, it should be noted that this sign indicates only the movement of the speech organs to this vowel.
1) 3 diphthongs with a glide to [i]: [ei-ai-ei]
2) 2 diphthongs with a glide to [u]: [ou-au]
3) 3 diphthongs with a glide to [э] [is-es-us].
In setting up the pronunciation of diphthongs [ai], [ei], [ei], [au] is necessary to consider the inherent common patterns and contrast with the Kazakh diphthongs (эй), (ей), (ой), (ay). In the final position before pausing English diphthongs pronounced drawl, before a voiced consonant is some shorter, and before voiceless consonants is very briefly.
Above description of the specific articulation of the vowel sounds allows us to identify the most important for the pronunciation production of differences between articulatory bases of Kazakh and English languages in the area of fields.[4, p. 12]
1. One of the main features of the English vowels pronunciation is their great strength compared with the Kazakh vowels.
2. English labial vowel characteristic flat rounding of the lips like Kazakh labial vowels are pronounced with bulging lips. When pronouncing Kazakh (и) (ы), (e) unstressed loose lips are neutral (no special way of), the lower jaw is natural.
English vowels [i:], [i], [e], [ei] are pronounced in flat grin: lips slightly elongated strips to expose the upper and lower teeth, the lower jaw is launched so that the lower incisors were directly under the upper incisors.
3. In English, the pronunciation of vowels are mixed ([s:], [s]), and also moved back and moved forward (i, u, Л, ou] way of the tongue. There is no way of the tongue in Kazakh.
4. English is clearly compared lingering articulation of vowels and some brief articulation of others (long connection in average of 60%). It is not such a distinctive feature of vowels in the Kazakh language.
5. In Englis difference from Kazakh is widely used moving articulation of vowel sounds (diphthongs).
6. In Kazakh language the organizing center in the word is a vowel sound, which creates a system of vowel harmony.
According to the law of vowel harmony in a single word can combine only similar sounds from the point of view the front (soft) or back (hard) formation. Therefore, all Kazakh words are divided into hard and soft: кел (lake), эн (song) are soft, вдл (hand), жан (the soul) are hard.
In this case, of soft are added affixes with vowels only from the front row, for example, in сен - дер - дeн (from you), and added to the hard affixes with vowels only from back row: ба - лa - лар - ды (children - accusative case.).
Whereas the English language, there is complete independence of vowels and affixes the end of the vowel root, alternation vowels of front row with vowels of back row in the same word (army, answer, public, language).[5, p. 176]
Thus, the system of English vowels is marked the large number of contrasts than in Kazakh. So, there is no similarity between Kazakh and English vowels: 1) the mixed sound of the front and back row, and 2) long and short; monoftongof - diphthong. English is taught in many schools and high schools in the Kazakh Republic. Since the students will eventually learn English on the basis of mother tongue, there is a need for a number of research tools based on a comparison of phonetics, vocabulary and grammar of English and Kazakh languages. This article is considered the issues of teaching English pronunciation in attracting of such comparisons. In the practice of language teaching are mainly distributed two ways of teaching pronunciation. The first is based on imitation, i.e. by unconscious assimilation of phonetic phenomenon. On the basis of second is a meaningful learning. This means that teaching pronunciation skills can not be mechanical. 'Students need to maintain awareness of the linguistic features of foreign speech to the development of skills, and not vice versa, so this information is not given at all". This method of teaching pronunciation is called analytical and imitative. For example, learning English sound by students of Kazakh [a:] is a difficulty. Students are inclined to change the English long vowel [a:] (in the words garden, star) qualitatively and quantitatively, it's different from Kazakh vowel (a) (in the words of the ball-child). Consequently, over the sound [a:] teacher have to work longer and more laborious, to prevent the influence of the corresponding sound of the native language of students. On the other hand, the pronunciation of the English sound [h] are very easy to digest to Kazakh students, as the same sound is also in the Kazakh language (^aharman - hero, ah!, - Interjection).
Comparison of sound structure, stress and intonation of English and Kazakh languages allows brighter identify their characteristics, their identity, and provides a framework for teacher techniques work on English pronunciation, for effective speech exercises.
References
[1] S.K. Kenesbayev, Modern Kazakh language. Phonology and morphology. Alma-Ata, 1962, - 234p.
[2] S.K. Kenesbayev, "On the category of stress in the Kazakh language", Proceedings of the Academy of Sciences of the Kazakh SSR, 1958, Vol. 5. - 156p.
[3] P.S. Kuznetsov, "On the phonology of stress", Reports and philological faculty of Moscow State University, 1948. - 144p.
[4] R.M. Mullina. Kazakh language, Part 1, Phonetics, Alma - Ata, 1958. - 296p.
[5] A.A. Reformatsky, Education pronunciation and phonology. "Psychological Science". M, 1959, no. 2. - 290p.
ВЛИЯНИЕ ЛИНГВИСТИЧЕСКИХ И ЭКСТРАЛИНГВИСТИЧЕСКИХ _ФАКТОРОВ НА ТРУДНОСТЬ ПЕРЕВОДА ТЕКСТА_
Жанна Суреновна Калустьянц
. Северо-Кавказский горно-металлургический институт (ГТУ) Доцент кафедры иностранныхязыков,канд.филос.наук
г.Владикавказ Россия
АННОТАЦИЯ
В статье рассматривается лексическое значение слова с явлениями объективной действительности, закрепленной в сознании говорящих .Соотнесенность слова с определенным внеязыковым фактом является лишь одним из обязательных компонентов лексического значения. Смысл текста изменяется в зависимости от экстралингвистических факторов связи, от словарного запаса коммуникантов. В исследовании подчеркивается,что восприятие текста -это активное сотворчество автора и читателя.
Ключевые слова: экстралингвистические факторы ,восприятие, речевое сообщение , коммуникация, семантический уровень
THE INFLUENCE OF LINGUISTIC AND EXTRALINGUISTIC FACTORS ON THE DIFFICULTY OF TRANSLATING THE TEXT
Zhanna Surenovna Kalustyants
The North-Caucasian Institute of Mining and Metallurgy Associate Professor of Foreign Languages Department,
Dr of Ph. In Philosophy Vladikavkaz Russia
ABSTRACT
The article deals with lexical meaning of a word with phenomena of objective reality, fixed in the minds of speakers .The correlation of words with certain extralinguistic factor is just one of the essential components of lexical meaning. The meaning of the text changes depending on the extralinguistic factors of communication, from vocabulary of communicants.The study highlights that the perception of the text is an active co-creation of the author and the reader.
Keywords: extralinguistic factors perception, speech communication , communication, semantic level
Лингвистика определяет языковой строй как динамическую систему, рассматривая ее в единстве отдельных элементов с их внутренней, относительно обособленной структурой и определяют каждый элемент как составную часть интегральной системы языка.
Текст представляет язык как средство общения, так как на уровне текста соединяются все единицы с их подчиненными функциями и выявляются в единой функции коммуникации, в которой органически объединяются гносеологические и коммуникативные характеристики языка, связанные с одной стороны, с познанием определенного явления, выражаемым в соответствующем высказывании, с другой - с сообщением этого знания в процессе вербального взаимодействия.
Вследствие асимметрии языковой единицы понимание текста разными адресантами приводит к спорным результатам. Отправитель полагается на полную реализацию своих намерений, что влияет как на выбор средств языка , так и на способы их структуризации внутри текста.
Существует некоторое количество работ, посвященных уровням понимания текста .В связи с тем ,что все эти работы относятся к анализу психологии читательского восприятия, в них определяются уровни понимания, предшествующие реконструкции смысла, понятие содержательности текста и его понимания находится на периферии этих исследований. Процессы порождения и восприятия речевого сообщения происходят в принципе по одной схеме, имея при этом противоположную направленность. При этом «порождение текста
