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Das werdende einheitliche Deutsch im Lichte der graphematischen Untersuchung des Konsonantismus in einer Dorfwillkür aus dem 17. Jahrhundert

100%

Owsiński P. A.

nr 8

133-145

The article hereunder presents the language analysis of a charter from the 17th century titled “Wilkierz dla wsi klasztoru Panny Marji w Kartuzach” published by Stanisław Kutrzeba and Alfons Mańkowski in 1938 in Archiwum Komisji Prawniczej, volume 11. The text of an unknown scrivener was written in New High German in the Silesian dialect, what can be proved on the basis of the way of the notation in the law. The author introduces the results of his analysis showing the stage of the development of the consonant system with the appropriate examples.

Irish Influence in the Consonantal Spellings of Old English

88%

White D. L.

nr 26/2

5-23

The consonantal spellings of Old English (OE) were significantly influenced by the consonantal spellings of Old Irish (OI). 1) vs. (post-vocalic) : though OE did not have a distinction between /θ/ and /ð/, OI did, spelling this as vs. (postvocalic) . 2) vs. : though OE did not have a distinction between /h/ and /x/, OI did, spelling the latter as . 3) and : both spellings appear to be from Irish. 4) : spellings of the “mixed voice” type, including “cg”, occur in OI, where they can spell either single or geminate voiced plosives. 5) (and ): almost certainly in final position in OE represent singles, not geminates, as they can in OI. 6) Spelling rules referring to post-vocalic position: all cases show OE spelling having had, like OI spelling, rules referring to post-vocalic position, which appear to be additionally evidenced by “illogical doubling” in Northumbrian. 7) The meaning of before front Vs: in OE spelling as in OI spelling, but not as in Roman Latin spelling, before front Vs spells a palatal approximant rather than a palatal affricate. The overall conclusion is that the OE spelling system was developed by Irish missionary linguists.

Phonetic Archaisms in the Dialect of the Bulaeshty Village of the Republic of Moldova: The Consonant System

75%

Гороф’янюк, Інна

nr 3

ПУТИ ОВЛАДЕНИЯ СИСТЕМОЙ РУССКОГО КОНСОНАНТИЗМА ИНОСТРАННЫМИ СТУДЕНТАМИ НА НАЧАЛЬНОМ ЭТАПЕ ОБУЧЕНИЯ

63%

Голованенко Е. , Дунь Н.

nr 4(58)

213-220

This article deals with the means of forming habits of pronunciation and correction of Russian consonants at the beginner’s level of learning Russian as a foreign language, which provides the reformatting of native language sounds into those of the Russian language in the process of mastering the dorsal system which is typical for the latter. By this means, foreign students expand the range of articulation, which contributes to the mastering of the Russian consonant system. There has been mentioned a specific feature of the articulation basis of Russian words, which lies in the ability of the vocal apparatus to easily switch from one type of articulation to another. This phenomenon becomes apparent, for instance, in the alternation of “soft” and “hard” complexes in a word, and demands intensification of formation of the audio-pronunciation habits at each of its levels. The techniques for using sound-helpers, rhythmic verses, etc. which facilitate this process have been demonstrated there. The work of the system proposed in the educational complex “First Steps: Speak, Read and Write in Russian” and “Learning to Listen to and pronounce in Russian Correctly” has been analyzed; the selection of phonetic material is determined by the logic of the Russian sound system and built in such a way that students are involved in the direct communication in Russian in the period of mastering its phonetic base. The principle of systematic use of standard phrases that have the communicative approach – in which the sounds being trained are presented in an easy-to-use phonetic position and in strict accordance with the consonants and vowels which were trained before – is explained therein. Within the limits of mastering the positional variation of consonants, special attention is paid simultaneously to overcoming difficulties in two complex phonetic points: connected pronunciation of consonant combinations at the beginning of the phonetic word and consonant assimilation by voiceless-voiced criteria. The proposed system of work favors the implementation of phonetic habits in various types of speech activity.