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Journal articles on the topic 'Russian phonetics'

Author: Grafiati

Published: 28 May 2022

Last updated: 30 July 2025

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1

Thida, Hnin, and Marina N. Kunovski. "Difficulties in Developing Russian Phonetic Skills among the Students from Myanmar when Learning the Russian Language and the Ways of Overcoming Them." World of the Russian Word, no. 2 (2024): 96–103. https://doi.org/10.21638/spbu30.2024.211.

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In the Republic of the Union of Myanmar, much attention is paid to the study of the Russian language within the framework of higher education programs, interest in which among the Myanmar youth is steadily growing with the expanding opportunities for cooperation between the two countries. The presented study is devoted to the problem of teaching phonetics in the absence of a Russian-speaking environment and identifying the causes of difficulties in its acquisition. This issue seems relevant, since the formation of phonetic skills can have a significant impact on the process of learning the Rus

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2

ШУТОВА, М. Н., та Ч. ХАНЬ. "ПРЕПОДАВАНИЕ ФОНЕТИКИ РУССКОГО ЯЗЫКА В КИТАЙСКИХ И РОССИЙСКИХ УНИВЕРСИТЕТАХ: СОПОСТАВИТЕЛЬНЫЙ АСПЕКТ". Международный аспирантский вестник. Русский язык за рубежом, № 4 (27 грудня 2024): 12–16. https://doi.org/10.37632/pi.2024.96.24.003.

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Русская фонетика как вводный курс является неотъемлемой частью процесса обучения русскому языку. Однако существующая практика преподавания фонетики русского языка в Китае, по мнению авторов, не достигла удовлетворительных результатов. Поэтому в данной статье сравниваются теории и методы ее преподавания в Китае и России для дальнейшей работы над усовершенствованием системы обучения русской фонетике в Китае. Learning a foreign language begins with mastering its phonetics, and Russian phonetics, as an introductory course, plays an integral part of the whole process of Russian language teaching. H

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Shiryaeva, Oksana V., Zinaida V. Rezhuk, and Elena A. Skuratova. "CRITERIA FOR ASSESSING THE PHONETIC COMPONENT OF EDUCATIONAL-METHODICAL COMPLEXES FOR RFL." Proceedings of Southern Federal University. Philology 26, no. 1 (2022): 206–18. http://dx.doi.org/10.18522/1995-0640-2022-1-206-218.

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The criteria for assessing the phonetic component of educational and methodological complexes in Russian as a foreign language are set out basing on the analysis of teaching aids and the experience of teaching phonetics of the Russian language to foreign students. When evaluating existing manuals as well as designing teaching materials, it is necessary to take into account both substantive criteria (correctness and completeness of the description of the work of the articulatory apparatus, the systematic organization of educational materials, the presence of exercises to develop the ability to

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Shcherbatyuk, Ella E. "Russian phonetics teaching difficulties to foreign students." Neophilology, no. 17 (2019): 80–83. http://dx.doi.org/10.20310/2587-6953-2019-5-17-80-83.

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In this study we consider the important issues of work on the phonetic structure of the language at the initial stage of foreign students teaching, the actual problems of teaching Russian phonetics to foreign students, the peculiarities of development and improvement of their audiolingual skills are touched upon. We also note the necessity of possession and auditory skills, and pronunciation. It is established that in the work on the phonetic structure of the language, firstly, it is important to distinguish all the elements of speech and compare them with certain concepts, and secondly, it is

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Martins Medina, Suellen, and Ekaterina Budnik. "THE POTENTIAL OF DIALECT PHONETIC MISTAKES IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 28, 2021): 582–87. http://dx.doi.org/10.17770/sie2021vol5.6235.

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This article examines the problem of presenting phonetic material in texts when teaching Russian as a foreign language (RFL) to Brazilian students. Based on the methodological principles of teaching Russian phonetics, the authors discuss the importance of taking into account students' phonetic needs in selecting text in the educational process. The structure of educational materials and educational texts are analysed as an example of this approach. The authors offer to consider the national specifics of students to increase the efficiency of work on phonetics. To analyse the phonetic material

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Бердникова, Т. А., та А. А. Будищева. "Фонетические особенности в речи сказителей фольклора русских старожилов Якутии (на примере сказок Русского Устья)". Северо-Восточный гуманитарный вестник, № 4(49) (28 грудня 2024): 138–46. https://doi.org/10.25693/svgv.2024.49.4.011.

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В статье впервые приводятся данные сравнительного анализа фонетических особенностей сказителей русскоустьинского фольклора. При передаче одного сказочного сюжета в речи диалектоносителей наблюдаются общие черты, характерные для всего говора, и различия. Несовпадения в области фонетики могут свидетельствовать об угасающих диалектных особенностях в области фонетики под влиянием как литературного языка, так и других факторов, экстралингвистических. Записи фольклорных жанров у русских старожилов Индигирки в фонетической транскрипции в 1920‒40-х годах являются ценными свидетельствами о диалекте в к

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7

Kalenchuk, Maria L. "Phonetics and orthoepy: Status, object and tasks of two disciplines." Vestnik of Saint Petersburg University. Language and Literature 17, no. 4 (2020): 571–81. http://dx.doi.org/10.21638/spbu09.2020.405.

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It is known that two linguistic disciplines — phonetics and orthoepy — coexist on the sound level of the Russian language. The question of the relationship between the status, object and tasks of these sections as independent linguistic disciplines is debatable. In the works of modern scientists, two main approaches to the definition of phonetics and orthoepy can be found. Some linguists traditionally believe that both sections of the science of spoken speech study the same language material, but from different angles. Others attempt to differentiate the areas of responsibility of phonetics an

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CHIGRINOVA, E. A. "ABOUT THE EXPERIENCE OF USING MULTIMEDIA TOOLS IN TEACHING PHONETICS OF RUSSAIN AS A FOREIGN LANGUAGE (ON VOLSMU EXAMPLE)." PRIMO ASPECTU, no. 1(57) (January 2024): 55–59. http://dx.doi.org/10.35211/2500-2635-2024-1-57-55-59.

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A necessary condition for the development of communication skills and abilities in a foreign audience is mastering the skills of correct pronunciation. Foreign students are going to communicate with native speakers, and also receive higher professional education in Russian language. Work on the production of any sound of Russian language is preceded by the development of phonemic hearing: students need to learn to distinguish and recognize Russian phonemes by ear. This research is devoted to the analysis of the techniques and methods available in the methodology for teaching phonetics of the R

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9

Хнин, Т., та М. Н. Куновски. "Обучение фонетике русского языка вне естественной языковой среды". Management of Education 14, № 6-1 (2024): 297–308. https://doi.org/10.25726/b6532-8162-2969-b.

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В статье рассматривается проблема обучения фонетике русского языка в университетах Мьянмы, где русский язык преподается вне естественной языковой среды. Актуальность исследования обусловлена сложностью преподавания фонетики без погружения в языковую среду. Целью работы является выявление проблем, возникающих в процессе преподавания фонетики русского языка мьянманским студентам, и определение возможных путей их решения. Методы исследования включают контент-анализ научной литературы, а также анкетирование преподавателей и студентов Янгонского университета иностранных языков. Анализ результатов а

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Kedrova, Galina E., and Constantine Leo Borissoff. "The Concept of ‘Basis of Articulation’ in Russia in the First Half of the 20th Century." Historiographia Linguistica 40, no. 1-2 (2013): 151–97. http://dx.doi.org/10.1075/hl.40.1-2.06ked.

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Summary This article traces the development of the concept of the ‘basis of articulation’ in Russia of the first half of the 20th century, analysing in detail the major works in this area of research. In Russia this concept took a specific course of development. From the beginning it has been mainly conceived as a ‘summation of features’, distinguishing phonetic systems of different languages, however, Russian linguists tended to view it in a wider generalphonemic framework. While in the West the interest to this concept generally subsided, in Russian linguistics it was always present and rema

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11

Murashkina, O. V. "Problems in teaching standard Spanish pronunciation to Russian-speaking students." Язык и текст 5, no. 3 (2018): 62–66. http://dx.doi.org/10.17759/langt.2018050308.

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The article deals with the problem of the formation of phonological hearing in the process of teaching Spanish as a foreign language. The difference between phonetic systems and phonological structures of native and studied foreign languages is the main reason for linguistic interferences, that is why it is important to shape the allophonic picture when learning the phonetics of the Spanish language.

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12

Bernhardt, James E., Oleg Beniukh, and Ksana Beniukh. "Russian-English/English-Russian Dictionary with Complete Phonetics." Modern Language Journal 77, no. 4 (1993): 560. http://dx.doi.org/10.2307/329713.

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13

Timofeeva, Yu A. "Ethno-oriented approach to teaching russian phonetics to foreign-language schoolchildren." Philology and Culture, no. 3 (October 5, 2023): 264–69. http://dx.doi.org/10.26907/2782-4756-2023-73-3-264-269.

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The article discusses the possibilities of using an ethno-oriented approach in teaching Russian pronunciation to younger foreign students. We attempt to solve the problem of overcoming phonetic interference in the speech of Tajik children studying in Russian schools. The purpose of the study presented in the article is to substantiate and develop an effective ethnic-oriented set of exercises to overcome the Tajik-Russian phonetic interference and the formation of pronunciation skills in children with Tajik as their native language. In the course of a comparative analysis of the Russian and Taj

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14

Shamlidi, Evgenij Yuryevich. "ON THE ISSUE OF INTERPRETERS’ PHONETIC COMPETENCE (BASED ON THE ENGLISH LANGUAGE)." Russian Journal of Multilingualism and Education 11, no. 1 (2019): 86–97. http://dx.doi.org/10.35634/2500-0748-2019-11-86-97.

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The article deals with one of the most important aspects of translators’ linguistic competence - their phonetics, since interpreters’ good pronunciation is of great practical value, including enunciation of phonemes, lexemes, intonation, articulation, stress placement, and even voice timbre. The novelty of this research consists in the fact that it is one of the few works analyzing typical pronouncing errors of Russian learners of English - mainly interpreters, but also teachers and other students of English - who use their English for various pragmatic purposes. Linguistic literature is reple

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15

Druien, Robert F., Oleg Beniukh, and Ksana Beniukh. "Russian-English Dictionary with Complete Phonetics." Modern Language Journal 76, no. 4 (1992): 573. http://dx.doi.org/10.2307/330095.

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16

АНТОНОВА, Ю. А. "ТРАДИЦИОННЫЕ И НОВАТОРСКИЕ ТЕХНИКИ ОБУЧЕНИЯ КИТАЙСКИХ СТУДЕНТОВ РУССКОЙ ФОНЕТИКЕ". Russkii iazyk za rubezhom, № 6(307) (20 грудня 2024): 32–42. https://doi.org/10.37632/pi.2024.307.6.005.

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Статья посвящена проблеме обучения китайских студентов русским слухопроизносительным навыкам. Подчеркивается необходимость коррекции подхода к обучению русской фонетике в вузах КНР. Излагаются особенности китайского языка, которые приводят к межъязыковой интерференции. Перечисляются типы ошибок, которые китайские студенты-филологи допускают при освоении русской фонетики. Автор предлагает сделать главным аналитико-имитационный метод постановки звуков и сочетать работу по УМК «Восток‑1» с современными приемами из логопедии и нейропедагогики, которые придают обучению интерактивный характер, созда

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17

Kirillina, Kristina P. "Regional Component in Teaching Russian as a Foreign Language (Republic Sakha (Yakutia))." Proceedings of Southern Federal University. Philology 2021, no. 1 (2021): 193–204. http://dx.doi.org/10.18522/1995-0640-2021-1-193-204.

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The regional component in teaching foreigners the Russian language is becoming increasingly important in the modern educational space. The article presents the methodology of teaching foreign students from China and South Korea to Russian phonetics using vargan, the national instrument of the Yakutia. The methodological basis of the study includes comparison, observation, study and summary of personal experience in a foreign audience. The indicated methods made it possible to prove the musical instrument vargan has a wide potential in teaching the phonetics of foreign students in the Russian l

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Leonova, Daria Y., and Evgeniya V. Tikhonova. "The role and place of phonetics in the process of learning Chinese language." Tambov University Review. Series: Humanities, no. 1 (2023): 103–9. http://dx.doi.org/10.20310/1810-0201-2023-28-1-103-109.

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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

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Bovshik, A. S. "Mastering English Pronunciation: Insights for Russian-Speaking Learners." Язык и текст 10, no. 4 (2023): 118–26. http://dx.doi.org/10.17759/langt.2023100410.

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<p>This article provides valuable insights and guidance for both teachers and students, with the aim of effectively enhancing Russian students' pronunciation skills. It challenges common misconceptions that often hinder the correct teaching and learning of English sounds, such as the belief that pronunciation mastery means indefinite retention, that correct pronunciation is excessive perfectionism, that phonetic symbols are unnecessary, etc. By addressing these misconceptions, the article seeks to foster a better understanding of the approach required to master the intricacies of English

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Apzhaparova, A., Zh Bektashova, and M. Karimova. "Comparative Analysis and Features of the Phonetic Structure in Russian and English Languages." Bulletin of Science and Practice 10, no. 12 (2024): 641–44. https://doi.org/10.33619/2414-2948/109/85.

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With the increasing cooperation and development of civilizations, the need to learn foreign languages is also increasing. Languages are very diverse. At the same time they are fundamentally similar and have much in common. Every language is an expression of thought through sounds produced by human beings. That is why it has become necessary to distinguish between phonetics and many other aspects of each language. The article is devoted to a comparative analysis of the phonetic systems of English and Russian languages. The authors of the article reveal the peculiarities and regularities of the

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Прохватилова, О. А. "Phonetic speech correction course for Chinese: what should it be? (from work experience at the Shenzhen MSU-BIT University)." Russkii iazyk za rubezhom, no. 6(289) (January 14, 2022): 63–67. http://dx.doi.org/10.37632/pi.2021.289.6.010.

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Статья посвящена рассмотрению содержательных особенностей корректировочного курса фонетики РКИ для носителей китайского языка. На основе опыта преподавания в Совместном университете МГУ-ППИ и с учетом имеющихся в специальной литературе представлений о фонетико-фонологической системе китайского языка и китайском акценте формулируется ведущий принцип построения корректировочного курса фонетики, сочетающий ориентацию на китайскую артикуляционную базу и учет специфики фонетико-фонологической системы китайского языка. Предлагается описание содержательной структуры корректировочного курса для китайс

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이바노바. "Teaching methods of Russian phonetics for foreigners." Journal of Foreign Studies 13, no. 1 (2009): 197–214. http://dx.doi.org/10.15755/jfs.2009.13.1.197.

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23

Nefedov, Igor V., and Anna V. Shi. "GAMIFICATION OF THE EDUCATIONAL PROCESS: GAMES IN RFL-CLASSES IN THE CHINESE AUDIENCE." Proceedings of Southern Federal University. Philology 26, no. 3 (2022): 158–68. http://dx.doi.org/10.18522/1995-0640-2022-3-158-168.

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Gamification of the educational process is one of the main ways to develop modern methods of RFL-teaching. Games undoubtedly increase motivation to learn Russian, make the educational process brighter, more colorful, more interesting, and, accordingly, more active. Intensification of the process of teaching Russian as a foreign language is one of the urgent problems of the teaching methodology of the Russian Language at this stage of its development. Many tutors working with Chinese students note the fact that quite often their students do not reach the required level of proficiency in the Rus

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Kubecka, Katarzyna. "Gwiazdy zachodniej muzyki rozrywkowej w rosyjskim slangu młodzieżowym." Kultury Wschodniosłowiańskie - Oblicza i Dialog, no. 4 (September 22, 2018): 85–94. http://dx.doi.org/10.14746/kw.2014.4.7.

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The article is devoted to the names of music stars in Russian youth slang. The number of English borrowings, which appear in the Russian youth’s language, is growing rapidly. Russian youngsters are open for western music. The paper presents the processes of implementation of English names into Russian slang. The studied material shows how English words are transformed to adjust to Russian phonetics. The author of this paper proves that young people do not copy foreign words and phrases, but treat them as a basis for further modifications. They play with foreign words in order to adjust them to

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Heo, Yong. "Consonantal Structures in Phonetics and Phonology." Cross-cultural studies review 1, no. 1-2 (2020): 47–65. http://dx.doi.org/10.38003/ccsr.1.1-2.3.

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The purpose of this study is to present and compare two different approaches (a phonetic approach and a phonological one) for the speech sound systems of natural languages. To this end, this study investigates natural speech sound systems with the consonantal systems of four Slavic languages, Russian, Polish, Czech and Serbian and Croatian, on the basis of phonetic and phonological approaches. In the phonetic approach, the consonant inventories of the four Slavic languages are analyzed with the theory of maximal and sufficient dispersion and the size principle, together with a frequency-based

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Valipour, A., and M.H. Salehi. "ON THE QUESTION OF EPENTHESIS AND PROTHESIS OF CONSONANTS IN RUSSIAN AND PERSIAN." POLISH JOURNAL OF SCIENCE, no. 53 (August 16, 2022): 63–66. https://doi.org/10.5281/zenodo.6997350.

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The article is devoted to a comparative analysis of phonetic (sound) processes of epenthesis and prothesis of consonant phonemes in Russian and Persian languages. The purpose of this work is to analyse the characteristics of the phonetic (sound) processes of epenthesis and prothesis of consonant phonemes in the Russian and Persian languages and to express their similarities and differences in the phonetic system of the above languages. The object of study is the phonetic (sound) changes of consonant phonemes in the flow of speech. The subject of the research is epenthesis and prothesis of cons

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Valipour, A., and M.H. Salehi. "ON THE QUESTION OF DIAERESIS AND HAPLOLOGY OF CONSONANTS IN RUSSIAN AND PERSIAN LANGUAGES." POLISH JOURNAL OF SCIENCE, no. 53 (August 16, 2022): 61–63. https://doi.org/10.5281/zenodo.6997346.

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The article is devoted to a comparative analysis of the phonetic (sound) processes of diaeresis and haplology of consonant phonemes in Russian and Persian languages. The purpose of this work is to analyse the characteristics of the phonetic (sound) processes of diaeresis and haplology of consonant phonemes in Russian and Persian languages and to express their similarities and differences. The object of study is the phonetic (sound) changes of consonant phonemes in the flow of speech. The subject of the research is diaeresis and haplology of consonant phonemes in Russian and Persian languages.

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Antonenko, Natalia, and Tatiana Teplova. "Dialectological description of the Russian language functioning in the Baidar Valley of Greater Sevastopol." SHS Web of Conferences 69 (2019): 00006. http://dx.doi.org/10.1051/shsconf/20196900006.

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The paper discusses the main stages of investigation into the dialectological situation in the South of Russia, with special attention being given to the studies of territories close to the Republic of Crimea. This paper presents findings from a field study of the Russian language functioning in an isolated area. We investigate speech of the people living in Greater Sevastopol to identify peculiar features in phonetics, word building, morphology and syntax. Our respondents are both natives and migrants from various regions. The regiolect of Sevastopol is analysed in terms of dialect bases and

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Azadi, Roya, and Alireza Valipour. "Effect of Persian Prosodic Units and Intonation Patterns on Intonation Pattern No. 7 in Iranian Students of Russian." Bulletin of Kemerovo State University. Series: Humanities and Social Sciences 2024, no. 1 (2024): 49–56. http://dx.doi.org/10.21603/2542-1840-2024-8-1-49-56.

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Iranian students of Russian often experience problems with phonetics and pronunciation that hinder their listening comprehension. Pronunciation mistakes and native-language interference are the main problems Iranian students have to face while studying Russian. No textbooks in Iran introduce a comparative analysis of Russian and Persian phonetic systems. This research was an attempt to compare the intonation systems of both languages in order to help Iranian students to master Intonation Pattern No.7 and develop their communication skills in the Russian language. Oral speech of 17 Iranian stud

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Azadi, R., and A. Valipour. "Comparative Study of Suprasegmental Units of the Russian and Persian Languages in the Speech of Iranian Students Acquiring the Sixth Intonation Pattern." Linguistics & Polyglot Studies 11, no. 1 (2025): 131–45. https://doi.org/10.24833/2410-2423-2025-1-41-131-145.

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When learning a new language, students may encounter various challenges, particularly those related to the unique structural aspects of the target language. One of the fundamental and most important subjects in the field of language education is phonetics − one of the main sections of linguistics, which allows the language to focus on the physical aspects and coordinates speech sounds. Phonetics is the field that examines intonation as a means of registering utterances and creating their integrity, while simultaneously dividing speech streams into minimal units with semantic meaning.In this ar

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Koydan, E. V. "The Communicative Function of Phonetic Units in Russian Futurist Poetry." Communicology 9, no. 1 (2021): 42–52. http://dx.doi.org/10.21453/2311-3065-2021-9-1-42-52.

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The paper examines the historical connection of phonetics with general linguistics, and reveals why this area of linguistics did not develop neither consistently, nor simultaneously in the structure of philological sciences. Attention is paid to the modern media-text approach to such an area of phonetics as intonation; the latter, in turn, is viewed as part of communication theory. It is hypothesized that such an attitude to sound, to the phoneme, has already been considered among the Futurists, Dadaists, Lettrists, Budelyans and Oberiuts, who interpreted sounds as an unknowable phenomenon tha

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Shutova, M. N., and I. A. Orekhova. "PHONETICS IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE." Russian language studies 16, no. 3 (2018): 261–78. http://dx.doi.org/10.22363/2618-8163-2018-16-3-261-278.

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Lee, Hyemi, and KoonHyuk Byun. "A phonology-phonetics mismatch in Russian vowel reduction." Language and Linguistics 80 (August 31, 2018): 127–46. http://dx.doi.org/10.20865/20188005.

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IOSAD, PAVEL. "Vowel reduction in Russian: No phonetics in phonology." Journal of Linguistics 48, no. 3 (2012): 521–71. http://dx.doi.org/10.1017/s0022226712000102.

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Much recent work in phonology concentrates on the role of sonority in the phenomenon of vowel reduction, capitalizing on two facts: that reduction involves raising and/or shortening and that higher vowels and schwa are normally interpreted as having low sonority. This paper presents a different approach to vowel reduction in Standard Russian. It is proposed that the apparent sonority-driven effects in Russian are epiphenomenal. In particular, reduction to schwa is outside the domain of phonological computation in Russian, being an artifact of reduced duration. Other types of neutralization ari

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Nekrasova, G. A. "HISTORICAL PHONETICS OF THE UDMURT LANGUAGE IN THE SCIENTIFIC WORK OF V.K. KELMAKOV." Bulletin of Udmurt University. Series History and Philology 32, no. 2 (2022): 408–18. http://dx.doi.org/10.35634/2412-9534-2022-32-2-408-418.

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The paper is dedicated to the anniversary of a talented scientist and teacher, an outstanding Russian Finno-Ugrist, Doctor of Philology, Professor of the Department of General and Finno-Ugric Linguistics of the Institute of Udmurt Philology, Finno-Ugric Studies and Journalism of Udmurt State University, Valey Kelmakovich Kelmakov. The paper identifies the main problems in the historical phonetics of the Udmurt language, considered in the works of the researcher: sources of the study of historical phonetics, reconstruction of the Pra-Udmurt vocalism of the first and non-first syllables, diachro

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Mel’nik, Yuliya A. "Foreign Language Accent in Russian Speech of the Mongols As a Result of Interference of Language Systems." Review of Omsk State Pedagogical University. Humanitarian research, no. 30 (2021): 72–76. http://dx.doi.org/10.36809/2309-9380-2021-30-72-76.

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The article analyses the most typical phonetic and intonational mistakes that arise in the speech of the Mongols when mastering the Russian language. Such mistakes create a specific foreign accent, and can be an obstacle to successful communication. Phonetic and intonational differences in the speech of the Russian-speaking Mongols are due to the influence of the phonological system of their native language, as well as the diverse structure of the compared languages (consonant and vocal), the discrepancy of articulation bases, and the peculiarities of the organization of the super-segment leve

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Син, Ч. "Фонетика как ключевой элемент в преподавании русского языка: анализ недостатков на китайском рынке". Modern scientist, № 1 (8 січня 2025): 94–100. https://doi.org/10.58224/2541-8459-2025-1-94-100.

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в статье рассматривается проблема преподавания фонетики как ключевого элемента в преподавании русского языка в контексте выявления недостатков на китайском рынке. Статья посвящена проблемам преподавания фонетики русского языка китайским студентам, изучающим русский язык. Основное внимание уделено сложности, связанной с фонетическими различиями между китайским и русским языками, которые оказывают значительное влияние на процесс обучения. Особые трудности вызывают звуки, отсутствующие в китайском, такие как [р], [ж], [з], а также проблемы с ударением, что затрудняет понимание и интерпретацию реч

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Im, S. B. "The use of Turkic loanwords in the Russian language." E3S Web of Conferences 413 (2023): 03015. http://dx.doi.org/10.1051/e3sconf/202341303015.

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The subject of the research is loanwords form Turkic languages in the Russian language. The basic rules for the development of the language, its connections with the history of society in different periods are clearly manifested precisely in the vocabulary. Loanwords from Turkic languages were borrowed through oral speech. This led to the emergence of various options for borrowing. The article describes the internal rules for the development of Turkic loanwords, reflected in their composition, functioning, semantics, and phonetics. The borrowing of loanwords, in particular, from the Turkic lan

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Li, Sh, and M. Zhambylkyzy. "Analysis of Common Transfer of Chinese Han Students’ Russian Pronunciation." Tiltanym, no. 2 (July 8, 2025): 211–19. https://doi.org/10.55491/2411-6076-2025-2-211-219.

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With the increasing frequency of international communication, the study of second language acquisition has garnered heightened attention within the academic community. In the realm of second language acquisition, the phenomenon of language transfer is widespread and has emerged as a focal point in research on interlingual influence. This article examines language transfer during the acquisition of Russian oral speech by Han Chinese students. This analysis represents a research endeavor conducted as part of a dissertation focusing on “Language transfer in the process of Russian phonetic acquisi

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Walczak, Jakub. "К вопросу о составлении учебного пособия по фонетике для польских студентов-русистов". Acta Polono-Ruthenica 2, № XXIV (2019): 115–24. http://dx.doi.org/10.31648/apr.4466.

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The article concerns theoretical premises leading to the development of a comprehensive Rus-sian pronunciation course for foreigners. The author of Fonetyka rosyjska. Praktyczny przewodnik po wymowie i intonacji z ćwiczeniami, was guided by two principles, meaning that the phonological system of the native language may be a starting point and the articulation base for learning foreign pronunciation as well as that the next learning units should be based on the most difficult parts of Russian phonetics – especially those in which an interference with Polish language is observed, and those which

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Kokorin, S. A. "SYSTEM OF RUSSIAN INTONATION AS A TOOL TO TEACH RUSSIAN AS A FOREIGN LANGUAGE." Современная высшая школа инновационный аспект, no. 2 (2022): 128–33. http://dx.doi.org/10.7442/2071-9620-2022-14-2-128-133.

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Teacher’s experiences of working with foreign students at the initial stage of teaching phonetics of Russian as a foreign language, particularly intonation, are discussed. Besides, characteristics of pronouncing different constructions in view of communication aim by speakers of other languages are presented. Results of a pedagogical experiment of teaching Russian as a foreign language through intonation as a means to realize speech intention are given.

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Gao, Jing. "SPECIAL ASPECTS OF SELECTING CONTENT FOR TEACHING CHINESE TO HIGH SCHOOL STUDENTS." Bulletin of Krasnoyarsk State Pedagogical University named after V.P. Astafiev 62, no. 4 (2022): 112–23. http://dx.doi.org/10.25146/1995-0861-2022-62-4-373.

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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 Chin

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Gadimova, Jamila A. "On the question of levels of adaptation of polonism in Russian language." Krakowskie Studia Małopolskie 42, no. 2 (2024): 105–19. http://dx.doi.org/10.15804/ksm20240206.

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The problem of loanword is one of the traditional ones in linguistic science. In the process of loanword, Polonisms were subject to adaptation at all levels of the language system. Phonetic adaptation of Polonisms involves their adaptation to the norms and laws of phonetics of the Russian language. Becoming the property of the Russian language, Polonisms acquire a Russian graphic appearance. Polonisms have undergone such semantic adaptation as narrowing, expanding and changing meanings. With grammatical adaptation, Polonisms adapt to the rules of Russian grammar and take on the grammatical mea

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Shao Nanxi and Van Jue. "TEACHING AND SCIENTIFIC RESEARCH OF RUSSIAN PHONETICS: BASIC LEVEL." Pedagogical Education in Russia, no. 12 (2016): 190–97. http://dx.doi.org/10.26170/po16-12-39.

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Wang, Yuehan. "Helping Chinese Students to Master Russian Phonetics and Lexicology." Stephanos. Peer reviewed multilanguage scientific journal 23, no. 3 (2017): 131–36. http://dx.doi.org/10.24249/2309-9917-2017-23-3-131-136.

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Каримова, Малика, and И.П. Хошмуратова. "LINGUISTIC ASPECTS OF THE RUSSIAN LANGUAGE: DIVERSITY AND COMPLEXITY." MODERN SCIENCE AND RESEARCH 3, no. 4 (2024): 661–64. https://doi.org/10.5281/zenodo.10999315.

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<em>This abstract provides an overview of linguistic aspects of the Russian language, including phonetics, morphology, syntax, lexicology and stylistics. Examples are given to illustrate each of these aspects in order to demonstrate their significance for the understanding and use of the Russian language.</em>

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Filatova, Yelena A. "Traditional and computer methods of teaching English phonetics and their effectiveness in conditions of auditory bilingualism." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 4 (2019): 215–17. http://dx.doi.org/10.34216/2073-1426-2019-25-4-215-217.

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A comparative analysis of traditional and computer methods of teaching English segmental and suprasegmental phonetics in conditions of auditory bilingualism is given in the present article. The need for new modern methods of teaching and textbooks is justified. It is revealed that new computer methods of teaching should be aimed for preparing and training for the oral part of the Russian State Exam and have different estimation criteria. General characteristics of basic traditional methods (articulatory and acoustic) and their effectiveness is shown on the examples of concrete Russian and fore

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Morozova, Nadezhda. "In Memory of Leonid Leonidovich Kasatkin (30.12.1926–13.09.2020)." Slavistica Vilnensis 65, no. 2 (2020): 159–63. http://dx.doi.org/10.15388/slavviln.2020.65(2).55.

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Leonid Kasatkin is a famous Russian dialectologist. He devoted his works to Russian phonetics, the study of dialects, especially of the Old Believers. He often came to Vilnius University for conferences, for many years he had creative contacts with prof. Chekmonas. His contribution to science is very significant.

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Adzieva, Elvira S. "Comparative analysis of the articulatory-acoustic characteristics of the vocalism of the modern English and Russian languages (Based on biological terminology)." Izvestiya of Saratov University. Philology. Journalism 22, no. 3 (2022): 289–92. http://dx.doi.org/10.18500/1817-7115-2022-22-3-289-292.

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The article considers the comparative analysis of the articulation-acoustic characteristics of the vocalism of the modern English and Russian languages (on the examples of the scientific discourse), taking into account combinatorial and positional changes that affect the characteristics of unstressed vocalism, a number of typical modifications in the timbre, temporal, dynamic and tonal characteristics of unstressed languages are identified. Namely: the variability of the timbre features of the vowel depending on the vowel of the Russian language,to which it is assimilated by the speaker; incre

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Balšaitytė, Danutė. "Quantitative Reduction of Vowels Following Soft Consonants in the Russian Speech of Lithuanians." Respectus Philologicus 21, no. 26 (2012): 160–69. http://dx.doi.org/10.15388/respectus.2012.26.15484.

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This investigation of the acoustic characteristics of phonetic units in the Russian speech of Lithuanians is important for a description of the mechanisms of speech production in a situation of the interference of two languages (native and studied), and for the solution of applied problems of teaching (or correcting) Russian phonetics to Lithuanians.The article analyses the average duration (in milliseconds) of the Russian stressed vowels [i], [e], [a], [u], and their unstressed allophones, when they follow soft consonants in the speech of Lithuanians. The results of the spectral analysis show

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