Autosuggestion Phonological Ways of Teaching English Senior Pupils

The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization.

The results of the research. In the senior classes there is an actualization (accentuation) of pupils' knowledge in determining their choice of their own educational path. A reflexive component of schoolchildren's facilitative interaction is of great importance. In this case, the principle of dialogic reflection, based on the analysis of things, objects or phenomena from different points of view, sometimes is opposite and completely incompatible, becomes especially important. This principle is considered by us as a principle of additionality, and therefore strengthening (intensification) of auto-suggestive interaction of pupils at school should be based not on antagonism of internal and external dialogues, but on their combination, which emphasizes the importance of modeling dialogue, dialogic interaction, dialogic influence and dialogic culture.

Conclusions. Thus, we'd like to analyze the psychoanalytic and cultural-historical determinants of the organization of the educational process in secondary education through auto-suggestive interaction. We believe that auto-suggestive interaction is based on the principles of unconscious content, when the frames or scripts that are updated, are not actually realized by the individual. According to this, all the experience is concentrated in the collective unconscious items.

Key words: auto-suggestive phonological ways of teaching English, communicative activity, communicative competence, grammatical competence, so- ciolinguistic competence, the competence of the statement, the competence of a speech strategy.

Мета статті - висвітлити сутність комунікативних прийомів навчання, згідно з якими процес навчання є гармонійною моделлю процесу спілкування; досягти комунікативної активності учнів шляхом пропонування її домінуючим законам; розкрити визначення терміна "комунікативна компетентність"; з'ясувати чотири компоненти, що формують комунікативну компетентність особистості у процесі вивчення іноземної мови (граматична компетентність, соціолінгвістична компетентність, компетентність висловлювання, компетентність мовленнєвої стратегії); обґрунтувати методи вивчення іноземних мов відповідно до комунікативного підходу в методології сучасної англійської мови; описати деякі важливі методи автоматичного навіювання англійської мови, які є фонетичними стратегіями й аутосугестивними фонологічними способами навчання.

Для розв'язання поставлених у роботі завдань використано такі теоретичні методи дослідження: категоріальний, структурно-функціональний, аналіз, систематизація, моделювання, узагальнення.

Результати дослідження. У старших класах відбулась актуалізація (акцентуація) знань школярів у визначенні вибору ними власного освітнього шляху, тобто неабияке значення мав рефлексивний компонент аутосугестивної взаємодії школярів. У зв'язку з цим особливого значення набув принцип діалогової рефлексії, що базувався на аналізі речей, предметів або явищ із різних точок зору, часом - протилежних і зовсім несумісних. Окреслений принцип розглядався нами як принцип додатковості, а тому посилення (інтенсифікація) аутосугестивної взаємодії школярів у старшій школі має здійснюватися на основі не антагоністичності внутрішнього й зовнішнього діалогів, а їх поєднання, що актуалізувало значущість моделювання діалогу, діалогічної взаємодії, діалогічного впливу і діалогічної культуровідповідності.

Ключові слова: аутосугестивні фонологічні способи навчання англійської мови, комунікативна діяльність, комунікативна компетентність, граматична компетентність, соціолінгвістична компетентність, компетентність висловлювання, компетентність мовленнєвої стратегії.

Для решения поставленных в работе задач использованы следующие теоретические методы исследования: категориальный, структурно-функциональный, анализ, систематизация, моделирование, обобщение.

Результаты исследования. Определено, что в старших классах происходит актуализация (акцентуация) знаний школьников в определении выбора ими собственного образовательного пути, то есть большое значение имеет рефлексивный компонент аутосуггестивного взаимодействия школьников. В связи с этим особое значение приобрел принцип диалоговой рефлексии, основанный на анализе вещей, предметов или явлений с разных точек зрения, порой - противоположных и совсем несовместимых. Данный принцип рассматривался нами как принцип дополнительности, а потому усиление (интенсификация) аутосуггестивного взаимодействия школьников в старшей школе должно осуществляться на базе не антагонистичности внутреннего и внешнего диалогов, а в их сочетании, что существенно актуализирует значимость моделирования диалога, диалогического взаимодействия, диалогического воздействия и диалогического культуросоответствия.

Выводы. Проанализированы психоаналитические и культурно-исторические детерминанты организации образовательного процесса в учреждениях среднего образования с помощью аутосуггестивного взаимодействия. Доказано, что аутосуггестивное взаимодействие базируется на принципах бессознательного или неосознанного содержания, когда актуализирующиеся фреймы или скрипты фактически осознаются самой личностью. Таким образом, в коллективном бессознательном сконцентрирован весь опыт, накопленный человечеством за всю историю его существования, и этот опыт нельзя нивелировать, а только можно его вытеснить в сферу бессознательного. Показано, что именно в бессознательном древних народов - мифах - можно увидеть изрядное количество сюжетов, которые моделируют для ребенка особые условия: мифы выполняют роль Мессии, для них подвластными являются сокровенные знания. Таким образом, становится понятным удивительное знание, которым Ребенок в младшем возрасте и не пытается овладеть. Детское вещание характеризуется в большой степени эгоцентризмом, когда ребенок не заботится о собеседниках, то есть не пытается быть понятым окружающими, и высказывается только для самого себя - тогда его речь является сугубо монологической. Кроме того, речь ребенка не является в полной мере социализированной, направленной на самого себя, и основывается не только на синкретизме соображения, которое плотно связано с синкретизмом понимания. Ребенок, учитывая некоторые понятные для него слова собеседника, создает некий образ темы, иногда - ложный, ведь слова не всегда логически связанны, и на основании этой целостной для себя схемы овладевает новым материалом, пытаясь его объяснить, учитывая аналогию с определенными, хорошо знакомыми вещами. В силу этого ребенок, становясь взрослым, все в большей степени приобщается к общественной жизни, его речь становится универсальной, то есть - теряет свою внутреннюю направленность, переходя в форму чисто внешнего вещания.

Ключевые слова: аутосуггестивные фонологические способы обучения английскому языку, коммуникативная деятельность, коммуникативная компетентность, грамматическая компетентность, социолингвистическая компетентность, компетентность высказывания, компетентность речевой стратегии.

A pure tone is made up of a single sine wave with a fixed frequency or pitch. This means that each cycle of the wave occurs at regular intervals, so that the same pattern is repeated again and again. The following illustration shows a sine wave with a 300 Hz pitch. Hz is the abbreviation for Hertz, which is the unit in which frequency is measured, so named in honour of the physicist Heinrich Hertz.

However, each speech sound is made up of complex waves, i.e. a complex mix of different frequencies, where it is far more difficult to recognize any regularity, although these often do exist. It is these regularities in the frequency patterns which allow us firstly to classify the individual speech sounds phonetically and then establish classes of sounds.

Speech sounds are grouped into language units called phonemes. So what actually are phonemes? Probably the simplest explanation is that a phoneme is an abstract concept used to represent a group of sounds or sound combinations that are similar enough to each other to be perceived as performing the same function in a speech chain. A phoneme is the smallest contrastive language unit which exists in the speech of all people belonging to the same language community in the form of speech sounds and may bring about a change of meaning.

The phoneme is realized in speech in the material form of speech sounds of different types. The phoneme is a functional unit. That means that being opposed to other phonemes in the same phonetic context it is capable of differentiating the meaning: /pit/ and /bit/, "the classic" /Jip/ and /Ji:p/, /kap/ and /kat/, etc.

The idea of the phoneme is mainly based upon the fact that we can establish distinctions of meaning between words by replacing certain elements, i.e. sounds, by one another. One way in which we can distinguish the elements that can replace each other is to use a minimal pair test in the way we have just seen in the examples above. Another way of identifying the inventory of phonemes used in a language is to look at their distribution. Another classic example here is the difference between the occurrences of /h/ & /g/ in English, where the first can never occur at the end of a word - other than in the form of aspiration - and the second never at the beginning. Of course the two units we can distinguish in this way also need to be sufficiently different from one another in the way they are produced; otherwise it would not make any sense. So, returning to our example of the voiceless plosives above, we could say that the absence of voicing and same place and manner of articulation in all examples, including the positional variant after the fricative, makes these sounds sufficiently similar to each other to count them as one phoneme. On the other hand, if we add the voicing to e.g. the bilabial plosive, we do get a distinction in meaning between minimal pairs like /pit/ and / bit/, so that we can assume that there are two different phonemes.

In cases where we have instances of the same phoneme, but marginally different realizations, we speak of allophonic variation or allophones. This term comes from the Greek word aMo, which simply means other. Further examples for this are the occurrence of "clear" (/l/) and "dark l" (/!/) in (many, if not most, accents of) English, where the latter only occurs in final position and the difference in the pronunciation of /k/ in the words key and coo, where the obstacle for the plosive in the former is made considerably further to the front than for the latter articulation, due to the nature of the following vowel.

One of the main characteristics of speech sounds is that they are made up of many different frequencies. In order to understand how the resonances at these different frequencies do in fact arise, we need to think about how exactly speech sounds are produced.

In any language people speak (if they have no physical defects) using their organs of speech (Fig. 1). Speech apparatus is just the same in all people except Hottentots and Bushmen - small South-African nations. Their palate is higher, tongue - narrower, chin - smaller than in other people. Such speech apparatus may make it easier for them to pronounce special clicking sounds.

The organs that produce the initial vibration - if there is any present - are the vocal folds/cords, situated in the larynx, which in turn is located in the trachea or windpipe. The space that may open up between the vocal folds if they're pulled apart is called the glottis. But of course, the vocal cords on their own could not actually vibrate unless there was some energy driving them, just like there would be nor ripples on the water unless we threw a stone in, or the wind or tides caused a movement. In most speech sounds, this energy is provided by the lungs, which push air up through the windpipe and set the vocal cords in motion.

To test and see - or rather feel - whether there's any vocal cord vibration present, you can either touch your larynx while you produce a sound or cover your ears and feel the vibrations inside your head. The second test may actually work better for women because, biologically, they tend to have smaller larynxes than men do, and which will thus be more difficult to locate.

The opening and closing of the vocal cords then provides the initial vibrations at relatively regular intervals, but as the air keeps moving up through the vocal tract (comprised of the oral and nasal tracts), it is modified further by the shape of the(se) tract(s), as well as the positions of the (active and passive) articulators. The configuration of the articulators at any given time is responsible for the shapes of the complex waveforms that are transmitted from speaker to hearer. Of course, it is not only sounds with vocal cord vibration that get filtered in this way, but also those that are not accompanied by any vibration.

All the organs of speech can be divided into two groups: active and passive.

In all languages we speak with air from the lungs. We draw it into the lungs quickly and we release it slowly and then interfere with its passage in various ways and at various places.

The air released from the lungs comes up through the windpipe and arrives first at the larynx. The larynx contains two small bands of elastic tissue, which can be thought of as two flat strips of rubber, lying opposite to each other across the air passage.

The inner edges of the vocal cords can be moved towards each other so that they meet and completely cover the top of the windpipe, or they can be drawn apart so that there is a gap between them through which the air can pass freely: this is their usual position when we breathe quietly in and out.

When the vocal cords are brought together tightly no air can pass through them and if the lungs are pushing air from below this air is compressed. If the vocal cords are then opened suddenly the compressed air bursts out with a sort of coughing noise (Fig. 2; Fig. 3; Fig. 4).

Fig. 2. Position of the vocal folds: Unvoiced

Fig. 3. Position of the vocal folds: voicing (initial & the wildest aperture)

Fig. 4. Position of the vocal folds: glottal stop

The palate forms the roof of the mouth and separates the mouth cavity from the nose (or nasal) cavity. Make the tip of your tongue touch the palate as far as you can: most of it is hard and fixed in position, but when your tongue-tip is as far as it will go away from your teeth, you will notice that the palate becomes soft. The soft palate can move: it can be raised so that it makes a firm contact with the back wall of the pharynx, and this stops the breath from going up into the nasal cavity and forces it to go into the mouth only. You can see this raising of the soft palate in position for the vowel [a:] and push out your breath very fast, as if you were trying to blow out a match, still with your mouth open wide. You will see the soft palate move quickly upwards so that the breath all comes out of the mouth.

The lower front teeth are not too important in speech except that if they are missing it will be difficult to make certain sounds, e.g. s and z. But the two upper front teeth are used in English to some extend.

The tongue is the most important of the organs of speech because it has the greatest variety of movement. Although the tongue has no obvious natural divisions like the palate, it is useful to think of it as divided into four parts: the back part, the front, the tip and blade.

It is obvious that the lips can take up various different positions. But English speaking people do not move their lips with very much energy: their lips are never very far apart, they do not take up very rounded shapes, and they are rarely spread very much and almost never pushed forward or protruded. Watch English people talk either in real life or on films and notice how little the lips and lower jaw move; some people make more lip-movement then others, but it is never necessary to exaggerate these movements. The same is true for movements of the jaw: in normal speech there is rarely more than half an inch between the lips or a quarter of an inch between the teeth even when the mouth is at its widest open. No wonder English can be spoken quite easily whilst holding a pipe between the teeth!

Speech perception is often portrayed as a decoding process that is exactly the opposite of speech production (as a form of encoding), but this conception - depicted in the graph below - is potentially somewhat misleading.

The process of decoding is - if anything - even more complex because the signal that originates from the speaker does not usually arrive at the receiving end - i.e. the hearer's ear - just as it was emitted by the speaker, but is often modified even more by the medium through which it travels, as well as any background noises that may affect our hearing. Thus, for example, if we are outside in the street where there may be a lot of traffic noise or in a different noisy environment, such as a pub, a concert, etc., the signal may become quite distorted.

The ear is a decoding device. When the speech signal eventually arrives at the hearer's ear, it travels from the outer ear into the middle ear, where it sets the eardrum in motion. This then transmits its vibrations onto the auditory ossicles, the mallet, the anvil and the stirrup. These, in turn, conduct the vibrations to the oval window, which connects the middle and the inner ear, into the inner ear, thereby usually amplifying the sound, but also possibly protecting the ear from excessive pressure, such as may be caused by very loud noises (Fig. 5).

Fig. 5. The ear as a decoding device

The inner is filled with liquid that conducts the frequencies coming from the middle ear to the auditory nerve. Higher frequencies are picked up by the thin end of the basilar membrane within the snail-shaped cochlea, whereas the lowest frequencies tend to make the whole membrane vibrate. In this way, different types of nerve impulses are produced, which are then sent to the brain where some form of mental representation is created.

In the senior classes there is an actualization (accentuation) of pupils' knowledge in determining their choice of their own educational path. Such as a reflexive component of schoolchildren's facilitative interaction is of great importance. In this case, the principle of dialogic reflection, based on the analysis of things, objects or phenomena from different points of view, sometimes is opposite and completely incompatible, becomes especially important. This principle is considered by us as a principle of additionality, and therefore strengthening (intensification) of facilitative interaction of pupils at school should be based not on antagonism of internal and external dialogues, but on their combination, which emphasizes the importance of modeling dialogue, dialogic interaction, dialogic influence and dialogic culture.

Conclusions

Thus, we'd like to analyze the psychoanalytic and cultural-historical determinants of the organization of the educational process in secondary education through auto-suggestive interaction. We believe that auto-suggestive interaction is based on the principles of unconscious or unconscious content, when the frames or scripts that are updated, are not actually realized by the individual. According to this, all the experience is concentrated in the collective unconscious. This experience is accumulated by mankind throughout the history of its existence, and this experience can not be leveled, but it can only be pushed into the realm of the unconscious. It is in the unconscious of ancient peoples - the myths - you can see a large number of plots that give the Child a special purpose: he/she plays the role of the Messiah, for him/her there are subjects with the most secret knowledge. Thus, it becomes largely understandable such amazing knowledge that the child in young age and does not try to master. Thus, we've to note that children's speech is characterized by a large degree of egocentrism, when the child does not care about the partners of communication, that is does not try to be understood by others and only speaks for himself/herself - his/her speech is purely monologue. In addition, the child's speech is not fully socialized, self-directed, and it is based not only on the syncretism of reasoning, which is closely related to the syncretism of understanding. The child, given some clear words of the partner of communication, creates some image of the topic, sometimes it is wrong, because the words are not always logically related, and on the basis of this holistic scheme for himself/herself masters new material, trying to explain it by analogy with certain, well-known things. As a result, the child, becoming an adult, increasingly becomes involved into the public life, his/ her speech becomes universal, that is loses its internal orientation, moving to a form of purely external speech.

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