Coordinating orthography and orthoepy in teaching pronunciation norms to students Musayeva Lala Qismet Doctoral student of Azerbaijan Pedagogical University

Coordinating orthography and orthoepy in teaching pronunciation norms to students
Musayeva Lala Qismet
Doctoral student of Azerbaijan Pedagogical University, teacher of the department of Azerbaijani language and its teaching technology
Abstract
The effectiveness of the development of not only oral, but also written speech of young students directly depends on the formation of this skill. The development of a clear idea about the relationship between sound and spelling in the Azerbaijani language is based on the differentiation of sound and letter in the child's mind.
Keywords: speech culture, spelling, orthography, oral speech, written speech, sound, letter
The responsibility of the teacher for his speech culture is extremely high. The live word of the teacher still remains the main means of teaching in school, so it is the teacher who has the right to demonstrate examples of correct pronunciation in front of children. A child who always has a model in front of him inevitably begins to imitate him and thereby spontaneously acquires the norms of literary language. It is known how great a role imitation plays in the formation of the vocal aspect of children's speech.
During the organization of work related to children's pronunciation culture in primary classes, it is mandatory to rely on the ability of young students to imitate the speech patterns accepted by the teacher. However, it is difficult to agree with the opinion found in the methodological literature that mastering the norms of orthography and accentology at the initial stage of education is possible only through imitation. The main difference between literary speech and ordinary, natural speech is the conscious use of linguistic means. "In general, V.G. Kostomarov emphasizes that "speech culture begins where linguistic self-awareness begins, when people not only think about what they speak, but also how they speak, when they begin to consciously test their subconscious linguistic instincts." [3]
Students' conscious work on the sound design of their speech requires a clear distinction between correct and incorrect pronunciation. Since young students cannot always independently determine which pronunciation is correct, literary, and which is wrong, the teacher's non-literary, skilled advice is also needed here. It is important to create an atmosphere of struggle for high speech culture in the classroom. It is especially dangerous to turn the struggle for the culture of speech into a "search for minor mistakes" in the opinion of M.R. Lvov, rather than with calls to speak correctly and endless correction of students' mistakes. Students often use incorrect expressions, and too frequent and harsh expressions can have the opposite effect - the student will feel insecure, "shut up". [4, p.7]
As the child acquires certain knowledge and skills that are part of the concept of pronunciation and hearing culture, the interest in improving his vocal speech arises and increases. The formation of students' pronunciation and hearing culture is the second important condition determining the success of oral speech development in children in primary grades. Pronunciation and auditory culture mean "distinctiveness and clarity of pronunciation, ability to divide words into separate sounds, compare them with letters, easily and quickly find lexical emphasis, observe correct literary pronunciation." [1, p.10]
In our opinion, the leading component of the pronunciation and hearing culture of a primary school student is the ability to correctly connect the visible and audible words.
Students learn the difference between sounds and letters from the first steps of learning: "sounds are pronounced (spoken) and heard, letters are written and read." It is true that while children easily adopt this theoretical position, they are constantly at odds with their practical activities. In various situations where sounds and letters are mixed up, students are usually "offended" by the sounds. A.M. Peshkovsky compares the fear of sound to the fear of vertigo in a tightrope walker: "Yes, indeed, you can learn to balance on a tightrope and lose your head by searching the abyss of sounds for a moment. But the question is, which is better: to wear a blindfold over your eyes for the rest of your life, or to get used to looking at this abyss? The first method is very quick and easy (the bandage is applied, it is on the first page of every textbook and for life), the second requires time and labor. [4, p.21]
It is quite possible to overcome the fear of sound, to maintain the necessary respect for the letter, to approach its solution not formally, but with the understanding of the great role played by the difference between sound and letter in the correct oral and written acquisition. M.V. "The confusion between sound and letter is not harmless," notes Panov. [2, p.6]
This leads children to move away from listening and hearing spoken speech and associate it with written speech, which in turn leads to both unliterary pronunciation and illiterate writing.
Observations show that young schoolchildren (and often teachers too!) have not formed a correct idea about the relationship between sounds and letters. The evidence is a variety of formulas (quite correct and more incorrect) that reveal the mentioned relationship: "the sound is represented by the letter", "the letter has a sound (there is no sound)", "the letter is formed from the sound", "the letter is read by sound", etc. . The following definition accurately and correctly expresses the nature of the relationship between sound and letter: the letter denotes the sound, the sound is determined (determined) by the letter. Words reflect the functional side of writing: writing performs as "a graphic sign that serves to determine sounds (phonemes) in writing" [3, p.239]
The ability to distinguish the sound and letter composition of a word is initially developed in young students in cases where the sound and spelling exactly coincide. Then - through the establishment of phonetic-orthographic correspondence in words: students observe and analyze cases of correlation between the sound of words and their written description characteristic of the pronunciation system. In such examples, the inconsistency between the sound and graphic composition of the words, according to the researchers studying the phonetics of the Azerbaijani language, is associated with positional phonetic changes of sounds that are not stable in writing, which are not recognized by speakers, they simply do not pay attention to them, and the gap between pronunciation and writing remains outside their field of vision. The primary school should make great efforts to make this gap a conscious fact of the children. Nevertheless, the methodology is forced to express the following: "As a result of practical exercises, children's ideas about the difference between pronunciation and writing are so automated that the student does not notice the discrepancy between sound and graphic features." [5, p.507]
One of the real tools that can help students understand the natural connection between oral speech and its written form is the task of establishing orthographic-spelling correspondences in words. It is orthoepy, in particular, that deals with the study of cases of literary pronunciation and orthographic coordination, atypical for the pronunciation system, where the contrast between sound and letter composition is so obvious that it cannot be ignored.
Along with phonetics-graphics, orthoepic-spelling comparisons will increase students' success in forming correct ideas about the relationship between sound and spelling in the Azerbaijani language, and thus will create a solid foundation for mastering both literary pronunciation and spelling.