"Prosodia" - translated from Greek...
Modern scholars interpret the meaning of this Greek word differently.
- In philology, which studies the metrical side of speech, these are its indicators such as stressed, unstressed and syllables of different lengths of sound (long, short).
- Linguistics calls the system of their pronunciation prosody.
- Others designate this word for the doctrine of stress.
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Sound speech can be characterized by several indicators - the strength and melody of pronunciation, speed - tempo, timbre.
For example, a military command sounds sharply different from the affectionate cooing of a mother over her baby.
So, the prosodic side of speech is its sound side, a complex combination of its components such as rhythm, strength, timbre, melody, tempo, logical stress, diction, voice flight. These elements ensure the transmission and understanding of emotions and allow us to distinguish the semantic nuances of speech.
Forms of prosody
Depending on the way the poem is organized, four forms of prosody are distinguished:
Syllabic prosody
Syllabic prosody is a prosody in which a fixed number of syllables per line is taken into account, and stress, tone and meter play a secondary role.
Tonic prosody
Tonic prosody is a prosody in which stress is measured in a poetic line and the number of syllables is varied.
Syllabic-tonic prosody
Syllabic-tonic prosody is a prosody that takes into account both the number of syllables and the number of stresses in a line.
Metrical (quantative) prosody
Metric (quantative) prosody is prosody that is measured not by the number of syllables, but by their length, i.e., the amount of time required to pronounce a syllable (mora). A classic example of metrical prosody is the lines from Virgil’s “Aeneid,” which are correlated not by the number of syllables, but by metric longitude: I sing about the man who from Troy originally came to Lavinia, the fate of the calming wave (Virgil, “Aeneid”)
The main prosodic units in poetry are meter, line, stanza. The repetition of identical feet in a line forms meter. Prosody studies the relationship of syllables in a verse by length and stress: in metric versification, prosody determines long and short syllables, in syllabic-tonic versification - stressed and unstressed.
Components of speech expressiveness
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In people with poorly developed prosody, the establishment of social contacts is impaired, and the choice of area of work is limited.
It is like a mosaic, made up of various components, the main one of which is intonation. In turn, this is also the sum of expressive linguistic means, the correct combination of which makes the prosodic side of speech an important way of communication:
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With the skillful use of these intonation means, the speaker’s thoughts are expressed more accurately, more diversely, as well as all the shades of his feelings and experiences.
Diagnostic features
To assess the development of prosody, the speech therapist pays special attention to the following components:
- sound pronunciation;
- syllable structure;
- strength and duration of exhalation;
- rate of speech;
- intonation design.
Sound pronunciation affects the state of diction, so the specialist pays attention to the pronunciation of which group of sounds causes difficulty for the child. When checking the syllable structure, he looks at the clarity of pronunciation of all sounds in a word, especially with a combination of consonants.
To check the strength and duration of exhalation, the specialist suggests playing a wind instrument. He also gives the task of singing vowels. The speech therapist especially looks at the state of coherent speech. Does the person change their intonation or is their speech monotonous? Can he control the pitch and strength of his voice?
Of course, the speech therapist also checks other components of speech. Speech therapy diagnostics must be comprehensive so that a specialist can determine the etiology of the disorder and select appropriate corrective exercises.
Patterns of development
An interesting scientific fact: compared to the verbal, the sound side of speech begins to develop in children at a very early age and without difficulty. The first cry at birth already expresses the mental state of the new person. Moreover, in infants it is acoustically different and overtonally individual.
At 2-3 months, new intonations and voice modulations appear.
Humming and spontaneous hooting at 3-4 months are designed to attract the attention of others; the child gradually learns the intonations of adults.
At 4-6 months, babbling is formed, that is, babbling breaks up into localized syllables characteristic of native speech, which indicates the beginning of the formation of syllable formation. The child first repeats the same syllables many times, and then combines different ones, changing the volume and pitch of the voice. By the end of this period, intonation, rhythm, and sounds are intensively mastered, which by 8 months become similar to the phonemes of the language, and their combinations appear - the harbingers of the first words. They appear at approximately 12 months. In communication with adults, thanks to imitation, the child begins to consciously use such prosodic elements as melody, voice strength, and varies intonation.
Acceleration of the tempo and improvement of the rhythmic side of speech occur as the pronunciation of sounds and syllables and their combinations is practiced. The speech of a two-year-old child contains simple phrases and stress, but it is characterized by intermittency and repetition. He does not yet master speech breathing and does not know how to regulate the pace of pronunciation.
Melody and phrases become more complex in the 5th year of life, expressiveness improves, and the ability to distinguish sounds improves, which is necessary for recognizing similar words. Often makes mistakes in accents.
By the end of the 6th year, the child speaks quickly, but unclearly and quietly. He has insufficient mobility of his lips, tongue, and lower jaw; his breathing becomes interrupted during speech, which affects his sound pronunciation.
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Gradually, with the accumulation of speech skills, the preschooler’s speech becomes more correct, more meaningful, and more expressive intonation.
Formation of intonation expressiveness
Intonation is an important component of the prosodic component of speech. You need to start working with an introduction to the concept of intonation: they explain to the child that with its help you can convey the mood of the characters, reading becomes more interesting. To make it easier for a child to grasp this concept and differentiate, use pictures depicting emotions.
Each intonation is practiced separately. They start working with the narrative, followed by the interrogative and exclamation. The child is explained when to use a certain intonation. The adult first reads the phrase himself, then pronounces it together with the child, who then pronounces it independently.
In addition to working with intonation, the speech therapist deals with setting logical stress and arranging pauses. To do this, you can use diagrams to make it easier to navigate. It would be good if an adult could show by example the importance of pausing and setting logical stress. Poems are suitable for practicing these components of prosody. Gradually, the exercises can be made more complex using simple, unrhymed text.
Formation conditions
The most important conditions for the correct development of the prosodic side of speech are, firstly, the normal functioning of the central nervous system, secondly, normal hearing, and thirdly, the correct pattern of adult pronunciation.
The absence or reduction of physical hearing often lies behind the causes of serious speech disorders in a child, including its expressiveness, since he does not have an auditory model to imitate speech actions.
Defects in phonemic hearing, thanks to which the child is able to distinguish sounds and syllables, are expressed in their incorrect perception and pronunciation, and misunderstanding of similar words. Therefore, when entering school, he has difficulty mastering reading and writing.
The formation of the prosodic side of speech is all the more successful, the more correct its samples the baby receives from adults from the first days of life. All her shortcomings - loud, inarticulate, poor intonation, too fast or too slow - will certainly be copied and in the future will become shortcomings of his own manner of speaking.
Origin
Pindar is one of the most significant lyric poets of Ancient Greece
Prosody arose in Ancient Greece as a type of choral singing of a solemn nature to the accompaniment of musical instruments. Prosody was also the name given to songs sung in honor of the god of light Apollo and the goddess of fertility Artemis by celebrants heading to the temples. This is where the name of the genre comes from – prosodia (“chorus”). According to ancient sources (Plutarch, “On Music”), prosody was introduced by Clonas of Tegea; Greek poets Pindar, Bacchylides and others turned to this genre.
Philologist Aristophanes of Byzantium
Prosody, which originated in ancient Greek melos, determined melodic accents and the length of syllables. A system of signs denoting accents, developed in the 2nd century. BC e. by the ancient Greek philologist Aristophanes of Byzantium, became the prototype of ekphonetic notation (Byzantine musical notation).
Types of violations
Violations of the prosodic aspect of speech are typical for people of different ages:
Very often, with a good understanding of the speech addressed to him, a child cannot speak out independently or repeat after an adult a phrase with given features.
Automation stage
First, the adult gives a sample, and several lessons with the child practice the ability to place pauses and logical stresses. Then they ask you to do this task yourself. Small theatrical skits or finger theater are well suited for practicing intonation expressiveness. Using these techniques, it is easier for a speech therapist to consolidate intonation skills in coherent speech.
To practice clear diction, pure tongue twisters and tongue twisters are used. You need to make sure that all sounds are pronounced clearly. In tongue twisters, in addition to clear sound pronunciation, the tempo of speech is practiced. They begin to pronounce them slowly, gradually speeding up the pace. At the same time, the tongue twister should be understandable to others.
Automation of the prosodic side can also occur during role-playing games. For speech breathing and voice height, it is worth singing songs. This stage is best done in group classes. This is how children develop speech activity, and intonation skills are consolidated faster.
Speech sound disorders as a result of diseases
Brain trauma and infections before birth or in the postnatal period can negatively affect speech in general and prosody in particular. For example:
- dysarthria is characterized by insufficiency of innervation of the speech organs;
- alalia - with good intellectual abilities and normal hearing, speech is defective or completely absent;
- stuttering;
- dysphonia - deficiencies in diction, pitch, voice strength due to defects of the vocal apparatus;
- bradyllia - monotony, inexpressiveness of speech, its insufficient pace with unclear articulation;
- tachylalia - excessively fast pace, incorrect rhythm of speech, distortion, lack of syllables, sounds;
- dyslalia - impaired pronunciation of one or more sounds, no deviations in psychophysical development are observed;
- rhinolalia - nasality and distortion of sound pronunciation.
The prosodic side of speech is an object of close attention and care for adults. External manifestations of its deficiencies may be the result of hidden, serious and far-reaching developmental disorders of the child’s nervous system.
Features of prosody violations in various speech defects. article on the topic
Features of prosody disorders in various speech defects.
FOR DYSARTHRIA:
The problems of dysarthria were dealt with by such authors as O.V. Pravdina, E.N. Vinarskaya, E.M. Mastyukova, N.V. Serebryakova, L.V. Lopatina, M.V. Ippolitova and others.
The leading defect in dysarthria is a violation of sound pronunciation and prosodic aspects of speech associated with organic damage to the central and peripheral nervous system. The main symptoms of dysarthria are determined by the nature and severity of manifestations of articulatory, respiratory and voice disorders. Speech with dysarthria is blurred and unclear. The rate of speech is often impaired, which can be accelerated (tachylalia) or slowed (bradylalia). Sometimes there are alternations of accelerated and slow speech rates. The phrase is formulated unclearly, understatements are left unsaid, semantic stresses are placed randomly, the placement of pauses is disrupted, omissions of sounds and words, and muttering at the end of the phrase are typical. Voice disturbances are also observed: the voice is usually quiet, often uneven - sometimes quiet, sometimes loud, monotonous, sometimes nasal, often hoarse. With bulbar dysarthria, the voice is weak, dull, and exhausted. Vowels and voiced consonants are deafened. The timbre of speech is changed according to the open nasal type. Speech is slow and the patient gets tired.
With pseudobulbar dysarthria, the voice is weak, hoarse and hoarse, vowels and consonants are pronounced dullly, but sometimes, along with deafening of voiced consonants, voicing of voiceless consonants is observed. The timbre of speech is nasal, especially back vowels and hard consonants with complex articulation. The most common first manifestation of dysarthria is the presence of pseudobulbar syndrome, the first signs of which can be noted already in a newborn. This is weakness of cry or its absence (aphonia). The cry of such children for a long time remains quiet, poorly modulated, often with a nasal tint, sometimes in the form of separate sobs that are produced at the moment of inspiration. As the child grows, the insufficient intonation expressiveness of the cry and vocal reactions become more and more apparent. The sounds of humming and babbling are characterized by monotony and manifestation at a later date. As the child grows, the voice remains weak and hoarse, and speech breathing is impaired.
With subcortical dysarthria, pronunciation disorders are extremely diverse, often inconsistent. The voice can be tense, harsh, hoarse, fluctuating in timbre and volume. Sometimes the voice fades during speech and turns into a whisper. As a rule, the tempo, rhythm, and melody of speech are upset. Emotional nuances in speech are not expressed, speech is monotonous, monotonous, unmodulated. There is a fading of the voice, turning into an unclear muttering.
In the cerebellar form of dysarthria, speech is slow, jerky,
chanted, with impaired modulation of stress, attenuation of the voice towards the end of the phrase. [1]
In the cortical form of dysarthria, the voice and timbre of speech are not impaired. The rhythmic structures of words tend to turn into chains of open stressed syllables. The articulation of consonants is tense, initial and final consonants are often elongated and jerky. Speech is tense and slow.
Erased dysarthria - one of the degrees of severity of dysarthria - is characterized by disturbances in sound pronunciation and prosodic aspects of speech, which are caused by the presence of focal neurological microsymptoms. Articulation disturbances in this disorder may be based on mild residual disturbances in the innervation of the articulatory apparatus, which are revealed only with in-depth neurological examination. In speech symptoms, in addition to disturbances in sound pronunciation and phonemic hearing, prosodic disturbances are observed: speech is monotonous, unexpressive, the timbre is often low, the voice is quiet, the rate of speech is slow or accelerated.[2]
FOR RINOLALIA:
The next speech defect in which the prosodic side of speech suffers is rhinolalia. Authors such as M.D. Dubov, A.G. Ippolitova, I.I. Ermakova point out that an important symptom of rhinolalia is speech disorder, which manifests itself in a violation of the timbre of the voice - open nasality and a violation of the formation of individual sounds - articulation.
Voice disorders with rhinophonia and rhinolalia are diverse. The leading cause is a change in voice timbre - open nasalization - an unpleasant nasal resonance, which also gives a blurred, dull sound to all speech. Nasalization occurs due to the lack of differentiation between the nasal and oral cavities. It significantly changes the acoustic characteristics of phonemes. The voice becomes monotonous, flightless and weak.
A cleft palate, as an anatomical defect of the extension tube, leads to asymmetry in the structure of the resonator cavities of the larynx, pharynx, nose, and also discoordinates the function of the palate-larynx complex, in which the palate plays the role of a starting motor exciter. It has been proven that the position of the soft palate causes changes in the position of the vocal folds. Therefore, a violation of the integrity, anatomical and functional asymmetry of the vocal folds, which reduces the strength of the voice, makes it compressed, exhausted, and unmodulated.
Pathological voice qualities are aggravated by impaired phonation breathing.
Pathological features of the structure and activity of the speech apparatus cause various deviations in the development of not only the sound side of speech, but also the structural components of speech suffer to varying degrees.
In oral speech, impoverishment and abnormal conditions for the prelinguistic development of children with rhinolalia are noted. Due to a violation of the speech motor periphery, the child loses intense babbling. The most typical babbling sounds p, b, t, d are articulated by the child silently or very quietly due to air leakage through the nasal passages and thus do not receive auditory reinforcement in children.
Not only the articulation of sounds suffers, but also the prosodic elements of speech.
The most significant manifestations of defective phonetic design of oral speech are violations of all oral speech sounds due to the connection of the nasal resonator and changes in the aerodynamic conditions of phonation. The sounds become nasal, that is, the characteristic tone of the consonants changes. The speech of a child with rhinolalia is generally difficult to understand. [3]
WHEN STUTTERING:
Stuttering is a violation of the tempo-rhythmic organization of speech, caused by the convulsive state of the muscles of the speech apparatus. Stuttering has been known to man, apparently for as long as human speech has existed. Stuttering is one of the most common speech disorders. It usually occurs in early childhood and, without the necessary help, can persist for many years.
R. E. Levina, G. A. Volkova, Yu.I. Kuzmin, I.A. Povarova note that stuttering manifests itself in disturbances in the rhythm and fluency of speech, which arise due to various types of interruption, prolongation or repetition of individual sounds and syllables. Such delays and repetitions when pronouncing words occur as a result of muscle spasms of the speech apparatus, accompanied by impaired breathing, changes in the prosody of the utterance: pitch and strength of sound, tempo of speech. Word stress, intonation, and rhythm are disrupted.
Speech is intermittent, with unreasonable pauses, repetitions, changes in the volume and tempo of pronunciation, strength, pitch and timbre of the voice associated with speech intentions and the emotional state of the stutterer.
In addition, adaptive changes in posture, facial expressions,
articulation.
IF YOUR VOICE IS DISTURBED:
Our sound pronunciation is closely related to our voice, so voice disorders interfere with correct speech.
Voice is one of the components of speech. Together with breathing and articulation, it serves as the external expression of thought and is controlled by the cerebral cortex.
The problems of voice disorders were dealt with by such authors as M.E. Khvattsev,
E.S. Almazova, O.V. Pravdina, S.L. Taptapova and others.
F.A. Ivanovskaya notes that the function of speech is the expression of a person’s thoughts and feelings, and its means are grammar, syntax, and phonetics.
Sometimes a correctly constructed phrase is incomplete without emotional overtones. It expresses neither a personal attitude to the material presented nor the mutual relations of the speakers. Along with syntax, the meaning of a phrase is determined by logical stresses and pauses. Phonetically, this is expressed by raising the pitch, slowing down or changing the sound of the voice. The richer the intonation and expressiveness of the voice, the easier it is to convey to the listener the essence of thoughts and shades of feelings. No musical instrument has such expressiveness as the human voice.
Having good speech means having correct pronunciation, breathing and voice.
O.V. Pravdina in her work “Voice Pathology” draws attention to functional and organic voice disorders. Functional disorders include neurotic disorders (stuttering), hearing loss, and the period of mutation. Organic - “singing” nodules on the larynx and vocal cords, papillomatosis of the larynx and vocal cords. Organic voice disorders of the central order are observed in various types of dysarthria.
Insufficient vocal strength may depend on weakness of the respiratory apparatus, or on insufficient vigorous closure of the vocal cords.
The definitions “intermittent” and “trembling” indicate disturbances in the smoothness of sound, which may be caused by hyperkinesis, spasms of the laryngeal or respiratory muscles. A choked voice usually occurs when speaking while inhaling. (In case of incoordination of breathing and voice production).
The voice sounds muffled, stuck in the posterior oral cavity and therefore quickly fading.
A crackling voice depends on the tense sound of vowels and exaggeration of consonants, which is observed in people who stutter and are deaf.
Nasal, nasal tones of the voice are indicators of part of the air stream entering the nasopharynx.
With irritation and swelling of both the entire larynx and the vocal cords themselves, and even only with the accumulation of mucus in the larynx, the closure of the vocal cords is incomplete and loose; “wild” air rushes through them, causing the voice to sound hoarse.
Hoarse voice, there is the next, stronger degree of hoarse voice; the cause of this may be edema, tumors in the larynx, stenosis of the larynx, disturbances in the innervation of the vocal cords, i.e. paresis and paralysis of the muscles of the larynx and vocal cords.
[1] Mastyukova E.M., Ippolitova M.V. Speech impairment in children with cerebral palsy. – M., 1977.
[2] Pravdina O.V. Speech therapy - M., 1969.
[3] Ermakova I.I. Correction of speech and voice in children and adolescents - M., 1996.
Identifying defects and their causes
At the slightest suspicion that a child has an unfavorable course of speech formation, one should not hope that he will “grow out, grow wiser and learn to speak.” Violations of the prosodic aspect of speech are a mandatory reason to contact the following specialists for advice:
In a conversation with the mother, specialists will find out whether there were any deviations in bearing the child, traumatic situations during and after childbirth, hereditary causes of the identified disorders, whether a healthy lifestyle is maintained in the family (drinking alcohol, chemicals, smoking, balanced nutrition, psychological climate). Having summarized the results of the examination, experts will propose the most rational course of general and speech development and upbringing of the child.
Health-saving technologies in speech therapy
For corrective work on impaired prosody, speech therapy uses health-saving technologies. They are widely used in preschool educational institutions and other institutions involved in improving speech disorders, as they comply with the Federal State Educational Standard. The very definition of the “preserve health” method means the use of various types of vigorous activity:
- breathing exercises;
- eye exercises;
- articulatory gymnastics;
- the main component is logorhythmics.
Lithotherapy in speech therapy
According to the dictionary, lithotherapy in speech therapy is an unconventional way of treating speech disorders using stones, sand, and clay. The main examples of treatment using lithotherapy for speech underdevelopment:
- finger massage while squeezing and rolling stones in your hands;
- laying out patterns from stones and sand;
- burying stones in the sand;
- speech therapy exercises using stones.
Correction of speech underdevelopment is carried out by a speech therapist
Techniques for correcting speech expressiveness deficiencies
The famous professor L. S. Volkova and associate professor R. I. Lalaeva, who have many diplomas in speech therapy and lecture on this topic, have developed a method for correcting speech expressiveness disorders. This structural work is a good assistant for specialists involved in the elimination of speech underdevelopment. According to Volkova, the main areas of activity of a speech therapist teacher include the following:
- distinguishing intonation of separately expressive and impressive speech;
- speech breathing exercises;
- exercises for rhythm and tempo of voice;
- distinguishing tone in statements, questions and exclamations;
- work on the strength and range of your voice;
- exercises with logical stress.
The prosodic side of speech in speech therapy means its expressiveness. In preschool age, most often, disorders occur in prosody. There is no way to correct a conversational underdevelopment overnight. This is a rather lengthy and complex process. But with proper and comprehensive treatment, it can be corrected.
Attention: the child has dysarthria
There are many reasons that result in disturbances in the innervation of the speech organs. They can affect different parts of the brain and have different severity. A mild degree - erased dysarthria - can be detected during a speech therapy test, and in a severe case (anarthria), paralysis of the speech muscles completely deprives the patient of the ability to speak.
All or almost all components of the prosodic side of speech in dysarthria are impaired. Its external signs that parents and educators should pay attention to: the child has difficulty swallowing and chewing, performs small movements inaccurately and poorly articulates sounds.
Children with a significant degree of this disease are sent to specialized schools. Taking into account their age and the form of dysarthria, they are prescribed medication and sessions with a psychologist and speech therapist.
Phonetic-phonemic underdevelopment of speech in preschool children
Phonetic-phonemic underdevelopment of speech occurs in preschool children in the presence of disturbances in the perception of sound. If a child has such underdevelopment, then his features will be the following:
- burr, lisp;
- unclear and inexpressive pronunciation;
- impaired synthesis and analysis of phonemes;
- phoneme fusion;
- inability to pronounce some phonemes;
- difficulty communicating with peers;
- problems with writing and reading.
A child with such a disorder cannot clearly and correctly express his thoughts. He understands and knows words well, and can be much smarter than his age and peers.
Speech disorders occur due to congenital and acquired diseases
Speech sound disorders as a result of diseases
Speech disorders occur with congenital and acquired diseases:
- damage to the speech area of the body during childbirth;
- congenital defects in the structure of organs in the speech zone (teeth, palate, lips, jaw);
- cerebral palsy;
- mental illness;
- heredity.
Important! To exclude a congenital disease in the baby, a thorough examination during childbirth is necessary.
Speech therapy session on the topic “Professions” for different ages
Role-playing dialogue “Once upon a time there was a chicken” based on the work of K. I. Chukovsky “Chicken”
Role-playing dialogues are aimed at correcting underdeveloped prosodic components and increasing the emotional background. Presenting Chukovsky's poem "Chicken" as a role-playing dialogue is a good way to develop broken elements of prosody. The characters in the work are animals, which, in addition to textual conversation, have their own onomatopoeia:
- The chicken squeaks:
“Peep-pee-pee, pee-pee-pee Oh, what a huge world...”
- The chicken clucks:
“Where, where, where, where, wow!” "Ko-ko-ko, ko-ko-ko, I'm going far away"
- The rooster crows:
“Look how I can scream - ku-ka-re-ku!”
- The frog croaks:
“Kva-kva-kva, kva-kva-kva, you’re a long way from a rooster.”
Techniques for correcting speech expressiveness deficiencies
When working with children who are speech pathologists, specialists use both ready-made manuals and their own developed activities, games, and exercises. Considering that the features of the prosodic side of speech are such that they require constant monitoring and exercise, children are offered homework to develop and consolidate the knowledge and speech skills acquired in kindergarten classes. At individual and group consultations for parents, experts tell how to carry out special exercises at home. For example: singing vowels to music that varies in volume and tone; laying out and naming pictures and toys with a given sound; reading memorized poems, tongue twisters loudly and quietly, joyfully and angrily, slowly and quickly.
Children love theatrical games, so involving them in playing feasible roles is one of the most common methods for developing the prosodic side of speech.
This is necessarily accompanied by an example of the intonation of the hero’s speech and its reproduction, analysis of mistakes made, repeated performance, correlation of the speed and rhythm of speech with movements, tonality, feelings. At the same time, the adult shows how to use gestures, facial expressions, and body movements to enhance the emotional effect.
Preparation
Work on the prosodic component of speech consists of several stages. At the preparatory stage, the specialist forms the basis for the formation of prosody. Classes must include exercises for speech breathing, which is the basis of the tempo-rhythmic aspect of speech.
The speech therapist works on the formation of diaphragmatic breathing. The following exercise is effective: standing/sitting with a straight back, one hand on your stomach, the other on your chest. Inhale through the nose and exhale through the mouth. At the same time, attention is focused on the fact that with diaphragmatic breathing, the stomach is rounded and the chest remains motionless. If there is a nasal tint, work is done to differentiate oral and nasal breathing.
The next area of work at this stage is working on the voice. The speech therapist offers tasks to expand the range. These are various chants, consisting not only of vowels. They are also given tasks to read phrases with different pitches of voice (loud, quiet, in a normal timbre). The speech therapist asks the children when to speak loudly and quietly - this forms the prerequisite for the intonation of the statement. After all, the child must also be able to use prosodic means.
Another direction is to work on the tempo-rhythmic side.
This is tapping a certain rhythm; pronouncing phrases and sentences at an accelerated and slow pace. You can combine work on tempo and rhythm with the development of general motor skills. You can also add pronunciation of movements with a certain intonation.
At the preparatory stage, the basis for further correction of the prosodic aspect of speech is formed. The listed areas of work are also used in classes on the development of intonation design of statements.
Let's sum it up...
If an examination of the prosodic side of speech reveals violations in a child, then a specialist, a speech therapist, will give specific advice to parents on how to correct them. The main goal is to organize such work, the result of which will be the formation of a conscious attitude of the child himself to the act of speaking, the ability to analyze, compare, and imitate correct models. He must overcome the feeling of shame and learn to communicate with others without fear.
In most cases, the development of the prosodic side of speech is a completely solvable task, although not immediate. In severe forms of its violation, special attention should be paid to the socialization of the child, teaching him to use non-verbal means of communication.
Source
Features of working with adults
When working with adults, you need to use as many practical tasks as possible. They do not need, like children, to explain in detail the meaning of concepts and when they can be used. Therefore, the specialist tries to consolidate the acquired skills in practice as soon as possible. The methods of working are the same as with children.
The prosodic side of speech is also complemented by non-verbal means of communication - facial expressions and gestures. With their help, a person can better convey the meaning of his statement and make his speech more effective. Work on the prosodic side of speech can be carried out either separately or as one of the directions for correcting more complex speech disorders. Expressive speech is easier for others to perceive, which also has a good effect on the development of communication skills. Prosody in modern speech therapy is one of the important components of speech development.
Prosody in linguistics
Prosody in linguistics is used in a broader sense, which includes not only poetic meter, but also the rhythmic aspects of prose. Linguistic prosody includes sound elements: melody, stress, tone, timbre, rhythm, tempo. In this regard, the term “prosody” is close to the concept of intonation. Prosody, like intonation, determines the pitch, strength, and time properties of the functional complex of suprasegmental means of language (a system of phonetic elements, which includes a syllable, word, phrase, text, etc.).
Prosody and prosody
Initially, the terms “prosody” and “prosody” were equivalent concepts, but with the development of text studies in the twentieth century, their meanings were differentiated: “prosody” denotes the doctrine of the poetic syllable, corresponding to the historical meaning of prosody; “prosody” – metric versification and phonetic properties of suprasegmental speech elements (in whole or separately). In a narrow sense, prosody denotes a system of sound means that characterize a syllable.
Thus, the doctrine of the organization of poetic speech, which arose in ancient grammar, laid the basis for the study of linguistic functions (intonation, tone, timbre, speech rhythm, etc.) that contribute to rhythmic and acoustic effects in both poetry and prose. In addition, prosody reflects various features of speech: the form of the statement (statement, question, motivation), the emotional state of the speaker, accent, contrast in expression or other elements of the language that are not conveyed grammatically.
The word prosody comes from the Greek prosodia, which means emphasis, refrain.
