Universities Research Joumal 2012,
Vol
4, No.
I
A Comparative Study of Subordinate Clauses in Myanmar and German
r
Pyoan Pyoan Htay and Win Win Aye
2
Abstract
In this paper. the similariries and differences of subordinate clarLses in Myanmar and cerman
ha\e been sludied. ln this sludy, Myanmar and Cerman subordniale clauses have been compared
by analyzing lheir position of t|e verb. This paper includes the distjnctive pattem of German
subordinate clause. The subordinate clause pla),s the djstjnct role in German language. So
subordinate clause is essential to be able io ranslate easily and cifeclively ftom one language io
anolher. ln Gernan languagc. thc verb can be moved depending on the position of thc
subordjnate clause. I1 is found lbat basic Myanmar and German sentence pattems are same that
il has only subjcct and verb. Ifa sentencc includes sulrjecl. \crb aDd objecl, the sentence patlems
are diff€renr Tl€ posirion oi lhe \ords and lhe placc of lhe verb are also diffefcnl. Such
similarilies and differences have been studjcd togclhcr $'ilh thc cxample sentencc paiterns taken
from both languages.
ke), words: subordinate clauses
Introduction
Nou,adays marl languases are used io communicale \1irh one another all over the
u'orld. Grammar takes an imponant role in e\ er] language. There are tuo kinds of sentcnce in
Myanmar and Gemlan. The panems oi simpLe and comple\ sentence are differenr in tuo
languages. Subordinate clauses are characterized b\ the facr fiat lhel can r occu alone. It is
also necessary to know the construction ofthe con-ect sentence and the subordinate clause. So
the compadson ofsubordinate clauses in Mvanmar and German is stated in this paper.
Aims and obj€ctiv€s
The aim of this rcsearch is to find the similarities and differences between t\\o
languages. It is hoped that the learnen and the teachers \aill be to knou'and the differences of
subordinate clauses in two languages and to t€nslate one language to another easily and
eiTectively. The objective of this paper is to know the movement of the verb position in
subordinate clause according to the position ofthe subordinate clause and main clause.
Data and method
The data needed for this paper har,e been collected from the books "Deutsche
Sprachlehre flir AslAnder I", "Deutschc Sprachlehre flir As1:inder II", "ABC der deutschen
Nebensatze", ,,Ubungsgrammatik fiir Fongeschrittene" and .,M.vanmar Grammar". Descriptive
method and combarative method are used in this research.
Literature revlerY
The comparison of subordinate clauses jn Myanmar and German have not been studied
in German departments, at the Universities of Foreign Languages. This rcsearoh is first1y
studied in German depanment, at Yangon University ofForeign Languages.
Characteristics of Myanmar and German sentences
Myanmar is a Tibeto-Buman languago, a bnnch of the Sino-l ibetan language family
whereas Geman is a men'rber of Germanic language grcup, a branch of Indo-European
language family (1997: Crystal). As the) belong to different language families, the,v have
I
Lecturer and Head ofDepartment, Gernran Deparlnen!
: Assistant Lecturer. German Depanment
t2
Uri'er.
ier Re'edhf Jo "na 20t2.
vo.
4,
\o
I
different.sentence patterns. Myanmar is a_SOV (SubiecF Obje+ Verb)
language rype, ano
German is SVO (Subject- Verb- Object) language rype. Cenain
characterisircs ol sentence
pattems in Mvannat and German can be conparativcly described
as foiiows.
Phrase patt€rns
Myanmar pltrase patterns are as follow.
Noun Pkase -gc cn q@r (gcm + o?@r:pp+N)
d: {. 8i:coecor (d:,}. + 3{:me<.o: :
pp + N)
Verb Phrase oc:or<-,S (oc: + qDos = r,erb + Vp)
o::c'l cf e <-S (oc: + cri cf + ecrS = verb+int;+Vp)
Prepositional Phrase - oqpS:ti. (oqp€: + ci.
= X + lost p)
Subr - 606p/ 606pm (teacher)
Obj: - eqpS:oarc{ (oqp3r.:c' + cri = N+Ot;.p)
German phrase pattems are as fbllou':
Noun PhJase eine hformation iiber einen Kum (eine (the) + Information (information) + ijber
(abou0 + einen (the) - Kurs (English cour.se) : Ilet + N + prep + Det + N)
Verb Phrase - lesen (read). bekommen den preiz (bekommen (get) + rhe (den) + prize (preiz)
:
V+Det+N)
Prepositional Phrase zu der Universitet (zu (to) + der (the) + Universitat (University) prep
=
+Det-N)
Subjecr
Pfuase Peler.da.\4adclen(das,rher Vad.hen,girlr
Del-Nl
Myanmar phrasc pattems and German ones can generally be compared
as iollows.
signifies an optional marker in the making ofa phrase paitem.
M\anmar Phrase
Gennan phrase pallerns
NP (Pt) 1(Der) N
(Dei)(Adj)\(pp)
VP QiP) (PP) (.\dr )
\, t\p) (tp) (S)
PP - NP
prep (\p)
(
)
patlerns
(Adj)
\'
Posr.p
S NPVP
\p
\'p
pp
S NPVP
(201 0: General Linguisticsr 42-44)
(201 1: Grammatische Sprachwissenschaft: 68)
maling a noun phrase, thc head nour is in the medial position but adjective and
.I.n
prepositional phase (PP) take dif'ferent positions. ln M1al1mar, prepositional
phrase precedes
the head noun whereas it follows the head toun in German. tti l,tyanma,, the head
noun is
followed by adjccrive. but in Geman ir is preceded by Adjective. Thi head verb in Myanmar
is
placed h the final position of verb phase whereas it is in the initial position
in Ge1man. It is
found that in Myanmar, the particle exits at the end of the prepositional p[rase while, in
German, it is at the beginning. tsy comparing the phrase pattems in the sentence, theh orders
are fbund to be totally different in both larguages.
Clause patterns
A clause is a group of words containing at least a subject and a verb. (2010: Geneml
Linguisticst 42-4,1) 'llere are two kinds of clauses: indepen<lent and dependent clauses.
Independent.clauses act as a complete sentence. while depenient clauses (subordinate
clause)
cannot stand alone and need another clause to complete their meaning. When a ctause
ls
embedded into another clause, it needs to use a subordinating conjunction.-(httprfile//F:
English
Gmmmar 101 sentences, Clauses and phrases.htm)
As Independent clause can stand as a simple sentence, clause and sentence are found to
share the samc status. The following simple sentences in Myanmar and Gennan
can be studied.
UEi!er.ire( Re.earcl- loJn.dl 2012, Vol.
1.
No.
33
I
afinar and Lierman
German simDle
slmole sentence Datlem are as foll
10llo1{'
Mvanmar
German
Verb
Verb
Sub:
Sub:
Gg)aag)c
orcJ pJ |]
Mg Mg
KommtMs Ms
comes.
Ms Ms
comes.
Mq Mg comes.
Ifa sentence contains one subject and ong verb, the pattems ofsimple sentence are same.
Sub:
Mr anmar
Obil
calqGc',
I
If
Ms Ms
Verb
6crA,3)P
S
German
Verb
finde
Lrb:
Ich
I
I
see.
see
obi
Mg Mg.
Me Ms.
I see Mg Mg.
verb
inch]ded
in a sentence, the pattems of simple scntence are
are
Subject, Object and
different.
Mvanmar
S
.alqGo-,
\
SVPI
PL
ocqpS:ei. qaro3i,
to
Ich
go
school
Ge
rman
gehe
go
I
zur Uni.
lo school
I go to school.
place
is at the end ofthe sentence.
It is found that in German. the
Myanmar
German
S
DO
IO
6.Rpcra)c:
ocsio
.o q?
qJcr1)e9
9P:o?
3r%an
The
students
the
books
fbr the
teacher
IO
DO
kaufen
dem
Lehrer
die
Bricher.
buv
for the
Ieacnet
the
S
Die
OOJ GO:
taD
3f co
buv
I
Studenten
The
students
lhe studenrq bu) the books lor
books
Lhe teacher.
In Myanmar, the phrase position can be moved. For example,
(a) ocgSqproi ccqpS !$ctqjc!.ra: o6p@o?.6 ooSco:@oglrr (DO S Io V)
(the books) (the students) (for the teacher) (buy)
g) ocqdqc:c{ ao cpeo3c,5 ccqpS roc:q;r:o g! o,rSoor@ogin (DO IO S V)
(the books) (for the teacher) (the students) (buy)
(c) eoepoqcr5 ocgdqp:c'i eqpdroc:qp:ogl ocScor@oglr 0O DO S V)
(buy)
(for the teacher) (the books) (the
(d) ccrgaS:::c:qpr cc El cocpoqcA ocqdqprc'i o<l!c"r@oglrr (SIODOV)
(the students) (for the teacher) (the books) (buy)
students)
(e)
ccqp3:oc:qp:co
.(the
3i
students)
ocedqlcro? ocpoqc,5 o,rSco:@og!' (SDoIoV)
(the books) (for the teacher) (buy)
Uni!er\iLie,
Resedrch Joumd' :012.
\
o .,i,
\o.
I
Out of the five Myanmar sentence pattems above, the verb is ah,ays found in the last
position ofthe sentences, but the subject, direct object and indirect object are moveable.
In Geman, Subject, direct object and indirect object can be also changed as in
Myanmar. But the verb is always placed in the second position of the sentences. Only three
German selrtence pattems can be found.
Die Studenten kaufen dem Lehrer die Biicher. (s v ro Do)
The students
for the teacher the books
Dem Lehrer kaufen die Studenten die Bricher. (ro v s Do)
For the teacher
the students !b9 oooKs
Die Bticher kaufen die Studenten dem Leher. (DO V S IO)
The books
the students for the teacher
However, in German sentence pattems, helping verb is found in the second position
and the main verb is placed in the last position ofthe sentence, as can be seen in the follo$,ing
exanple.
Die Studenten sollen jeden Tag den Untericht besuchen. (ShVOmV)
(the students) (should) (everyday) (the
(attend)
(The students should attend the class every day.)
Myanrnar simple sentence pattems and Geman ones can generally be compared as
follows: The simple sentence pattems are found to vary.
bly
blJ
lqy
class)
.
Mvanmar simple sentence pattems
Geman simple sentence pattems
sv
sv'
sov
svo
svIoDo/IovsDo/DovsIo
s Io Do vi (s Do ro vy Io Do s v/
DOIOSV/DOSTOV
In the pattems above, in the making of a simple sentence, the rerb takes different
position. ln M) anmar. the \'erb is alrval s placed in the last position of the sentence. If a
sentence consists of direcl and indirecr objects- tile senlence paftems can be written. In
German, verb is al$a1s found in tle second position of the sentence and three sentence
pattems can be seen. Their positions are found to be totally different in both languages.
A study ofMyanmar and German subordinate clause in complex sent€nces
A complex sentence consists of one simple sentence (independent clause) and one or
more subordinate clauses (dependent clause). The subordinate clause marker proves the
existence of dependent clause. The comparison of following Myanmar and German complex
sentences indicates different otders ofsubordinate clausg markers.
qlc,)
the mother
S
V
oca?
?9:
althoush
o
Coni:
dependent clause (DCI) or {SC)
the meal
cook
CJJCC'J
o
the father
the newspaDer
S
o
oo)c9 o)ot I
reads
independent clause (ICD
Obwohl
die Muner
etwas
cockt.
llest
der Vater
eine Zeitung.
althoueh
the mother
the meal
cooks
reads
the father
the newsDaper
Coni:
S
o
S
o
d€Dendent clause {DCI) or (SCl
independent clause (ICI)
The father reads the newspaper although the mother cooks the meal.
UnirersiLie" ResearcLr Jouma 2012,
Vol
4, No.
35
I
In Myanmar complex sentence, subordinate clause marker is in the middle ofthe two
it leads subordinate clause in German. Pattems ofthe t$'o sentences above can be
clauses, but
compared.
ICI
Myanmar Cpl.S - DCI (SC) +
cerman Cpl.S -DCI (SC) + ICI
Subordinate clause marker in Myanmar clause is in the middle oftwo clauses, but
subordinate clause marker in Geman dependent ciause (subordinate clause) exits in the first
(initial) position ofthat clause.
The alrangements of the two clauses in both languages are found to be the same.
Second example is changed as follows, the alrangement of the two clauses vary: The position
of the words are also
eme
die
Der Vater
liest
ob$ohl
etwas
cock1.
Zeitung
Mutter
the
the
the father
reads
although
the meal
cooks
ne\4'spaper
mother
S
o
Conil
S
o
deoendent clause
indeoendent clause tICI)
CI or
The father reads rhe neusoaoer althoush the mother cooks the mea1.
(Cpl.s - ICI + DCI or SC)
Myanmar independent clause al$al s exirs in the second position of the sentence
whereas in Geman dependent clause (subordinare clause) and independent clause can be
ed as Io their Dosirio ns. as can be seen in ahe lb o\ltnq e
lesi
tr?e
t=^s
ot3)al
f(D.
cJ cDc ! oa
the film
when
Nila
the
newspaper
o
Conil
S
o
+c())qlc!
\lo5tc
her friend
S
tid
deDendent clause (DCI) or (SC)
Nila
tlest
Nila
reads
e1ne
Zeituns
the
newsDaDet
cD
(r)
|
reads
independent clause {ICI)
ihe
wefil
Freundin
uhen
her friend
Conj:
o
S
ocrr6q
den Film
sleht.
film
sees
the
o
S
dependent clause (DCI) or (SC)
independent clause OCI)
Nila reads the newspaper $hen her friend sees the film.
If in the subordinate clause (dependent
clause), helping and main verb consist, the
ofthe words varv. BxamDle subor linale clauses are as lollo\\s:
e3 6.,)
ca cDcaa
Qoal
Scdcr)())l
ents
1?
he
the house
has Ieft
S
o
hV&mV
when
Coni:
it
S
indeoendent clause (ICI)
deoendent clause (DCD or (SC)
besan
ir
S
began
zu resnen
to rain
besan
als
el
das Haus
verlassen
hatte.
Ieft
has
to rain
when
he
the
house
o
Coni:
S
o
hV
|rirer.
l6
.rec
qe,erc
I orr,ll0l2.\o
ndent clause
[hen
4,
\.
I
endent clause
rr hr. lefl lhe', .r.e it \eJdn lo rxir.
In the comparison of dtese t\\,o sentences, ir is lbund that in Myanmar subordinate
clause, helping verb is first placed and main \erb is clnselr
lhced. BlLt ilr Gen.nan the majn
verb is at the second last ofthe sentcnce and thc helping vcrb is at the last placa ofthc sentence.
in the subordinate ciause (dependenr clause). to inllnitive verb consists. the
ement' of the r',ord, al.o '. arr . l- ranple . -bo-d irJte c dr \<. ?re dc lollo$ \.
If
r3J.:qPl
l
to school
Ihe teaclter
endenf clause
says
the teacher
indeDendent clause (IC
den Str.Ldenten
the students
in die Schule
to school
kommetl
come
(ICl)
indepgndent clause
dep€ndent clause (DCI) or
The teacher says to the students to come to scltool.
In this comparison of two subor.dinate clauses it is lbund, the positio;ofthe \ilxds ohang,l
Thee place
Dltce oI
of malr
main verb and infinitive
llve velo
verb var
vary.
n[co-$
329q
oo 1)3.1
9c
ne
that
te11
I1tre
V
5
Conii
dcDenden clausc (DCI) or (SC
IT
is
adJ
indepcndent cla u\e
lrue
IS
thal
{lCl)
tell
he
Conj:
-t:
S
dcnFn.lDnl
^lo-.. /n/It is true that he tells
In the comparison ofthese two sentences, rhe co.;unction iiin the middG-itl e
t$o languages. Br,rt the place ofadjective is changeable.
-
ind€Dendent claus€ aTCI)
cJ 9.)
gl."ed{
I {; ajcA
this buttorl press
by
Conjl
V
o
S
c6.l
o@ai lc oJ
machtne
slop
o
schalten
das Gerbr
sloD
machine
o
S
ind
ser
I
o
dependenl clause (DCl) or (SC)
Sie
r
,
ein, indcm
prefix by
Con i:
indep€nden!-clause(lCI
Sie
theI
auf diesen Knopf driicken.
this button
o
S
endent clau.e (lCI)
d
When he has left the house, it began to
DC
ot
c
mi11.
The subject "they" is used one time in M)'anmar subordinate clause, but in German the subiecr
is used in main and subordinate clause. The use ofthe subiect is diff'ercnt.
Univenities Research Joumal 2012, Vol 4.
No l
37
Findings
By studying sentence division into two main parts as
S:
NP + VP according to
to such rules,
according
PhBse Structure Rules, the German sentence pattems can be studied
but not all Myanmar sentence pattems can be thus studied ln German. the phrase positioni
Subject, direct object and indirect object can be also changed as in Myanmar' Rur the verb is
always placed in the socond position of the scntences. Only tkee German sentence pattems
can be found.
When comparing Myanmar and German simple sentence pattems, if a sentence
contains one subject arid one verb, the patterns of simple sentence arc same lf Subject, Object
and verb are iniluded in a sentence, the pattems of simple sentence are different in two
larguages. In the five Myanmar sentence pattems, the verb is alu'ays found in the last position
ofthe ientences, but the subject, direct object and indirect object are moveable However, in
Geman sentence pattems, helping verb is found in the second position and the main verb is
placed in the last position ofthe sentence
'
In Myanmar complex sentence, subordinate cLause marker is in the middle of the two
be
clauses, but it leads subordinate clause in German. Pattems ofthe t*'o selltences above can
but
compaJed. Subordinate cLause marker in \41anmar clause is in the middle oftwo clauses'
initial
subordinate clause marker in German dependent clause (subordinate clause) exits in thc
position of that clause.
The arangements of the t\\o clauses in both languages are found to be the same The
position of the iord is changed \'I)an-nar independent clause alsals e\its in the sellond
position of the sentence \\'hereas in German dependem clause (subordinate clause) and
independent clause can be changed as to their positions. ln the comparison oft\&o sentences in
two ianguages, it is found that in Myanmar subordinate clause, helping verb is first placed and
main verb is closely placed. But in Ceman the main verb is at the second last of the sentence
and the helping verb is at the last place ofthe sentence. If in the subordinate clause (dependent
clause) "to infinitive verb" consists, the arangements ofthe words also vary.
Discussion
Through the analysis it is found that sentence structure' to understand the
$ord position, distinct role of subordinating clause are important in tnnslating
importance
-German of
from Myanmar und English lt is hoped thjs paper will support to translate easiiy'
to
Most ofthe construction of two languages and lhe use of Bord position are different But the
type of clause is same in Gernan and English But most of lhe conslructlon of lhe senlences
and use ofthe words, conjunctions and question nords are diffelent
Conclusion
On the basis of the flndings or results obtained by studying simple sentence'
remaining
clauses, complex sentences a:ld subordinate clauses in Myanmar and Gemlan, other
to study gfammar'
sentence pattems can further be compared. lt is assumed that those who wish
the pattems of sentences, a part of language study, would first this paper helpful to them ln
addition, it will provide the teaching and ieaming German grammar and translaiion at
universities of foreign languages.
Acknowledgements
Han and
Firstly, We lvould like to thank our rector, Dr' Daw Lwin Lwin Soe and pro'rectors, Dr' Myo
of
ofdre
departmenl
head
Sin
Aye,
Or. fi" fii*" i". tft.it g"idance. we are also indebted to Professor Dr' Thant
provided
who
those
thanl
lvould
like
!o
paper
l
also
in time
iine"i"ti.r, fo. n* *;o*angement io finish this
advice and help throughout the wriiing ofpaper'
38
Universides Research Joumat 2012. Vot.
4, No.
*::j:Tlt,* .p-
,,,0, c,",.., *;:::::tnbridse:
tJepartrnent of Linguisrics .
l2O1O). Generct Linr
universi.
I
presq
d";;;i,",r'#;il;:;"d;ff;1i,Xfl'Jfd;lilit#Jr[,i;I"X1fil.,]!ij,"Jiliffj;",",,,",_,,
ERNST. Peler.
t20ti L cromna!ische Sprachwissenscralr { 2. Aunage).
FacutLa": Wien.
r ^T!.+ :Jy lilii! ?:::,{iv:::.,h:";:f i:;#r ;rffi,;fril ?,1.*y;,1?
;,:1"."Hf;:iTLf"?;:,""f,i1.,,|lI;,,;i,"1",;r;:ff:*;#l*l#*,','i,L"*0..u.,,u-,
*#::i$:ir
Universities R€search Joumal 2012. VoL 4. No.
Adj
Adv
Conj:
Cpl.s
DCI
Det
DO
hV
lcl
int
IO
mV
N
NP
Obj
OP
Post.p
PP'
Prep:
S
Sub
SC
V
Vp
=
=
=
=
=
=
=
=
=
=
=
=
=
=
=
=
=
:
=
:
=
=
I
Adjective
39
Abtt'eviation
Adverb
Conjunction
Complex sentence
Dependent Clause
Deteminer
Direct Object
helping Verb
Independenl Clause
intensifier
Indireot Objeat
maill Verb
Noun
Noun Phrase
Objective
Objective Particle
postposition
Prepositional Pbrase
Preposition
Sentenc€
Subject
Subordinate Clalse
Verb
Verb panicle
Uni!erciue, Re.earcr loumal 2012, Vol 4, No.
I
A Study of the Usage of ('Verb +ol/q7{
xlr}
(a/au/yau
ji da)" in Korean
Vvinr Vvinr Maw'
Abstract
Thispaperpresenistheconjugatlonoflheverb"zlr+(jida)'inKoreanrvhichhas26different
meanings. The objectives ofthe study js to u,lderstand tlre Lrsage
of"7 +(ji da)" attaching orher
verbs and ro be d$a.e of tl"e differerr Lrsage dnd meanjrg
fhi. paper i.
'LLLii
emphasized the analysis on synractjc and senrantic of ' 'l 4Ui da)' $ hich is attached to other
verbs. The dala are collected ftom the prescribed texl ofBA course and Korean grammar books.
and also ftom the documents concemed with lhe conjugation of'zl+(ji da)". A descripiive
nethod is applied to explain the study. h can be s€en that the
"r 4(jj da)" changes its
"erb
function into passive and auxiliary verb according io rhe afiached verb which is rransilive verb
or inrrnsjtive verb. Similarly, it also changes its meaning into inchoative and continuous siale
meaning according to the tense of attached descriplive verb. 11 is hoped ihat the paper can
provide help 10 overcome the difficuLties of the sludents who know both of Myanmar and
English.
of
dai.
Introduclion
|ocabulary
$hich is the basis of leaming a language.
It is compulsory to know the
Among the words, nouns and verbs are verv imponant as $e inevitabll have to use the nouls
and verbs whenever making sentences.
III Korear language, some verbs are used not only as main verbs but also as auxiliary
verbs. When the verb is attached to anoiher verb, a certain il1fix has to be used belween two
verbs, which depend on the vowel ofthe first verb root. Ifthe yerb ends in vowel ,ol/g(a/o.),
inix ol(a) is used. For example, the verb *cl(chag-da-search) ends in the vowel ol(a), ol(a)
inflx is attached to the verb H4(bo da- look), so the verb phrase becomes *ol -H-4(chag-a
bo da-ty to search). The same condition is applied in Korean verb conjugation. Ifthe flrst verb
root ends in vowel o](au), *(u), o (u-), ol (i), ol(au) infix is used. Ifthe first verb root ends
in El(ha), q(yau) infix is used. Among them, "u"r6 +ollol/€ atrl (a/adyau ji da)'is
specialized in this paper.
ObjectiYes
(1) To understand the usage
of 'verb+ oll9/€
zl4(a/au/yau
language.
(2) To be aware'ofthe different usage and meanings of "Verb+
practically,
ji
da)" in studying Korean
olloll4Tlt+(alallyau
Mat€rial and method
ji
da) "
This paper presents the syntactic and semantic analysis on
"Verb+ol/dl/.4 ,al4(a,/au/yau ji da)" prescribed texts for BA course ard Korcai grammar
books and also the documents concemed with "Verb + ol/o]/c4 ;<lQ(a/au/yau ji da)". A
descriptive analysis is applied to explain the study.
' Assotiate
professor & Head, Depanment ofKorear, Yangon University ofForeign Languages
Universities Research Joumal2012, Vot.4, No. I
Literature reyiew
can be seen (26) different meanings of the verb ,.^lEl6i da)" found ir Essence
Korean-.English are as follows :(1) carry on the back, (2) bear, (3) get into debt, (4) owe, (5)
assume.(a.responsibility), (6) fail, (7) fade/ fade away, (8) fa (9) bi shed, (tO; bi gone,
,
1i1)
set, (12) sink, (13) go down, (14) decline, (15) grow, (16) expire, (17) be removed, (18)
wash
out, (19) defeated, (20) lose, (21) yield ro, (22) get spotted, (r3) set in, (24) be behind, (25)
be
under an obligation, and (26) take.
In Seo Jeong 500(2006:637), the conjugation of verb ',a qci da)" is recognized as an
auxiliary verb $'ith inchoative meaning.
In Im Hong Bin. Hong Kyeong Pyo and Jang Suk In(2003:242), conjugation ofthe verb
Et(ti da)' is recognized ds an auxiljary verb. expressjng a srale.
Accordirg to the above documents, it can be seen that the verb ,':lcl(ji da),' plays a
role as an au{iliary.
It
''' .
Ahalysis of the usage of "verb +opq/q zl4,'
/q -ZlEl (a/au/yau ji da)
When the nain verb is a tansitive verb which is attached to "ol/q/q :14(a/artyau
da)", the sentence change to passive sentence. It can be seen in the following examples.
Trarisitive verb + dl/q
e.s'li
{a)
ji
?+ t\ 3!_!lEale)g.
Chin gu ga €zl sit ralji wau yo.
Friend letters erases
Friend erases the letters.
(b)
=414^144e.
Grl
sri eaji wau h! yo.
Lettets emsed
The letlen are erased.
In example (1-a), "friend" does activity which is erasing the letters, The letter is erased
by friend, and then the letters are aheady erased, that is an iccomplishment of rhe acti\,io.
Hence, it can be seen that the letters are not erased by itsel! that is erased by someone or
something, So this state is shown in example (l-b), passive sentence. It can be found that the
simiiar conditions in the following examples.
e.eQ) @)q= 7+E izTl€ .g94.
Na nun kal-o gosi /r/ ssauraut da,
I knife by meat sliced
I sliced the meat with knife.
(b)
-z7l4Eqg.q.
Go gi
gd ssaurau iautta.
Meat sliced
The meat was sliced.
L+iflEl.
e.e(3) (a) EJg
Baz-ul dullo nanu-autta.
Room two into divided
(Someone) divided the room in two.
Ee
Universiier Research JoLmal 2012, Vo].
(b)
,1,
\o.
43
I
+ol EE ++q liEl.
dullo g44gggjaUllq.
Room two into divided
The room was divided into two.
!44:!
can be proved that "Verb+ol/q/q zl41a/aulyau
passive according to Alex Alsina's event structue.
It
ji
da)" makes the sentence to
Whenever we have a representation of an event consisting of an activity and a state in
temporal sequence, all accomplishment is decomposed into a sequence of an activity and
state"(Alex Alsina : 1999 : 86:) .lt can be seen the examples (1,2,3) in the following event
stucture.
e.g(l)'
efdi
cause
(=rl
7] zl9l
llt])l
efftiend cause (letters are erased)]
e.g(2)' e[4E cause ( n71 7]
e[I'cause ( meat is sliced)]
€qdE])l
e.g(3)' e[someone cause
(*"1 Ee L]+q dE])l
e[someone cause ( room uas divided in
tl\o)]
In the above mentioned examples (1)',(2)'.ard (3)', there is an activity in each event
which carry an accomplishment/state. These events can'also be expressed in the follo\\'ing
diagams.
Event
(a)
a
Friend
=
lette$
4l -tl
zl9l zl El
Letters
are erased
(b)
deEl
"fE
I
meat
sllce
-1 7)
Meat
7l
dol ?El
sliced
It can be seen in the diagram(a); the process of "zl+El(ii u da)- erase" brings about
the state "zl9] zl q-(ji wau ji da)- be erased" which is the static or continuous of condition,
that is not a moment condition. Therefore, it can be said that "Transitive Verb+ol/q/q
t.l(a/artyau
ji
da)" does not signify in,lhoative meaning
According to the example (2-b)and (l'b), the sentences are changed into passive
ji da)".
sentences when the main verb which is tmnsitive attached to'ol/q/qzlEl(a/adyau
-1l
Universiries Rerearch ]ourral 20'2. Vol.4, No.
I
So it cal be assumed that '-a14" is not an auxiliary verb. According to the chaxacteristics of
the auxiliary verbs mentioned in Sau Jaung Soo: 2006: 625 [(1) The auxiliary verb has very
close relationship to the main verb, (2) helping the activity or the state of main verbs, (3) the
auxiliary verb can easily aftach to grammatical elementsl, it can be found the characteristics of
the auxiliary verbs, can be seen in the following examples.
l-'I
e.g 151 1al
Chm gu ga
gd'{.tr+
^14844
sagwa-tul maug-au beglgt4
Friend apple eat + (throw) auxiliary verb.
(b) 4't'71
+q.
^lr4gqq
Chin gt ga sagwa-rul maug-au jlj4
Friend apple eal+ give(auxiliary)
(c) 4+71
Hq.
C\ir, gu ga s3p91111! maug-au bg3q
Friend apple eat+ iook (auriliary)
)lrrlEe4
^lalg4q +q.
1d) 4+71
Cbtr. go ga;ggy!f!!! maug-au
Friend apple eat + put(auxiliary)
(e) tJ+71 )lal=.qc)t 7lq.
Chin gt ga s3pgyy! maug-au g33&
Friend apple eat +go(auxiliary)
(0
rl+71}/4=q q sq.
!gi&
giq
Chrn gu ga sae
'a-rul maug-au
Friend apple eat + come (auxiliary)
A+71 r/-4=E -:r. 9lrl.
Ct:trL gD ga sSpgyy! maug-go !l!4
(c)
Iriend apple eat + ing (auxiliary)
6) 4+71
)ltlEqit,f,q.
Chin gu ga ggpgag! maug-go qbipll!!
Friend apple eat + want (auxiiiary)
According to the examples mentioned above, all the main verbs in these sentences ale
transitive verbs and the underlined words are auxiliary verbs. In the sentences, the accusative
case "il4(sagwa- apple)" is always attached to the object particles: i e these sentences do not
change to passive ones in spite of using auxiliary verbs. The auxiliary verbs take the role of
supporting main ve.b, but cannot change the sentence to passive ones. However'
"ol/ol /q 4 El(a/au/yau ji da)" can change the sentence to be passive, so it is assumed that
"4 El(ji da)" is not an auxiliary verb.
Intransitive verl, +dLq/q zlq (B/au/yau ji da)
When the main verb of the sentelce is intransitive verb which is attached to
trol/q/q 4 4(a/adyau ji da)", the type of sentence does not change arything as seen in the
following examples.
e.st6) (a)
o
+'
'l 8"J4.
I gudu ga dAlggg.
These shoes wom-out
These shoes are wom-out.
.-
Universities R€search
Jomal20l2. Vol.
4. No. I
(b) ol +F7l gdlAEl.
I gudu ga dara iautta.
These shoes wom-out become
These shoes are getting wom-out.
e.e(7) (a) 4ts .q=' q 7l ql zl+ S] *El.
Na nun yo jum yau gi e an watta.
I nowadays here ftequently not come
I do['t come here frequently for the time being.
q7l"i
elrt4.
(b) +=
'q+jum
"J
yau gi e g!:SA_i.EC!lg.
Na nun yo
I nowadays here fiequently not come become
I've got not to come here ftequently lately.
4+
According to the example(6-b) and U-b)a'' zlrldi da]" acts as an auriliary verb, and it
means " some state is beginning to". Therefore, there is an inchoative meaning when the
intransitive verb attaches to 'zlQ(i da)'. The reason is that the shoes automatically become
wom-out by time, they become wom-out by itself, so the example(6-a) is an active sentence
and (6-b) is also and active one, showing the beginrLing of condition change. In this case, it can
be said that "zl4(ii da)' plays the role of an auxiliary verb which is similar to that of
example(7-b).
Descriptive verb +ol/q /q ;! q (a/au/yau ji da)"
When the "zl40i da)" is attached to desqiptive verb,
meaning as shown in the following examples.
it
changes
to
irchoative
e.s(8) (a) 94171 ttl*6lE+.
Nal shi ga !41!g!!s!s.
Weather waxm.
The weather is wam.
(b) BrlTl trl*dl.zlq.
Nal shi ga tatutheiida.
Weather warm become
The weather is gefting warm.
e.g(9) (a) dLl'ql 7l cdl HH E+.
A]trla ga ygjgde.
Anna pretty
Anna 1s pretty.
(b)
sLl4 7l qlrBl 'l
El.
yeDauiida.
Anni ga
Anna pretty become
Anna becomes pretty.
According to the examples (8-b) aad (9-b), it can be seen that the meaning changes to
"the state stats changing". These sentences are in present tense and it is obvious that the
change of condition is going to stafi. However, the condition is continuous, not for a moment
or inchoative when "zlc| (i da)" is attached to descriptive verb with past tense. lt is seen in
the following examples.
Uni\errilies Rerearch JoMral20t2.
\
ol. r', No.
I
trl*;lg.
e.g(l0) (a) ErlTl
Nal shi ga tatutheyo.
Weather warm
Weather is warm,
(b) g4l7l trl*;tlal q s.
shi ea !a.!sttsrb!$$
Weather ,,!am become
Weather has been warm.
)3t
j.
As Jn Im Hong Bin (Korean Grammar
for Intemational
leamers, 2002, l37p), the past
o[ Korean indicares rhat somerhing happened
ln rl. pus uiO rt" ltaie is continuously
taking place tiil now. So, it is assumed
mat tl1e warm state begins not at present.
It lvas warrn in
the past and the warm condition stiii
tn"t tt shown in the example(10-b) Similar
tense
condition can be seer in the folou,ing
e.g(11) (a)
+El7l
Jllllii":t'
+E.Ig.
ga tungtuoehevo.
, Ylrmi
r uml lat
Yumi is fat.
(b) +El71515'6t149.
Yumi ga !ungtupsheiauvo.
r uml Iat become
Yumi ;s gefting fal.
(c) +El7l ++si*q_c.
yLrni ga
!ungtungheiausau\ o.
r ujrr lat become
yumi has been fat.
the present rense of "71 4 (i
,but- _,
^. T"nuo1"d,abo1e.
the past
form of "zl
(i
4
da)', takes an inchoative meaning
da;,, shows perfect meaning ina the star"
l*fifr"Op*rnr.
The Korean verb ,,dl/q/q
da),, can auach to every verb typesl
..
transitive verb, intansitive verb and clescriptire
u"rb. wh.n;"f
is attached to
transitive verb, its character of the main uerb
,:;l'rl ou;,
becornes.pasri"" ri,"
6,
',"ii
o,u5
the role of auxiliary verb when it is attached
to intransitive verb and shows inchoative meaning.
However' "zl4 (i da)" is attached ro descriptive
t..t, i, *rrii.
,inr"r, ,n"touti,r"
meaning in present tense and continuous state
j, ,he following
in past tense. ffr"y
"r,+illilrtjr'j,
+'iiii^,,,
i."*"
"-i. r.*
Transitire Verb
-
.1
q g.ltrfiur)*
Passive
Intransilive Verb
yau
iidal
'
oL
Descriprire VsrSr- o1
yqqji
ji
inchoative
q q-l4lyuu
da) in Present Tense
Descriptire Verb'
yau
olE <trt ,u*
ol
da) in PastTense
d A 'iElu
uu
Continuous State
Universities Research Jomal 2012, Vol. 4, No. I
Conclusion
It is hoped that teachers a.nd students of Korean language will become awate of the
usage of "Verb +ovq/q :14 @Julyau ji da),'. Hence, thi study provides the idormation
about the conjugation of verb ,,4 El (i da)', which must be emphasized in
teaching for the
different functions and meanings while attaching other verbs. Moieover, this paper is
believed
to help contribute the practical usage of ',:l 4 (;i da)" not only in hanslation and interpretatiod
field but also in the upgrading the speaking and writing skills ofKorean larguage.
Acknowledgemeuts
I should be very gratefirl to the Recror, Dr. Lwin Lwin
Soe. pro-r€ciors. for their guidance, and I am also
.
indebted to our professors who raugbt me Korean Linguistics at seoul National universii.
r would like to thant
those who Fovided me with advice and assistance thmughout the rvritiry ofthis paper.
. .
References
Alex Alsina. (1999). On the reTesandion of Eyent Structwe. Singapore: CSLI press, Narional University of
'
Singapore.
Im Hong Bin. (2003). ,(o/€an Gramnorfor Inten dionat Z€erels. Seoul: Seoul: yotrsei Universitv press.
Koreai Langiage Institure. (2006\. Korca, m.*ottt: yoDsei UdveFity press.
. Q006). Korean Iy. tunl: YoEs€i UDiversity pres.s.
National Language btstitrJ.E. QO06). Korean &a"'ne tor Inte."ationat Leanen. Se.out Commuicatiotr Box
Press.
Seo Jeong Soo. (20061.
Ko.ean Gr.annar. Seotll: Hanyatrg Univeiity press.
Yangor t ni\ers D ofFore Er LangJ,ge. Rerearlr- ro,rra )0.2, Vol.4,.,J0.
I
A Study of Pronunciation Mistakes of First Year Russian Snecialization
Students and Wa)s to Correcl the Mistakes
rhe paper has addressed obslacles
. *"rt'i*iit *"*,.,
ror tusr year B.A students or
Rxssian and produced the findings. Based on rhe findings, a thorough review of the research
has been conducred with an aim to help the srudenrs aniculate accuralcty, and shows qals
where to keep articulalory organs at a cenain place and how 1l] practice.
Introduction
Pronunciation is a door to a language. Therefore, it is of great impotance that
Myanmar students *ho are learning Russian must be able to communicate \i1tn accurate
Russian pronunciation. As some Russian pronutciation does not include in both Myanmar and
English pronLrnciations. studenls mav run lnto difficulties with pronutciation. Thus, accufate
articulation calls for a need !o kno\\' \\'here to keep articulatory organs (lips. teeth. alveolar
ridge, tongue, tbroat, pharJ rL\. laq n\ (\ oice box). r'ocal cord and plate) and how to practice. In
addition. nature ofspeech should be :tudied.
Objectires
The paper aims at addressing obstacles to Russian pronunciation \\hich \,1] anmar
leamers ofRussian are facing, and helping them. based on the findings. to articulate accuratelv
by showing ways whete to keep aiiculatory organs ard how to practice. and the nature of
speech.
Data collection and applied method
Data is collected not only from libraries ofRussian Department and Yangon University
of Foreign Languages but from intemet as well. Moreover. a close study has been carried out
to go into leaners' pronunciation and afterwards. the findings ofthc study are also brought into
cooperation for this pu4ose. The paper makes use ofdescriptive method.
Retie\r of literature
Slud) ofRussiaD \ orr els
Pronouncing of, Russian yorvels
Russian is a phonetic language. Russian speech sounds need to be pronounced based on
vowels. Therefore, if vowels cannot be pronounced conectly. meaning intended cannot be
produced. Russian has 6 vowels, and they are 'A, O, Y, 3, II and f'Ir'.
The
need to be pronounced u'ithout the movement of lips. The
vowels "O'r and "Y" need to be pronounced with the movement of lips. in pronouncing the
vowel "I{" the tip of the tongue is pushed a little dorvn$'ard lower teeth. the centre of the
tongue is put close to upper teeth, and the tongue is put in a flat position. The sides of the
tongue are in contact with upper side teeth. Upper and lower teeth are a little distance. Ihe lips
are in such a smiling position that they are a little wide apart. In pronouncing the vowel ,'bI"
the tongue is kept quite far backwards from teeth. The tongue is mised tou'ards the soft palate
as high as the sound y is pronounced. The lips do not take. part in the pronunciation ofthe
vowel "bI".
vowels
' Lecturer & Head, Department of Russian, Yangon University ofForeign Languages
50
Yangon University of Foreign Languages Research Joumal2012. Vol.4. No.
1
Classification of Russian vowels
In classit/ing Russian vowels depending on the position of the lips, they are done so
according to how they are clearly pronounced and the height of the tongue in the mouth. As
r_egards the action of the tongue in order to clearly pronounce the soinds,
vowels can be
divided into back, central and ftont ones. In pronouniing central voweis, the centr. ,..- the
tongue is mised towards the roof of the rnouth, and in pronouncing front vowels, tle ryont of
the tongue is raised towards the front of the roof of the mouth. Depending on the raising cf the
tongue, vowels can be divided into open, half-open and close ones. in pronu,*"-g open
vowels, the_tongue is in a flat position, and in pronouncing close vowels, thi tongue is raiied,
as descdbed in the following table. The shape of the tongue changes depending on which part
ofthe tongue and ho$, high it is raised.
Study of Russian consonants
Pronouncing Russian consotrants
Russian has 36 consonants and 6 vowels. Therefore, there are 42 speech sounds. In
pronouncing the
the lips are closed. Lips do not involve. The
airsteam is pushed out tbrough the lips. The consonant ',II" is voiceless and the consonant
-"8" is
voiced. In pronouncing the consonant ,'M,' it is done with the lips closed like the
consonarts 'lII" and "6". The lips do not open. The airstream escapes though the nose.
In pronoulcing the consonant "JI" the tip of the tongue is raised a.nd pushes upper
teeth. The bact ofthe tongue is kept back as in pronouncing the vowel "V". The whole tongue
is tense and like a spoon. Air goes out from the sides oflhe tongue. The vocal cords vibrate. In
pronouncing the consonant "H" the tip ofthe tongue is put downwards lower teeth. The centre
of the tongue touches upper teeth and alveolar ridge. The tongue is not kept tense, ,'H" is a
consonants
nasal sound.
h pronouncing the
the tip of the tongue is put downwards
lower teeth. The cente ofthe tongue touches upper teeth and alveolar ridge. The tongue is not
kept tense. T is voiceless and .{ is voiced. In pronouncing the consonanti ,,C" and ,'a" the tip
of the tongue touches lower te€th. The centre of the longue is a little raised lowaros uDDer
teeth. The sides of the tongue touch side teeth. "C" is voiceless and ,,3" is voiced. In
pronouncing the consonant "ft,' it is like the vowel "I{'r.
However ihF
"tl'r However,
the r^ndrF
tongue i(
is rFhapr
tenser ,n..1
and
raised higher towards the centre ofthe roofofthe mouth.
In pronouncing the
er lip is kept close to upper tegth,
air goes between upper teeth and the lower iip. The vocal cords take part in the pronunclanon
ofsuch consonants. "@r' is voiceless and "8" is voiced. In pronouncing the consona.nt ',p', the
tip ofthe tongue vibrate against the alveolar ridge. The sides df the to;gue touch upper teeth.
The centle and fiont ofthe tongue are arched. The lips open.
In pronouncing the consonants
the alveolar ridge. The back of the tongue is also raised, and kept backwards. The sides ofthe
tongue push the upper side teeth, and the tongue is in the shape of a spoon. ,,IIIi, is voiceless
and
voiced.
In pronouacing the consonant "q'r the lips are a little pout. The tip of the tolgue
touches the bottom oflower teeth. "{', is voiceless. In pronouncing the consonart ',II'i it starts
with /T/ and gradually changes to /C/. /C/ is pronowrced shod. The tip ofthe tongue is put at
the bottom ofupper teeth. "{,' is voiceless.
ln pronouncing the consonants "K, and X" the tongue is kept backwards. The back of
the tongue is raised towards the soft palate. The tip of the tongue is near lower teeth. The
consonants "K,
and X| are voiceless. In Russian, the consonant ,'IIIi, is always long. The tip
ofthe tongue is raised towards the alveolar ridge. The centre ofthe tongue is rai;ed bwards the
hard palate. The lips are pouted {brwards, and the teeth are open. ,,III" is voiceless.
consonants
consonants
"XI
I
I
Yangon Universiry ofForeign Languages Research Joumal2012. Vol. 4, No.
5l
1
Classification of Russian consonants
In Russian, there are six voicedtvoiceless pairs: 6-rr, B_0, r-(, r_T,x-rrl! and :-c. The
constant voiced consonants are ii, _-t! M, H and p and the constant voiceless consonaflrs are x, Lr:
Itr and q.
In Russian, there is no devoiced consonant. If voiced consonants are in the final
position of words, they are found to be pronounced as voiceless consonants. Therefore, il is
found that Russian has no devoiced consonanr.
Ifthe voiced consonants r,6, r,3 and B, are belore the voiceless consonants in words,
such voiced consonants are found to be produced as thg voiceless consonants r, rr, I(, c and
!b.
When a word ends with the consonant x it is pronounced as the consonant rtr.
Stress in Russian Language
As a distinct characte stic of Russian language, stess is fixed on each word and the
shiff of the stress on a \.vord can change the meaning. Therefore, though word formations are
the same, the meaning can change ifthe stess shiffs.
For example,
padlock
'
3a'Nlok
casde
The stress on the sy llables of a gord is exact and fixed. The stressed syllable is strong
and has to be pronounced $ith a high force ofair.
3aMo'K
Findings and discussion
Result ofsurvey on vowels in Russian Language
It is found that the position of lips is more important to articulate English vowels than
to arliculate Russian vowels. Additionally, it is found that the Russian vow;ls are short and
there are no diphthongs in Russian language.
The first survey covers a total of 90 first-year B.A. students and focus on six vowels in
Russian lansuaee.
I
of Nurnber of Percenrage
Correcr lncorrecr ofColre€i
Srudens Siuderts StuderB
Resulr of surv
No
Nunber
Studenrs
1
a
2
3
4
3
5
6
90
90
90
90
90
90
of
Number
90
90
90
90
90
?.i
15
p€rcenrase
ofInconect
Siudenls
100%
0%
100%
).a0%
l00Yo
Dvo
100%
0%
0%
0%
83.34%
16.66%
students can voice the vowels ,a, o, y,3, ti'conectly, however, 15
students ale found unable to articulate the vo$'el '6i.
In the production ofvowel 'br', the teacher explained that toneue has to €ise to the soft
platg without any moment of lips and the rongu. nrurt be kepr far b=acku ards from the teeth.
Then the teach€r makes a model and shol!. them phonemic chart and let them listen to and
recite rhyming poems. Afterwards, the second suNe.v is conducted on the same vowels.
All of the 90
-t
Yangon University of Foreign Languages Research Joumal 20 I 2, Vol. 4, No.
1
Resul o
No
Number of
Students
I
90
90
)
3
v
9A
4
90
90
90
5
o
Number of
Correct
Number
Students
90
90
90
90
Srudents
of
ofCorrect
90
88
Percentage
2
Siudents
ta0%
Students
\)%
r00%
0%
t00%
0%
100%
aa/a
140%
0%
97.1',1yD
2.230/a
Then it is found that 88 out 90 students are able to produce the vowels accurately. The
resr are found unable to pronounce accuratel!. It may bc concluded that they are weak at ustng
articulatory orgaris at the proper position.
Result of survey on consonants in Russian Language
Nonnallf in Russian Language, a Russian alphabet is only a syllable sound. However,
an
as
exception, the vowel sound'x, e, g, ro' may change into t$,o syllables in accordance with
the position in which they appear. Furthermore, there is no sound for ,8,6'. It is found that
these sorurds act as a complement for the alphabets in association.
The first survey is conducted with a total of 90 fimt-year B.A. students, focusing on 21
consonants,
R esu It of
oI sun'
No
Consonant
Number
of
Sludents
Number of
Conecl
Students
6
2
B
3
I
5
90
90
90
90
90
'7
90
8
90
9
t2
90
90
90
90
I3
90
14
90
90
90
90
90
90
10
tl
H
t5
t6
I7
o
t8
q
l9
20
2l
trt
90
90
Percentage
ofCorrect
Snrd€nts
90
Studenrs
Snrdents
100%
a'%
90
1000.,;
90
l00o;d
0%
0%
'71.7syD
22.224/"
90
t0
20
90
90
90
90
90
90
90
16
90
90
90
90
90
90
a%
100%
0%
100%
oyo
ta0%
100%
100%
0%
0%
0%
100%.
0%
84j4%
15.56%
a%
0%
0%
100%
90
80
100r/r
t0
100%
100%
100%
88.89%
100%
100%
100%
0%
I1.lt%
0%
av,
ao
It is found that some students could not produce such consonants as q, p, x. It is also
found that 10 out of90 students are not able to produce consonant {, 14 out of90 students, to
produce consonant'p' and 20 out of90 students, to produce consonant.x'.
The teacher gives a full explanation that in production of consonant ,q,, rhe tip of the
tongue must be kept at the base. The consonant .p' must be voiced with force keeping the tip
of the tongue at alveolar ridge. As for the consonant x, the sides of the tongue musr prop
Yangon University of Foreign Languages Resealch Joumal 20 12,
Vol
4, No.
1
against the sides of the upper teeth, forming the tongue in shape of a spoon. Then the teacher
models on the same consonants using a minor. Then he/shJ shows ihe students ohonemic
chart, and let them listen to and recite rhyming poems. Later, the second survet is canied our
on the same consonants.
Result of su
No
Consonant
Number of
Number of
Number of
Percentage
Percenlage
S!udents
Coffeci Students
ofCorrect
Studenls
I
6
2
3
4
I
5
6
'7
n
8
9
t0
tl
12
n
13
t4
15
16
I7
l8
q
90
u
19
20
2l
90
90
90
90
90
90
90
90
90
90
90
90
90
90
90
90
rq
90
90
90
90
90
90
90
90
87
Studenls
100%
100%
90
90
90
90
90
90
90
90
tv/a
100%
0%
0%
0%
96.670/a
l.i3%
t00%
a%
100%
100%
100%
100%
ao/o
a0%
J
Students
ta0%
100%
140%
ao/o
0%
0%
0%
0%
0%
0%
90
90
90
1009,0
009,;
09/o
90
90
00%
00%
a%
0%
90
90
90
00%
D%
jaa/a
0%
a%
009
00%
The second survey highlights the fact that all the students are accurate $,ith the
production of the consonants 'u, p'. Except 3 students, a total of g? students are able to
produce the consonant 'x' accurately. The three students are supposed to be incapable of
producing tongue-rolling sorutd.
Finding on stress in Russian language
It is found that a lack ofawareness ofword stress in Russian language makes Myanmar
leamers of Russian produce *rong pronunciation. ln order to help leameri become a*,are of
stress, students are asked to listen to $ords $ith the help of rcaching aids such as cassettes,
CDs and DVDs, and then to u,tite them do\\n. In addition, they are asked to lislen to rhyming
poems or songs and let to sing indiridualll or in gtoup. The repetitive practices can help
studenls nolice the slres: and an-i\'e ar correcl pronunciarion.
Overvierv
To prcduce accwate speech sound in Russian, vocal organs such as lips, teeth, alveolar
ridge, tongue, throat, pharynx, vocal fold and plate must be studied and tained in the
production of speech sounds. The precise production of speech calls for precise use of speech
orgars. Basic principles of sound system must be explained along with the description of
phonemic chart. Students are asked to listen to words with the help of teaching aids sr_rch as
cassettes, CDs and DVDS, and thgn to write them down. In addition. thev are asked to listen to
rhyming poems or songs and let to sing individually or in group. The repetitive practices can
help students achieve better pronunciation ard improve their speaking and listening skilis.
54
Yangon UDive6ity
ofForeig
Languages Reseaxch
lounal 2012, Vol
4, No.
I
students.who are teamifu""J,lLt#r-**"
will be abte to produce vowels
-_,
ano consonants,
^^_y1ii*notice striking featues
in Kusstan language and speak Russian
systematicallv.
Firstly,
I
Acknowledgements
n n"* i*i,
wouid like to thank
Js, pro-recron, Dr. Myo Han ard
Yangon universitv
of
Foreign
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*ifi"Ii, Russky yazyk pubiishers.
Moscow:
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"*u"ot*:l;jJl?l?l.aBasiccotseinVhonaicsfatt"|yanmatstudents.yangon:yansonuniversiryof
ror€lgn languages.
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Fol.r'o. (2012). Russian p;onunciatiaL
Retrieved from September 25, 2012, wv.w.forvo.conv
hnguages/ru,/
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