D. B. ELKONIN
DEVELOPMENT OF ORAL AND WRITTEN SPEECH OF STUDENTS
Our work has shown that written speech fosters a responsible attitude to words to a greater extent than oral speech. Written speech is more closely connected with logical thought than oral speech and in its development cannot but rely on thinking and inner speech. And this support drives the development of these mental processes. It is of great importance for the development of a student's thoughtful and serious attitude towards what he studies and does at school.
Written speech appears from the very beginning to be more arbitrary. To master it, the student must learn to analyze the sound-letter and syntactic composition of his speech, and this analysis, together with the abstraction of written speech from external situations, is the most serious basis on which other relationships between external speech and thought are established. Without the development of verbal thinking, successful schooling is unthinkable.
Let us recall another feature of written speech that has enormous educational value.
Written speech and its characteristic orientation towards an abstract reader opens up new ways of communication for the child, transferring the child’s thoughts, will and feelings into a much wider world of social reality. Through the development of reader orientation, this world is more tangibly perceived by the child.
If this is the value of writing, then you need to carefully weigh the possibilities and methods of its development in school. Methodological literature usually indicates that a child’s written speech depends entirely on the development of his oral speech. The level of development of oral speech usually determines readiness for certain types of children's independent writing.
Our research shows that this is far from the case. Written speech is not a simple translation of oral speech into written signs. Written speech is a unique process that has a specific relationship with oral speech, thinking, imagination, inner speech and attention. Therefore, the path of its development
is determined by the student’s achievements in various aspects of educational activity, and not just by the level of development of his oral speech (although this level is the most important).
If oral speech has not accumulated a certain vocabulary, the child should not be given written work that requires the use of this vocabulary. Until a child learns to speak in an environment where he is listened to and the teacher and class react to his speech, it will be difficult for him to write anything when left alone with himself. Thus, oral speech, which children learn at school, requires for its development the skill of focusing on a collective listener. This orientation is very different from simple direct communication with individuals. When a student speaks in front of a class, he must be able to adapt the strength of his voice, intonation, syntax, and vocabulary of his speech to these conditions. The ability to orient his oral monologue towards the listener will, to a certain extent, help him orient his written speech towards the absent reader. In both cases, imagination plays a big role, i.e. the ability to put oneself simultaneously in the place of the speaker (writer) and in the place of the listener (reader).
We especially emphasize this connection because pedagogical practice takes it into account very little and deals very little with oral speech from this side.
This order of work has taken root at school: the teacher repeats the student’s answers, being a kind of conductor of his individual statements to a group of children. With this order, the child answering the lesson does not need to direct his speech to the whole class, and the whole class does not need to listen carefully to the speaking comrades, because the teacher will then repeat the most important thing. Meanwhile, the reaction of listeners is a powerful factor in improving monologue speech.
Oral creative work with read texts (continuing a story, telling a story at the beginning, at the end, changing the form of a story, etc.) is especially important for the development of written speech, since it represents active attempts to take the writer’s point of view and best prepares the student to combine the points of view of the “writer” and the “reader” when writing.
Reading is the understanding of written speech, i.e. one of the main and most important aspects of speech development. Understanding speech always precedes its use: children first begin to understand the speech of others, and then, after some time, they themselves begin to speak. The same attitude persists when a child learns to read: you need to understand what you read well in order to be able to tell it or write it.<...>
Working with children on a reading plan and on reading is very important for the development of written and internal speech.
outline of a children's story. An analysis of the essays “How I spend my summer (winter) ...” showed that children cannot write an essay without a plan. And while they do not have an internal plan, they try to build it on the surface of external speech, which makes it awkward and unreadable. And this situation remains until the external plane becomes internal. It can be assumed that working on the plan of what is read is of great importance so that the child’s speech begins to be built according to the internal plan.<...>
One of the difficulties of speech is its arbitrary division into component parts. Oral speech, in which this occurs unconsciously, cannot help the development of written speech in this regard. Written speech, on the contrary, helps to overcome the unconsciousness manifested in oral speech. A strong skill in correctly dividing thoughts is important not only for the purposes of spelling and punctuation. Without it, written speech is deprived of its most important specific features.
Expressive loud reading greatly helps the development of voluntary division of speech, while with quiet reading the student to a greater extent embraces the general meaning of what he read, combines individual thoughts into one whole and weakly grasps the sound-letter and vocabulary structure. That is why you cannot switch to quiet reading before children learn to correctly perform sound-letter analysis in writing.
But quiet reading has its own value for the development of written speech: it prepares the development of inner speech.<...>
Quiet reading facilitates the transition into the semantic nodes located on the surface. In this way, the child acquires the skill of thinking silently, of holding in his mind the “milestones” of the thought that he is going to express when writing. The child gradually loses the habit of merging the plan of his thought and the thought itself, and the semantic nodes that clutter it up begin to disappear from the surface of written speech. If we have a student whose speech suffers from clumsy repetitions that play the role of logical supports, we need to think first of all about working on a plan for what is being read (narrated) and about quiet reading.
Grammar is crucial for mastering written speech, since it most helps to understand the composition of speech. That is why the teaching of grammar must be structured from the very beginning in such a way that the speech comprehension skills acquired in grammar classes are constantly reinforced by the practice of children’s independent writing. We mean children’s independent composing of sentences, elementary linking of several sentences, work on deformed texts, etc. Elements of children’s independent writing are extremely important for the successful completion of the grammar itself.
The fact that written speech is more closely related to abstract thinking makes it especially valuable for studying a subject such as grammar, where everything is built on verbal abstract generalizations. When can a child internalize these verbal generalizations more deeply? Of course, when he knows how to abstract from concreteness, to separate attention to the word itself from the visual representation contained in it, and not to confuse the word with the object reflected in its meaning. Without this, the child will always see objects in nouns (with the word “water”, imagine water and think very little about how to change this word by placing the unstressed word under stress). Written speech is easier and better copes with the task of attracting attention to the abstract verbal sphere of children's thoughts.<...>
Elements of independent writing need to be practiced more widely from the very beginning also because many children, having learned writing techniques, usually begin to write independently at home. They design magazines, write advertisements, posters, letters, diaries and even movie scripts. All this, as a rule, is woven into the fabric of children's play and often occupies a fairly large place in the life of a primary school child. The school cannot ignore this fact. It is impossible to wean and discourage children from their aspirations for independent writing.<...>
What path should teaching writing take in school? This way consists in the fact that children are given the task of briefly writing about something based on questions, according to a detailed plan, which is nothing more than those verbal-semantic nodes that children should develop inner speech. This also includes techniques for inserting missing words and expressions, and other exercises with deformed text. This kind of written work is quite appropriate from the point of view of what we know about the ways of development of inner speech in its connection with written speech.
The insufficient development of the methodology for written tasks of the mentioned type for children of primary school creates a completely unjustified slowdown in the pace of development of written speech.<...>
The most favorable conditions for the intellectual productivity of writing exist when the writing technique takes a minimum of effort and time from the writer.
The school is not careful enough about the speech with which the child comes to school.<...>And from the first day he forces him to speak in the form of so-called complete answers, which extremely complicates the flow of child speech. It is very difficult even for an adult to speak in complete answers. It is especially unnatural and therefore very difficult for children when they are required to speak in full answers during a lively class conversation about a painting, about an excursion in which everyone participated, or about
a story read and known to the whole class. This is difficult because the whole situation, both the interlocutor (in the person of the teacher and classmates), and the subject of the conversation are before his eyes, which pushes the child to the usual forms of short oral speech. What we have said does not mean that complete answers should be banished from school. They are necessary, but in their place. Accustoming children to the use of grammatically formed detailed sentences is necessary, first of all, so that they practically dismember their speech and construct the type of sentence with which they have to deal when studying grammar. If children do not know and cannot practically construct a grammatically developed sentence, then they will not be ready for written speech. But if the teacher demands complete answers from the child at every step, then this will harm the written language itself: it will be detailed and accurate to the point of absurdity.
While we have repeatedly emphasized the psychological advantages of written speech over oral speech, throughout our research we have repeatedly mentioned the great difficulties associated with mastering it. These difficulties, caused by the psychological nature of written speech (abstractness, arbitrariness, other connection with thinking), dictate the need for a very careful approach to children's writing. At first, children should not be given difficult and abstract topics for essays, since written speech is, by its nature, abstract speech. The path of development of written speech must be made in such a way that this tendency towards abstraction is smoothed out, so that children in their written statements are able to simultaneously rely on inner speech and verify its data with visual material from living reality. You cannot give children the task of writing an essay on a particular topic only on the basis that they have coped with a similar task orally. A direct transition from oral to written composition is not justified by the data of our study. This transition can be carried out at first with the help of a questionnaire plan given to children or pictures that play the role of a plan, etc.<.. .>
We must not forget, however, that in the upper grades of elementary school, ready-made “milestones” and plans begin to fetter children. Undoubtedly, this must be felt in time and children (even individually) must be given more independence.<...>
Pupils of grades III-IV are already beginning to master the internal plan of their speech in writing. Therefore, it is certainly impossible to keep them always only on written work, facilitated by a plan.<...>
It seems to us that it is necessary to formulate questions offered to children of primary school age in such a way that they stimulate the child to develop his thoughts,
They directed his attention not only to the end (result) of their thought, but also to its beginning.
Elkonin D.B. Development of oral and written speech
students. - M., 1998.-S. 100-111.
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The development of children's speech activity occurs at all levels of education: natural science, music, mathematics, etc. However, the main basis for solving problems in the development of speech activity is the lessons of the Russian language and literature.
To implement the tasks of developing speech activity in Russian language lessons, the textbook plays the main role as the leading teaching tool.
The explanatory note of the Russian language program for elementary schools emphasizes that the development of speech activity is one of the main areas of work in the elementary grades. “The tasks of teaching schoolchildren their native language are determined, first of all, by the role that language plays in the life of society and every person, being the most important means of communication between people. It is in the process of communication that the student develops as an individual, the growth of his self-awareness, the formation of cognitive abilities, moral, mental and speech development." The Russian language program for primary school also determines the range of speech skills of students, which should be developed over the course of 4 years of study in connection with the study of phonetics, grammar, spelling and the development of speech activity.
Textbooks "Russian Language" (author T.G. Ramzaeva) in practice confirm all the main provisions set out in the program. They reflect all modern approaches to teaching the Russian language to primary schoolchildren, including teaching coherent speech.
One of the advantages of this system is a textbook-notebook for 1st grade. Studying using a textbook-notebook begins in the second half of the 1st grade. When determining the content of the textbook, the starting point is that teaching the Russian language in the 1st grade is a propaedeutic stage in the initial course of study.
In the 1st grade, in the process of learning from the textbook-notebook "Russian Language", it is planned to conduct targeted observations of the word, sentence, text, as units of speech and language, and their functions in communication.
Theoretical material in a certain system is not included in the textbook for 1st grade. Linguistic and speech science information is used by students practically in educational and cognitive activities: in the process of verbal presentation of the results of their observations, analysis of educational mini-texts, answers to questions included in the textbook, comparisons and comparisons provided for in exercise tasks.
The propaedeutic stage of the system aims to prepare first-graders for mastering speech-based language theory in grades 2–4, that is, to create conditions for the implementation of communicative-speech orientation of learning. This is largely due to the fact that in the textbook - notebook for the 1st grade, a central place is occupied by exercises aimed at understanding in the long term the relationship of the functions of a word, sentence, text, their originality and design in oral and written speech. The word names, the sentence informs or contains a question, the text informs, but in more detail. It consists of two or more sentences.
The subject of constant attention is the lexical meaning of a word, its use in the text, the connection between sentences in the text, between words in a sentence, the role of text synonyms. The word as a unit of language is not represented in 1st grade at the part of speech level. Elementary observations are made on such a feature of a word as the question to which it answers and preliminary accumulation of information that words are names of objects.
The textbook is aimed at ensuring that in the structure of a simple two-part sentence, first-graders highlight its semantic and grammatical basis - the main members (without knowledge of terms), learn to distribute sentences based on the need for verbal communication (initial observations), pay attention to the connection of words in a sentence in the process creating your own proposals or restoring - deformed ones.
Teaching the Russian language in the 1st grade is a propaedeutic stage of the initial Russian language course. The systematic - concentric principle of teaching the Russian language is implemented in grades 2 - 4.
In the “Coherent Speech” section, the central place is given to working with text, students’ mastery of a set of speech skills that ensure the perception and reproduction of text and the creation of their own statements. In each class, work with text, as well as with sentences, is carried out throughout the entire academic year, which is due to the general speech focus of language teaching. In fact, every lesson involves working with text in oral and written form; Only under this condition does knowledge of the Russian language find application in speech and speech develops. The section “Coherent Speech” defines the main components of working with text:
concept text; developing the ability to distinguish between text and individual sentences that are not united by a common theme;
topic of the text, ability to determine the topic of the text;
the main idea of the text, the ability to determine it;
text title, the ability to title a text based on its topic or main idea;
text construction, ability to divide text-narration into parts;
connection between parts of the text using words: suddenly, once, then, etc. The ability to find a word that connects the main part and the beginning or the main part and the ending, the ability to establish a connection between parts of the created text;
figurative means in the text, the ability to highlight comparisons, metaphors, colorful definitions, personifications in the text, the ability to use figurative means in one’s statements;
types of texts: narration, description, reasoning;
the concept of presentation, the ability to reproduce in writing someone else’s text of a narrative nature according to a ready-made collective or independently drawn up plan;
the concept of composition (orally and in writing), the ability to compose a text based on a series of plot pictures, one picture at a time, as well as on topics that are close to students based on their life experience, the ability to write down their text with preliminary collective preparation.
The invaluable advantage of textbooks are texts taken from the best works of classical, fiction, popular science literature, works of oral folk art, and it should be noted that the texts are not only accessible and close to the life experience of students, but also have a certain impact on the soul of the child, make make him smile, be sad and think about some aspects of life. This creates a positive emotional mood for students in the lesson, introduces them to the literary language, and enriches their memory with linguistic and syntactic structures of exemplary texts.
The textbooks contain a system of tasks and special exercises that allow the development of all types of speech activity of schoolchildren, as well as the ability of children to freely use different languages in various communication situations.
In the development of students' speech activity, enriching their vocabulary is of great importance. The language material of the textbook allows you to enrich students' vocabulary every lesson. When studying a particular topic, children become acquainted with new words and learn their meaning. Thus, when studying the topic “Word,” children’s vocabulary is enriched with words that could be attributed to different seasons. Students not only find such words among the data, but also, if desired, can determine the mood that arose in them when reading this or that word.
Referring students to the history of individual words will allow them to be more attentive to the words of their native language. From the first grade, children become familiar with the polysemy of words. Drawings and exercise texts help them create specific images and perceive the meanings of polysemantic words. By performing such exercises, students correlate the objects shown in the picture with their names and conclude that all objects are similar in some way and are named the same, although they represent different objects. Also in 1st grade, children become familiar with synonyms and antonyms. In grades 2–4, in the process of performing practical tasks, students’ understanding of the lexical meaning of words, single-valued and polysemantic words, the literal and figurative meaning of words, synonyms and antonyms is clarified and deepened.
The authors of textbooks pay great attention to the correct speech of younger schoolchildren. Through texts, students become familiar with the correct pronunciation of words (“what”, “boring”), with the norms of stress in words and forms of words most commonly used in speech (“shop”, “beets”, “driver”, “understood”), learn correct use in speech of the words “dressed”, “put on”, “dressed” and others.
A special place in the system of work on the development of students’ speech activity is occupied by exercises aimed at nurturing a culture of verbal communication. So, while doing the exercises, children think about the questions of what words can be used when saying goodbye to their comrades, and which ones can be used to address a teacher or another adult. Thus, using the example of typical situations, students are shown how to use various means of speech etiquette when greeting, saying goodbye, asking, apologizing, and so on, as well as how to behave in such situations.
In the textbooks there are quite enough exercises that form special speech skills: distinguish between text, types of texts, determine the topic and main idea, select a title, highlight parts of the text and construct the text compositionally correctly, choose key words, notice figurative and expressive means of language and skillfully use them in speech.
The textbooks contain many exercises that suggest creating your own speech statements, which allows you to develop not only oral, but also written speech of students: creating a text based on a given word, sentence, proverb, drawing and questions on a given topic, composing a continuation of the text, etc.
The formation of speech skills also occurs in the process of teaching junior schoolchildren to write statements. Working with a sample text helps students understand the peculiarities of text construction and contributes to the development of the ability to construct coherent texts
The positive thing is that the textbook presents a large number of subject and plot drawings, diagrams, which, on the one hand, help the student learn the material being studied, and on the other, are used to enrich the student’s vocabulary and develop coherent speech. Dictionaries located at the end of the textbook help the teacher in his work. When studying any topic, students' attention can be drawn to working with a dictionary.
Theoretical material in a certain system is not included in the textbook; linguistic and speech science information is used practically in educational and cognitive activities in the process of verbal presentation of the results of one’s observations, analysis of educational mini-texts, answers to questions included in the textbook, comparisons and comparisons provided for in the exercises. . The propaedeutic stage of the system aims to prepare first-graders for mastering speech-based language theory in grades 2–4, that is, to create conditions for the implementation of communicative-speech orientation of learning. This is largely due to the fact that in the textbook-notebook, a central place is occupied by exercises aimed at understanding in the long term the relationship of the functions of a word, sentence, text, their originality and design in oral and written speech.
Analyzing the nature of the material in textbooks, it is worth noting the following.
The invaluable advantage of textbooks is the texts taken from the best works of classical and popular science literature. The enrichment of the dictionary occurs due to the recognition of new words, their meanings, and familiarity with the etymology of words. Referring students to the history of individual words promotes a more attentive attitude to the words of their native language. Drawings and texts of exercises help to create specific images and perceive the meaning of polysemantic words. In the process of completing practical tasks, students’ understanding of the lexical meaning of words, single-valued and polysemantic words, the literal and figurative meaning of words, synonyms and antonyms is clarified and deepened.
The author of textbooks attaches great importance to correct speech. Through texts, students become familiar with the correct pronunciation of words and stress norms. A special place in the work system is occupied by exercises aimed at developing a culture of verbal communication. The textbooks contain enough exercises that develop speech skills when working with text: the ability to distinguish between types of texts, determine the topic and main idea, select a title, highlight parts of the text and construct the text correctly compositionally.
There are also many exercises aimed at creating your own speech statements, which allows you to develop not only oral, but also written speech: creating a text based on a given word, sentence, proverb, drawing.
Based on the above, we can conclude: the Russian language textbook contains a system of tasks and special exercises that help improve language education and develop all types of speech activity.
Ways to increase the effectiveness of the development of students’ speech activity:
firstly, this is a targeted preparation of a lesson, a clear goal, thoughtful selection of material, the mandatory introduction of proverbs, the introduction of new words every lesson, the creation of conditions for free expression, attentive attention to students’ speech, assessment as an incentive for mastering speech skills;
secondly, teaching a living, humanized language. The word must be presented not only from a formal-grammatical position, but first of all from a moral-aesthetic one.
Work begins with enriching the dictionary. It is necessary to awaken interest in a single word. We study the origin of the word, structure, pronunciation, its meaning. The leading method at this stage is playing with words.
A word is a building material for a sentence, the key to understanding the entire sentence, so the next task is to make the word an object of observation and analysis, taking into account its etymology. To do this, we find out that the word can be convincing, lively, reverent, exciting, entertaining, appropriate, beautiful, sincere; therefore, a word can: enrich, alarm, puzzle, calm, heal, motivate, save, wound. Systematic word-formation work allows students to see and understand how words are formed and to delve into the mystery of their birth. We conduct various exercises aimed at developing the ability to identify the closest related words, compare them, determine how they are formed and how their meaning changes as a result.
Among the various exercises aimed at expanding the vocabulary of students, I give a special place to working with synonyms and antonyms. This is done in order to achieve greater expressiveness of the statement. To say something expressively means, to some extent, enhance the impression of your speech, influence the feelings of listeners, force them to pay attention to this or that detail in a conversation or narration.
After working with the word, children are offered various exercises to construct sentences. A traditional didactic set for practicing various speech skills are proverbs and sayings.
So, it is difficult to overestimate the importance of mastering types of speech activity in primary school for all subsequent schooling. To implement the tasks of developing speech activity in Russian language lessons, the textbook plays the main role as the leading teaching tool. This is a tool for his self-development, something that makes possible his self-education, socialization, and his further cognitive and personal development.
Based on the above, we can conclude: Russian language textbooks contain a system of tasks and special exercises that help improve language education and develop all types of speech activity.
Thus, the educational set in the Russian language (author T.G. Ramzaeva) contributes to the improvement of language education and the development of speech activity of younger schoolchildren.
Explanatory note
As part of the introduction of the second generation Federal educational standards, much attention is paid to the development of the speech of students, including those studying Russian as a second language.
The primary task of every literature teacher is to educate a person who masters the art of verbal communication, the culture of oral and written speech.
Today, in the conditions of the State Examination and Unified State Examination, introduced in almost all school subjects, this problem is especially acute. It is no secret that the numerous test tasks that our children complete in different lessons do not always contribute to the development of their speech, and therefore their intelligence. But competently expressing one’s thoughts in oral and written form was welcomed at all times. In the conditions of modern reality, raising a person who masters the art of verbal communication, the culture of oral and written speech, is the primary task of every literature teacher. And this is no coincidence, because strong skills in oral and written language help students better master the content of other school subjects, increase interest in literature and the Russian language, and give confidence in their abilities. In addition, they represent universal knowledge used in other types of educational and other human activities.
Children master the Russian language through speech activity, through speech perception and speaking. This is why it is so important to create conditions for children’s speech activity.
The weakest link in the overall system of teaching the Russian language is the work on developing students’ coherent speech.
Teaching oral and written speech has long been called the development of coherent speech. At the same time, coherent speech is understood as both a process, speech activity, and a certain result of an act of communication, i.e. a detailed response from the student on the material of the academic discipline, oral and written presentation of the text created by the student, an abstract, an article in a wall newspaper, a description, reasoning, report, etc., i.e. a certain speech work, text. Each of the speech works designated in the program acts both as a subject of study (i.e., something that is taught specifically), and as a means by which communicative skills are formed and developed. Thus, by teaching how to construct a text of the reasoning-proof type, the teacher helps schoolchildren to understand the features of this type of text, master certain skills, and at the same time, all this work serves as a means of developing communication skills and a person’s communicative abilities. That is why a clear understanding of the content of the work on the development of coherent speech, its sequence and the optimal selection of teaching methods and means that corresponds to the tasks are of great importance.
We can distinguish three main directions in the development of schoolchildren’s speech: mastering the norms of the literary language, enriching the vocabulary and grammatical structure of students’ speech, and teaching various types of speech activities.
To successfully work in these areas, you can use various productive pedagogical technologies: student-centered learning, the development of critical thinking through reading and writing, gaming technologies, information technologies. Such training involves not only equipping schoolchildren with educational information, but also developing their intelligence.
The main goal of teaching Russian as a non-native language is the development of communicative activities of students. Therefore, the development of skills in verbal communication or communication comes to the fore as the most important goal of training. This is formed in all types of learning: reading, speaking, writing. And above all, communicative goals play a big role here, requiring students to be able to express agreement, support what was said, join what was said, and complement the interlocutor (agree, continue what was said). When studying any language in the world, a person tries to learn its communicative activities. In educational activities, great importance is attached to communication between students and teachers.
Mastering computer technologies allows you to really individualize the educational process, enhance positive motivation for learning, intensify cognitive activity, and enhance the creative component of the work of both the student and the teacher.
Information and communication technology is both a means of presenting material and a means of control. Computer lessons will help improve the level of teaching, enhance learning motivation, and activate students' cognitive activity.
The development of interest in the subject is also associated with the development of students’ individual abilities. In the class there are “strong” students who strive to gain a high percentage of knowledge, skills, abilities, having a high learning potential and “weak” students. Taking these features into account, training technology can be used. The essence of the technology is that the student is given the time that corresponds to his personal abilities and capabilities, which allows him to master the material. And “strong” students are given tasks of increased difficulty, which contribute to the development of cognitive interests.
If there are goals and motives for communication, then the act of communication within the framework of a speech situation will take place. The best techniques for activating oral and written speech is an interactive technique, which is translated from English as interaction, where the teacher and student work to achieve one goal. For example, this includes various situational tasks with dialogic and monologue speech and the ability to express one’s thoughts in the form of texts, creative, research works, writing poems, etc.
Gaming technologies. Training will be successful if knowledge, skills and abilities are acquired in strict sequence, when each new lesson is based on the previous ones. But in the learning process, it is important not only knowledge, but also the impression with which the child leaves the lesson. Techniques for learning proverbs, sayings, and poems help students master aspects of the language.
With the help of such game techniques, you can consolidate new language material, or you can repeat the material you have covered in a fun and relaxed way.
Thus, the basis of communicative activity is communicative skills, formed on the basis of linguistic knowledge, abilities, skills, that is, work on communicative concepts gives good results. In conclusion, I would like to say that the main thing in a teacher’s work is the desire for creative exploration. Such lessons allow students to see the benefits of studying a subject, which results in increased interest and quality of education in the subject being studied.
At school, in the process of educational activities, all functional varieties of speech develop, but during this period speech acquires special importance as a means of cognition, preservation and transmission of information, speech as a means of organizing collective actions, speech as a means of self-awareness and self-expression, influence on comrades and adults. At this time, along with interpersonal communication, group communication also develops intensively. It is at school that students master bookish speech styles. While learning the basics of science at school, children use the educational and scientific variety of book speech, when during lessons they answer the teacher’s questions briefly or in detail, and give messages and reports (on the topics of the subjects being studied). At school, a journalistic style of speech also begins to take shape, the formation of which is associated with active participation in public life and the study of humanities subjects. The latter is explained by the fact that in the social sciences facts, phenomena, ideas, and views are not simply communicated, but analyzed from certain ideological positions. The language of social sciences is characterized by a scientific and journalistic style of presentation.
Formation and improvement of students' speech require targeted work. In accordance with the current program, students receive special knowledge about speech in their native language lessons
Proficiency in literate speech is an indispensable condition for the active creative participation of each student now in the life of the school, and in the future in industrial and social life. It is necessary to involve students in the active struggle for the purity and correctness of Russian speech, since the native language is not only a subject of study, but also a means of teaching the basics of all other sciences.
“Features of oral and written speech” in the Russian language in the 9th grade is an amateur association of students under the guidance of a Russian language teacher, within the framework of which systematic classes are conducted with students outside of class hours.
Purpose of club classes- increasing the level of oral and written speech of students.
Course objectives:
Instilling students' interest in the Russian language;
Enriching the vocabulary and grammatical structure of students’ speech;
Formation of abilities and skills for a coherent presentation of thoughts in oral and written form;
Teach students to work independently with books and dictionaries;
Development of linguistic horizons, thinking, research skills;
Fostering initiative and determination;
Improve the general language culture;
Formation of expressive reading skills;
To develop in students the desire to monitor the correctness of speech, to learn to analyze their own speech and the speech of their comrades from the point of view of its compliance with literary norms.
As a result of studying the course, students must be able to:
Convey thoughts correctly, accurately and expressively;
Work independently with books, dictionaries, references, and select material;
Perform in front of an audience, create independent oral or written messages, and use figurative language;
Conduct a debate, argue for your opinions, give counterarguments; use basic sources of information, master techniques for working with information.
Read expressively: distinguish sounds in a word, pronounce words clearly, distinguish between stressed and unstressed syllables, determine the boundaries of a sentence, raise and lower your voice, speed up and slow down the pace of speech.
This program improves students' oral and written language skills in a fun, accessible way. Creative tasks, dialogues, research, comments, etc. completing test tasks, working with a dictionary, practical work, training exercises form the creative personality of students.
Calendar and thematic planning
№ p/p
Number of lessons
Lesson topic
Activities
the date of the
plan
fact
PART 1. SPELLING
Spelling of morphemes
10.09.
Vowels after sibilants and Ts
Practical work.
17.09.
Letters b and b
Completing test tasks, working with a dictionary.
24.09.
Integrated, separate and hyphenated spelling of words
Training exercises.
01.10.
PART 2. PUCTUATION
5-6.
Punctuation marks in a simple sentence.
Analysis of proposals.
08.10.
15.10.
Punctuation marks in a complex sentence.
Analysis of proposals.
22.10.
Punctuation marks in sentences with direct speech.
Analysis of proposals.
29.10.
PART 3. CULTURE OF SPEECH AND STYLISTICS
9-10.
Speech norms
Work with text.
12.11.
19.11.
11-12.
Russian literary language and its styles
Practical work.
26.11.
03.12.
13-14.
Means of expressive speech
Work with text.
10.12.
17.12.
PART 4. LANGUAGE SYSTEM. SECTIONS OF LINGUISTICS
15-16.
Phonetics
Training exercises.
24.12.
14.01.
17-18.
Lexicology and phraseology
Completing test tasks, working with a dictionary.
21.01.
28.01.
19-20.
Morphemics
Training exercises.
04.01.
11.02.
21.
Word formation
Working with a teacher.
18.02.
22-23.
Morphology. Independent parts of speech.
Conversation, dialogue, ex.
25.02.
04.03.
24.
Morphology. Functional parts of speech.
11.03.
25.
Syntax. A simple two-part sentence.
Parsing sentences, performing test tasks.
18.03.
26.
Syntax. Difficult sentence.
Analysis of proposals.
01.04.
27.
Types of dictionaries.
Working with different dictionaries.
08.04.
PART 5. TEXT AND ITS STRUCTURE
28.
Text and its main features.
Work with text.
15.04.
29-30.
Types of speech. Description. Narration. Reasoning.
Work with text.
22.04.
29.04
31-32.
Genres.
Work with text.
06.05.
13.05.
33-34.
Text styles. Review. Essay.
Work with text.
15.05.
20.05.
List of sources and literature used:
1. Grigoryan, L.T. My tongue is my friend. (Materials for extracurricular activities in Russian). A manual for teachers. - M.: Education, 1976.
2. Krivoplyasova, M. E. Russian language and literature. Means and techniques of expressive speech. - Grades 5-9: training assignments in class. - Volgograd: Teacher, 2007.
3. Moskvin, V.P. Stylistics of the Russian language: Techniques and means of expressive and figurative speech (general classification). Parts I, II: A manual for students. - Volgograd: Teacher, 2004.
4. Murashov, A.A. Culture of speech: Textbook / A.A. Murashov. - 3rd ed., ster. - M.: Publishing house MPSI; Voronezh: Publishing house NPO "MODEK", -2006.
5. Plenkin, N.A. Speech development lessons: 5-9 grades: Book. for the teacher: From work experience. - M.: Education, 1995.
6. Programs for secondary schools, gymnasiums, lyceums: Russian language. 5-9 grades / comp. L. M. Rybchenkova. - M.: Bustard, 2001.
7. Sitnikova, L. N. Essays on Russian language and literature for students in grades 5-8. - Volgograd: Teacher, 2003.
8. Russian language and speech culture: Textbook / Ed. prof. V.I. Maksimova.- M.: Gardariki, 2002.-413 p.
9. Malyugina V.A. Olympiads in Russian language grades 7-8. – WAKO, 2010
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- Introduction
- ChapterII. Experimental study of the development of oral and written speech skills in primary schoolchildren
- §1. Methods for assessing the level of speech development in primary schoolchildren
- § 2. Analysis of the results of an experimental study of the development of speech skills of primary schoolchildren
- Conclusion
- Bibliography
- Applications
Introduction
The problem of developing students' oral and written speech is becoming increasingly relevant these days. The deep, ongoing interest of scientists from various branches of knowledge - philosophers, psychologists, teachers, methodologists - in the issues of speech development in schoolchildren convincingly suggests that this area of scientific research has become widespread and recognized. Therefore, it is natural to strive to understand its main aspects as best as possible and identify their essence.
Mastery of language and speech is a necessary condition for the formation of a socially active personality. Everyone needs to learn to speak clearly and grammatically correctly, have a well-trained voice, express one’s own thoughts in a free creative interpretation in oral and written form, be able to express one’s emotions using a variety of intonation means, observe speech culture and develop the ability to communicate. Therefore, I consider the development of speech activity to be one of the most important tasks at the present stage of student education.
Relevanceresearch dictated by the increasing role of the spoken word in the cultural life of the country, since the ability to speak spontaneously without preparation has become the most valued in our time. According to the testimony of prominent Russian psychologists (A.A. Leontiev, N.I. Zhinkin, L.S. Vygotsky, S.L. Rubinstein), the mechanism for generating spontaneous speech is not simpler, but much more complicated than the generation of written speech. The ability to construct spontaneously coherent speech works is “a manifestation of speech ability of the highest order” (K.F. Sedov). Consequently, children need to be taught to construct coherent oral statements in order to increase their communicative competence.
The main goal of all teaching of the Russian language in elementary school is to develop in students competent written speech and the ability to freely and coherently express their thoughts orally in accordance with the communication situation. However, in the process of learning, children’s existing knowledge becomes insufficient, since students, when creating their own speech works, do not rely on theoretical knowledge about the rules for constructing a statement, the structure, type and style of the upcoming statement, etc., which ultimately affects the quality of created utterances: their level is quite low compared to what is possible. There are spelling errors in the written language. These facts prove the need to develop a special methodological system for the development of coherent oral speech of primary schoolchildren in the process of working to improve literate written speech and create coherent oral statements.
Objectresearch is the process of developing oral and written language skills for primary school students.
Itemresearch- a methodological system for developing oral and written speech skills of primary schoolchildren.
Targetresearch is to develop a scientifically based and experimentally tested methodological system for developing oral and written speech skills among primary school students.
Hypothesis research is the assumption that purposeful, consistent and systematic work on teaching primary schoolchildren oral and written speech will be effective if an appropriate system of exercises for the development of oral and written speech is used in the learning process.
The stated goal, subject and hypothesis of the study involved the solution of the following main tasks:
study the state of the problem in theory and practice;
identify the role and significance of the development of oral and written speech skills in the educational process;
determine the extent to which the development of oral and written speech skills is realized in primary school.
The most important sources of research are:
literature on the theory and methodology of the problem;
school program 1-4 T.G. Ramzaeva "Russian language";
Methodologicalbasis research is an activity-based approach to the problem of the development of oral and written speech within the framework of the theory of speech activity (L.I. Aidarova, T.V. Akhutina, L.S. Vygotsky, N.I. Zhinkin, A.A. Zalevskaya, I.A. Zimnyaya, S.D. Katsnelson, G.V. Kolshansky, A.A. Leontyev, A.A. Lyublinskaya, S.L. Rubinshtein, etc.)
Baseresearch: 1-"A" class of school No. 20 in Yoshkar-Ola, 24 students in total.
Practicalimportance The research is determined by the methodological material (adapted theoretical knowledge about oral expression, a developed system of exercises, practical didactic material specially selected according to the criteria we formulated), an experimental teaching program developed by the author, which can be used to improve teaching aids, programs and textbooks for primary schools.
Chapter I. Formation of speech activity is the most important task in the development of primary schoolchildren
§1. Psychological and linguistic foundations of speech activity
Speech is one of the types of communication that people need in their joint activities, in social life, in the exchange of information, in cognition, in education. It enriches a person and serves as a subject of art.
Speech is varied. This is a conversation between friends, a passionate appeal from a speaker, a monologue from an artist, and a response from a student at the blackboard. In different situations, speech appears in different forms. Speech can be internal and external. Inner speech is mental speech, flowing, although on linguistic material, but without distinct external manifestations. It's like talking to yourself. It is fragmentary and lacks clear grammatical forms.
Speech motivation (for the sake of which I speak) arises in children when they have emotions associated with vivid impressions and interest in a particular activity. This means that the need for communication is the first condition for speech development. But communication is possible only with the help of generally understandable signs, that is, words, their combinations, and various turns of speech. Therefore, children need to be given speech samples or a speech environment created. This is the second condition for speech development. The richness and diversity of his own speech largely depends on the child’s speech environment. Speech helps a child not only communicate with other people, but also explore the world. Mastering speech is a way of understanding reality. The richness of speech largely depends on the child’s enrichment with various ideas and concepts, on his life experience. In other words, as speech develops, it needs not only linguistic, but also factual material. This is the third condition for successful speech development.
For a child, good speech is the key to successful learning and development.
speech skill junior schoolchild
At first, the child acquires language spontaneously, in the process of communication. But this is not enough; spontaneously acquired speech is primitive and not always correct.
Some very important aspects of the language cannot be acquired spontaneously and are therefore the responsibility of the school. This is, firstly, the assimilation of a literary language, subordinate to the norm, the ability to distinguish literary, “correct” from non-literary, from vernacular, dialects, jargons. The school teaches the literary language in its artistic, scientific and colloquial variants.
This is a huge amount of material, many hundreds of new words, thousands of new meanings of already known words, many combinations and syntactic structures that children did not use in oral practice before school. And here a system of educational influences on students is needed, systematic work is needed, clearly and definitely dosing the material, it is necessary to observe the stages in the formation of speech.
Secondly, students master reading and writing. Both reading and writing are speech skills that rely on the language system, on knowledge of its phonetics, graphics, vocabulary, grammar, and spelling. Written speech is always stricter than oral. It has its own characteristics in the construction of phrases, in the selection of vocabulary, and in the use of grammatical forms. By mastering written language, children learn the features of genres: descriptions, narratives, letters, newspaper notes, reasoning.
The third area of the school’s work on speech development is bringing children’s speech skills to a certain minimum, below which not a single student should remain. This is improving the speech of students, increasing their culture.
Speech is a very broad sphere of human activity. There are four levels of work to develop students’ speech activity.
1 . Pronunciationlevel. By the time the child enters school, the pronunciation of the sounds of his native speech has already been largely mastered, but it is not easy for him to isolate specific sounds from the acoustic stream. Some children have difficulty pronouncing certain sounds. Pronunciation work is planned in the following areas: technique, spelling, intonation.
The first direction is to work on speech technique, which is understood as the result of proper breathing and clear diction: speech is acquired when the ability to control the muscles of the speech-motor apparatus is acquired. From this pattern of teaching speech follows the principle of attention to the matter of language, to the physical development of the speech organs.
There is a distinction between physical and speech breathing. In life, breathing is involuntary. During reading aloud and speaking, there is usually a lack of physiological breathing. In this case, speech breathing takes place, a controlled, voluntary process. This arbitrariness ensures a fairly quick inhalation, carried out during pauses, a short breath-hold to retain the taken air, and a slow exhalation necessary for the free and natural pronunciation of a group of words.
Tasks development speech breathing :
Firstly, you should train a long exhalation, and not the ability to inhale a large amount of air.
Secondly, it is necessary to train the ability to rationally spend and promptly renew the supply of air during speech.
The education of speech breathing should be carried out through indirect influence on the respiratory apparatus through the setting of elementary effective tasks, “proposed circumstances,” imagination, and associations. These are, for example, exercises with an imaginary candle, when students are asked to blow on a candle flame in order to deflect or extinguish it. An equally important task in working on speech technique is improving students’ diction skills, which consists of cultivating in students the purity and clarity of pronunciation of individual sounds, syllables, words, and phrases. Here it is necessary to take into account the shortcomings in the functioning of the speech base of primary school. The inaccurate operation of the articulatory apparatus is widespread: firstly, as a result of sluggishness and insufficient flexibility of parts of the speech apparatus, “blurred speech”, vagueness, indistinctness is observed; secondly, as a result of excessive tension in the muscles of the speech apparatus, excessive haste in pronunciation occurs. Individual speech defects are also common in younger schoolchildren: burr, lisp, whistling, and so on.
Taking into account these shortcomings helps to determine the main directions for overcoming them.
· Carrying out articulatory gymnastics aimed at developing and strengthening the muscles of the lips, tongue, jaws, and mouth.
· Organization of exercises to practice the articulation of vowels and consonants (isolated and in context).
The second direction of work on the development of speech activity at the pronunciation level is the organization of practical acquisition by junior schoolchildren of the orthoepic norms of the Russian literary language.
When a child arrives at school, the main mechanism for mastering pronunciation norms continues to be imitation, imitation of the speech of others, and the most important factor becomes the sounding speech of the teacher. However, a new significant circumstance comes into play - the process of assimilation of spelling norms continues under the significant influence of writing, which is the source of the most typical spelling errors common to all Russian primary schoolchildren. For example, in the words “what” and “so that” students pronounce “wh” instead of “pc”. Such errors are caused by a discrepancy between the sound and letter compositions of a word and are common not only in the spoken written language, but also in the natural spoken speech of children.
The task of a primary school teacher is to prevent and eliminate the negative impact of writing as the leading cause of deviations from spelling norms. Children should be taught to spell correctly read what is printed and correctly write down what is dictated spellingly.
The basis of the orthoepic minimum is the rules of pronunciation of the combination “cht” in the pronoun “what” and its derivatives; combinations of “chn” in individual words (“of course”, “on purpose” and others); combinations of “schn” in the noun “assistant”, the endings “ow”, “his” (“winter”) and the word “today”; words of foreign language origin such as “postman”, “district”; combinations of “gk”, “gch” in the words “light”, “soft”; hard and soft consonants before “e” in borrowed words. The subject of assimilation becomes words and forms that are characterized by stability and stability.
The third area of work is improving students' intonation skills. To solve this complex problem, the teacher needs to have a good understanding of the essence of this linguistic phenomenon. Intonation is a sound means of language, with the help of which the speaker and listener distinguish a statement and its semantic parts in the flow of speech, contrast statements according to their purpose (narration, expression of will, question) and convey a subjective attitude to what is being expressed. The structure of intonation as a complex phenomenon includes the following elements:
1) Melodics (raising and lowering pitch).
2) Intensity (power or dynamic torque).
3) Tempo or duration.
5) A special timbre as a means of expressing emotions.
The originality of intonation is reflected in methodological approaches to organizing the relevant work.
The implementation of a functional approach to the study of this phenomenon requires a conditional (for educational purposes) distinction between emotional and semantic (logical, grammatical) intonation. The work should begin with an in-depth consideration of emotional intonation. The effectiveness of working on emotional intonation is ensured by certain conditions.
Firstly, special work should be organized to accumulate a vocabulary of emotional states, since students do not have a sufficient supply of emotional-evaluative vocabulary; The subject of practical development is the intonation of primary emotional states (joy, sadness, anger, fear, surprise).
Secondly, as the most important means of developing students’ intonation skills, it is necessary to use a speech situation that ensures the emergence of living, natural intonations. The circumstances of reality should be extremely detailed; this will help the child to easily imagine himself together with the hero or instead of the hero. Imagination awakens feelings, on the wave of emotional response - a statement (on behalf of the character) and receives the necessary intonation design.
It is advisable to choose the path “from dialogue to monologue,” that is, improving students’ intonation skills should begin with dialogical speech, gradually moving on to improving monologue speech.
2 . Lexicallevel (vocabularyJob). The word is the basic unit of speech; the quality of speech and the success of communication depend on the richness and mobility of a person’s vocabulary. From the point of view of speech mechanisms, the student faces two tasks:
1) Quantitative accumulation of words in memory with an understanding of all its shades of meaning, their expressive colors.
2) The task of activity, the readiness of the dictionary for speech activity, that is, quick and accurate selection of words, including them in sentences and text in literal and figurative meaning.
Let's consider the sources of enriching the vocabulary of a primary school student according to the degree of influence on children's speech:
1. Speech environment in the family, among friends.
2. Speech environment: books, newspapers, radio, television.
3. Educational work at school (textbooks, teacher’s speech).
4. Dictionaries, reference books.
The best source of enriching the dictionary is live communication, speech, oral and written, literature: the word in the text always seems to be highlighted semantically and artistically.
Techniques for explaining the meanings of words (their semantization) are divided into: a) independent, that is, without the direct help of a teacher: the meaning of a word is found out from an illustration picture or from a picture dictionary, from a footnote on the page of a textbook, from a dictionary at the end of a textbook, from explanatory dictionaries , synonymous and others, by context - by guess, as a result of analysis of the morphemic composition of the word, for foreign words - by the meaning of the word in the source language; b) with the help of a teacher: selection of synonyms, antonyms, paronyms; explanation of meanings and shades by the teacher; introducing a word into your own text that clarifies its meaning; clarification of difficult cases of semantization in an etymological way, through word formation; teacher assistance in finding words in dictionaries; training in the use of dictionaries and reference books; assistance in semantization through a foreign language.
Schoolchildren love vocabulary games: crosswords (solving and creating their own), puzzles, charades. Search tasks take on a playful nature: research into the origin of surnames, names, toponyms - names of cities, villages, rivers, lakes and so on (the villages of "Katerinovka", "Cherny Dol", "Kamyshenka", the surnames "Nekrasov", "Kuznetsov", rivers "Desna", "Shuya", names "Vladimir", "Vsevolod").
The following lexico-semantic topics are usually distinguished:
working with synonyms;
working with homonyms;
working with antonyms and paronyms;
working with words of foreign language origin;
working with outdated words;
working with polysemantic words;
working with words that have shades of meaning and expressiveness;
working with newly formed words;
working with phraseological units;
working with trails;
compiling thematic groups of words.
As a rule, each of the objects of study goes through 4 stages of student work:
1) Detection of a word in the text.
2) Semantization - entry into the dictionary, formation of the corresponding concept.
3) Performing a series of exercises with words of a given lexical-semantic group: compiling synonymous series, grading synonyms, and so on.
4) Introduction of new words into the text, into your speech, that is, their activation, use for communicative purposes.
3 . Grammaticallevel. At this level of work, the mechanism for constructing syntactic structures: phrases and sentences comes first. This is achieved by exercises, training, that is, by constructing phrases and sentences of various types.
A phrase is a lexical-grammatical unity that does not express a complete thought. Types of speech exercises with phrases:
establishing connections within a phrase, recording these connections in writing;
interpretation of the meanings of phrases outside and within a sentence;
systematic depiction of connections between words in a phrase, that is, modeling;
composing phrases of various types and topics, choosing subordinate words by association;
identification of stable combinations, interpretation of their meanings, use in speech;
correction of speech errors in word formation;
text editing.
A sentence is the minimum unit of speech. Types of exercises with sentences are divided into analytical (analysis of sentences) and systematic (construction, construction of sentences).
According to the degree of activity of students and their cognitive independence, exercises are divided into: “modeled”, constructive, communicative and creative.
Exercises on basis samples :
reading and writing samples, analyzing their meaning and form, evaluating sentences, choosing words, figurative means, expressive reading;
memorizing poetry and prose;
drawing up proposals for questions is the simplest technique, since the question suggests the structure of the answer;
making proposals similar to this one.
Constructive exercises - rely in whole or in part on rules or models that give purposefulness to the work of schoolchildren in composing or restructuring sentences.
Types of constructive exercises:
restoration of deformed text;
dividing text, printed without capital letters and without ending punctuation, into sentences based on meaning and grammatical connections;
step-by-issue dissemination of this proposal;
the same exercise with the task of editing, improving your own sentences and text;
combining 2-3 sentences into one;
constructing sentences of a given type or according to models (with homogeneous members);
expression of the same thought in several versions, with an explanation of the emerging shades of meaning.
Creative exercises are aimed at freely composing sentences based on situations proposed by the teacher or independently taken.
Kinds creative exercises :
a topic is set, a picture is proposed, which makes the work of schoolchildren easier;
supporting words or combinations are given;
the genre or type of speech is specified (riddle, proverb, etc.);
4 . Leveltext. The text has unity of theme and intent, relative completeness, a certain internal structure, syntactic and logical connections within its components and between them.
In the practice of primary education, the following types of text exercises are accepted, grouped into three areas or methods: “model-based”, constructive and communicative-creative. Exercises are also divided into oral and written:
oral retelling of what was read in various versions;
various text presentations by students in connection with reading and analyzing works of literature, with the study of language theory: detailed, generalizing messages, reports, dialogues, discussions;
various improvisations: stories from life, composing fairy tales and short stories, proverbs and riddles;
an essay on a independently chosen or given topic, on pictures, on a proposed and independently drawn up plan, on the beginning and end, on a given plot scheme;
observation notes, keeping diaries;
various types of dramatization, dramatization of stories;
articles in newspapers, reviews of what they read.
When developing coherent speech in schoolchildren, we instill a number of specific skills, that is, we teach them. Here are the skills that relate specifically to the text level:
firstly, the ability to understand, comprehend the topic, highlight it, find boundaries;
secondly, the ability to collect material, select what is important and discard what is unimportant;
thirdly, the ability to arrange material in the required sequence, build a story or essay according to plan;
fourthly, the ability to use the means of language in accordance with literary norms and the objectives of the statement, as well as correct, improve, improve what is written.
Thus, a person spends his entire life improving his speech and mastering the richness of the language. Speech arises from the need to speak out, and a person’s statements are generated by certain motives. Therefore, for the development of a child’s speech activity, speech motivation is necessary. To develop the speech communication skills of primary schoolchildren, a system of educational influences on students is needed, systematic work is needed, clearly and definitely dosing the material, and steps in the formation of speech must be observed.
§ 2. Problems in the formation of speech activity
Speech is a very complex and at the same time differentiated phenomenon: it includes phonetics, vocabulary, morphology and syntax, spelling and punctuation.
In the initial course of the Russian language, two interconnected subsystems appear more and more clearly: language education and speech development. At the same time, knowledge of language and speech science forms the foundation for students on which speech skills are mastered. The development of speech activity in Russian language lessons occurs inextricably with the study of sections of the Russian language.
Today we have to admit that, despite the significant attention to the speech development of students observed in recent years, these problems are not fully solved. And the speech environment in which a child grows up does not always satisfy the school, and speech teaching still suffers from major shortcomings.
Phonetics. By the time children enter school, in most cases they have a sufficiently trained speech apparatus and sufficiently developed speech hearing to distinguish by ear and reproduce in their own speech all the semantic properties of sound units. Meanwhile, special studies of children's speech show that there are significant problems in the development of students' pronunciation skills. Thus, a significant proportion of elementary school students do not have sufficiently clear, articulate speech. This is also reflected in writing skills: poor diction often causes errors such as misspellings.
The lack of development of students' articulation skills is manifested in excessive difficulty in pronouncing unfamiliar words, words of foreign origin or complex in composition ("exploitation"), words with repeated sounds ("laboratory"). When pronouncing such words, children often make distortions (dropping out, rearranging sounds), and this kind of difficulty does not go away on its own with age, but often persists for life. Deviations from the orthoepic norm are most often associated with insufficient development of speech hearing. Violation of literary pronunciation norms may be due to:
influence of dialect;
influence of spelling. Such errors are especially common when reading aloud (“that”, “learn”).
However, regardless of the specific reasons, spelling errors are always associated with the inability to listen carefully to the sound composition of a word, to evaluate one’s own and others’ pronunciation from the point of view of its normativity. According to methodologists, people with a well-developed ear for speech, finding themselves outside the dialect environment, quickly get rid of dialect pronunciation, assimilating the literary norm through simple imitation. Most students have to overcome a number of serious difficulties in order to acquire stable literary pronunciation skills. An essential component of pronunciation-auditory culture is the ability to determine by ear the place of stress in a word.
Insufficient development of this skill is one of the reasons for the persistence of spelling errors in the placement of word stress. This is also associated with the insufficient development of the sense of speech rhythm.
This manifests itself, for example, in the inability to correctly read poetry, reproducing its rhythmic and melodic structure. A necessary component of pronunciation and auditory culture are intonation skills, the formation of which requires the focused work of the teacher. Studies of students' oral speech show that shortcomings in its sound design are due to shortcomings in the development of speech activity in general and, above all, its syntactic underdevelopment.
However, we can also talk about the lack of phonetic skills themselves. Often children do not know how to express in their voice their attitude to what they are talking about, make random logical stresses that are not justified by the purpose of the statement, do not highlight the main thing by intonation and sound means, do not know how to raise or lower their voice, say something louder, something quiet.
In other words, the intonation of speech does not correspond to the logical and emotional content that is expressed in the spoken text. At the same time, the child sometimes finds it difficult to pronounce this or that segment of speech correctly intonationally, although he understands its semantic-syntactic relationships. This is reflected in the lack of purely “technical” ability to reproduce one or another intonation pattern of speech, the ability to imitate the desired intonation, which is also associated with poor development of speech hearing.
These shortcomings are characteristic mainly of students’ monologue speech. They also characterize reading aloud: students often do not know how to read punctuation marks expressively, convey in their voice the semantic relationships between parts of the text, the logical and emotional content of what they are reading, or maintain the required pace and volume. A child who is internally aware of these shortcomings in his speech development develops a fear of public speaking, detailed oral answers in front of the class, and public reading aloud.
As for the colloquial dialogic speech of schoolchildren, here too the disadvantages include excessive harshness, sometimes rudeness of intonation, inability to regulate the volume of speech and its general tone in accordance with the communication situation. The latter is manifested in the inability to express attention, sympathy, respect for the interlocutor with a voice, and the inability to speak with an intonation of emphasized politeness when addressing elders.
The noted speech defects make it difficult for the student to communicate with others, especially adults, and in the future may negatively affect his social practice.
Observations of schoolchildren’s perception of derivative words convince us that all active words in modern vocabulary do not cause any particular difficulties if they are taken in context. However, when schoolchildren are faced with the task of choosing the most accurate or vivid derivative word for a given specific statement, they experience significant difficulties.
Schoolchildren find it difficult to use nouns with the meaning of an objectified attribute and action (“whiteness”, “reading”).
As observations show, students’ familiarity with theoretical information in the field of word formation and word composition usually switches their attention to the structural, formal uniqueness of words, weakening their spontaneous desire to see a difference in the meaning behind the difference in the form of words, and this switching becomes more obvious from class to class. In this regard, it is significant that emotional-evaluative and expressive suffixes such as - ik, - ovat-, - onok, the meaning of which can be conveyed descriptively, are characterized by students through the meaning of the word, taken in a certain context.
Although the school textbook and program guide the work with connected texts when determining the method of word formation and when analyzing their composition, everyday practice shows that many teachers limit themselves to the analysis of isolated words taken out of context. This, to a certain extent, deprives schoolchildren of the opportunity to see the difference in the use of different types of derivative words in speech.
In addition, children's abilities to use various morphemic associations are limited. This, as well as insufficient knowledge of lexical composition, generally causes the appearance in children’s speech of some artificial formations that have synonyms in a standardized language and causes a violation of the norms of word formation. Hence the relevance of targeted work on morphemic composition in terms of the development of speech activity.
Vocabulary studies make it possible to identify the presence of “empty cells” in the lexical microsystem acquired by children. Thus, it has been established that students’ speech is poor in abstract vocabulary: words denoting color; words expressing assessment; emotionally charged and figuratively expressive vocabulary; synonyms. The objective difficulty is to describe the various layers of vocabulary that a child owns, to identify the relationship between the child’s active and passive vocabulary, and to identify systemic connections that exist in the linguistic consciousness of children.
Mastering the meaning of abstract names is very difficult for younger schoolchildren. The development of forms of concrete-imaginative thinking precedes the development of forms of abstract thinking. The vast majority of explanations given in children's works represent various ways of concretizing abstract meaning.
Most often, an explanation of an abstract concept is given by children through its functional manifestation. For example: cowardice - being afraid of lightning, idleness - a poor student is messing around in class. At the same time, the meaning of a word can be determined by children through a purely external, private, insignificant manifestation of this concept, which is associated with secondary associations that arise in their minds, adjacent to the main concept. You can trace how an abstract concept is refracted through the life experience of a child, his own perception of the world: activity is when a wall newspaper is written in class, discipline is when a person does not fight.
Thus, from the totality of all the features included in the meaning of a word, one is singled out, which for the child is a substitute feature for an abstract concept. It follows that work on the meaning of a single word should be associated with the establishment of a complete set of features that make up this meaning. Vocabulary work is organically connected with all types of work on the development of coherent speech and is only one aspect of a multifaceted whole.
Grammar. The child’s skills in the formation and use of grammatical norms are acquired in the process of mastering speech. By the time he enters school, a child who has not yet studied his native language has almost complete command of grammatical forms: children never make mistakes when declension, conjugation, or agreement of words. The child masters these speech operations in the process of actually adapting his speech activity to the linguistic conditions in which it occurs, that is, in the process of imitation.
Their use is not controlled by consciousness.
Purposeful study of language, and in particular grammar, in school causes significant changes in children’s speech activity.
Written speech is playing an increasingly important role, and stylistic differentiation is constantly taking place: along with the colloquial and everyday style, the bookish style of speech is increasingly developing and improving. When using grammatical forms, a number of typical errors arise.
1. Errors in education:
plural forms of the noun (“chauffeur” instead of “chauffeurs”);
comparative and superlative forms (“more beautiful” instead of “beautiful”);
personal forms of the verb and mood forms (“burns” instead of “burns”).
The reasons for the appearance of such errors may be due to the development of language, the influence of dialectal and colloquial inflection, and the law of analogy.
2. Errors associated with the use of forms in a sentence:
non-compliance with the rules of compatibility of aspectual and tense forms of the verb (“Where Chapaev did not appear, many people gathered everywhere”);
failure to take into account the combining features of words and word forms (“He went to sunbathe his legs”);
abuse of polynomial phrases with a large number of forms of the genitive case (“To solve the problem of successfully harvesting bread”).
The reason for these difficulties is ignorance of grammatical norms, mastering which even for an adult is a difficult task.
Thus, for children to successfully master the grammatical structure of a language, it is necessary to work on grammatical forms in the aspect of developing speech activity on material that is new to students in order to expand their grammatical resources.
Syntax. In order to determine the content, place and methods of working on the syntactic means of language in the speech aspect, it is necessary to take into account not only the features of syntax, but also the nature of the syntactic structure of students’ speech at various stages of mastering their native language. In this case, it is advisable to use the following parameters for assessing students’ speech: the correctness of the construction of syntactic structures, the richness of syntactic means of expressing correlative meanings, the accuracy and communicative conditionality of the use of syntactic means of language and speech.
The most studied is the grammatical correctness of the constructions used by students. Since the subject of study in the school syntax course for many years was only one unit - the sentence, the grammatical correctness of the construction of various types of sentences and its components was studied. As the content of the initial course was clarified and streamlined, other units of syntax began to attract the attention of researchers - phrases and text.
Thus, with an undifferentiated attitude towards phrases and sentences, errors that had a different nature and therefore required a different approach to their prevention fell into one group. For example, violations of agreement norms included errors in the connection of a full adjective with a defined noun (“green cloth”) and a subject and predicate (“A flock of crows are looking for food”).
Meanwhile, errors of the first type can be more likely attributed to spelling than to grammatical ones. Errors of the second type are explained by the fact that when establishing a connection between the main members of a sentence, a greater proportion is occupied by the semantic connection of the phenomena of reality in the act of speech: the speaker correlates the form of the predicate with the real meaning of the words denoting a set of objects.
Consequently, with a seemingly identical method of grammatical communication (coordination), the mechanism of communication turns out to be different; and this must be taken into account in the error prevention methodology.
So, despite the significant attention to the speech development of students observed in recent years, the problems of the development of speech activity when studying sections of the Russian language are not completely resolved. Thus, a significant proportion of elementary school students do not have sufficiently clear, articulate speech. This is also reflected in writing skills: poor diction often causes errors such as misspellings. Thus, vocabulary work is organically connected with all types of work on the development of coherent speech and is only one aspect of a multifaceted whole. Therefore, targeted study of language, and in particular grammar, in school causes significant changes in children’s speech activity.
§3. Development of oral and written speech skills in the Russian language lesson
The development of children's speech activity occurs at all levels of education: natural science, music, mathematics, etc. However, the main basis for solving problems in the development of speech activity is the lessons of the Russian language and literature.
To implement the tasks of developing speech activity in Russian language lessons, the textbook plays the main role as the leading teaching tool.
The explanatory note of the Russian language program for elementary schools emphasizes that the development of speech activity is one of the main areas of work in the elementary grades. “The tasks of teaching schoolchildren their native language are determined, first of all, by the role that language plays in the life of society and every person, being the most important means of communication between people. It is in the process of communication that the student develops as an individual, the growth of his self-awareness, the formation of cognitive abilities, moral, mental and speech development." The Russian language program for primary school also determines the range of speech skills of students, which should be developed over the course of 4 years of study in connection with the study of phonetics, grammar, spelling and the development of speech activity.
Textbooks "Russian Language" (author T.G. Ramzaeva) in practice confirm all the main provisions set out in the program. They reflect all modern approaches to teaching the Russian language to primary schoolchildren, including teaching coherent speech.
One of the advantages of this system is a textbook-notebook for 1st grade. Studying using a textbook-notebook begins in the second half of the 1st grade. When determining the content of the textbook, the starting point is that teaching the Russian language in the 1st grade is a propaedeutic stage in the initial course of study.
In the 1st grade, in the process of learning from the textbook-notebook "Russian Language", it is planned to conduct targeted observations of the word, sentence, text, as units of speech and language, and their functions in communication.
Theoretical material in a certain system is not included in the textbook for 1st grade. Linguistic and speech science information is used by students practically in educational and cognitive activities: in the process of verbal presentation of the results of their observations, analysis of educational mini-texts, answers to questions included in the textbook, comparisons and comparisons provided for in exercise tasks.
The propaedeutic stage of the system aims to prepare first-graders for mastering speech-based language theory in grades 2–4, that is, to create conditions for the implementation of communicative-speech orientation of learning. This is largely due to the fact that in the textbook - notebook for the 1st grade, a central place is occupied by exercises aimed at understanding in the long term the relationship of the functions of a word, sentence, text, their originality and design in oral and written speech. The word names, the sentence informs or contains a question, the text informs, but in more detail. It consists of two or more sentences.
The subject of constant attention is the lexical meaning of a word, its use in the text, the connection between sentences in the text, between words in a sentence, the role of text synonyms. The word as a unit of language is not represented in 1st grade at the part of speech level. Elementary observations are made on such a feature of a word as the question to which it answers and preliminary accumulation of information that words are names of objects.
The textbook is aimed at ensuring that in the structure of a simple two-part sentence, first-graders highlight its semantic and grammatical basis - the main members (without knowledge of terms), learn to distribute sentences based on the need for verbal communication (initial observations), pay attention to the connection of words in a sentence in the process creating your own proposals or restoring - deformed ones.
Teaching the Russian language in the 1st grade is a propaedeutic stage of the initial Russian language course. The systematic - concentric principle of teaching the Russian language is implemented in grades 2 - 4.
In the “Coherent Speech” section, the central place is given to working with text, students’ mastery of a set of speech skills that ensure the perception and reproduction of text and the creation of their own statements. In each class, work with text, as well as with sentences, is carried out throughout the entire academic year, which is due to the general speech focus of language teaching. In fact, every lesson involves working with text in oral and written form; Only under this condition does knowledge of the Russian language find application in speech and speech develops. The section “Coherent Speech” defines the main components of working with text:
concept text; developing the ability to distinguish between text and individual sentences that are not united by a common theme;
topic of the text, ability to determine the topic of the text;
the main idea of the text, the ability to determine it;
text title, the ability to title a text based on its topic or main idea;
text construction, ability to divide text-narration into parts;
connection between parts of the text using words: suddenly, once, then, etc. The ability to find a word that connects the main part and the beginning or the main part and the ending, the ability to establish a connection between parts of the created text;
figurative means in the text, the ability to highlight comparisons, metaphors, colorful definitions, personifications in the text, the ability to use figurative means in one’s statements;
types of texts: narration, description, reasoning;
the concept of presentation, the ability to reproduce in writing someone else’s text of a narrative nature according to a ready-made collective or independently drawn up plan;
the concept of composition (orally and in writing), the ability to compose a text based on a series of plot pictures, one picture at a time, as well as on topics that are close to students based on their life experience, the ability to write down their text with preliminary collective preparation.
The invaluable advantage of textbooks are texts taken from the best works of classical, fiction, popular science literature, works of oral folk art, and it should be noted that the texts are not only accessible and close to the life experience of students, but also have a certain impact on the soul of the child, make make him smile, be sad and think about some aspects of life. This creates a positive emotional mood for students in the lesson, introduces them to the literary language, and enriches their memory with linguistic and syntactic structures of exemplary texts.
The textbooks contain a system of tasks and special exercises that allow the development of all types of speech activity of schoolchildren, as well as the ability of children to freely use different languages in various communication situations.
In the development of students' speech activity, enriching their vocabulary is of great importance. The language material of the textbook allows you to enrich students' vocabulary every lesson. When studying a particular topic, children become acquainted with new words and learn their meaning. Thus, when studying the topic “Word,” children’s vocabulary is enriched with words that could be attributed to different seasons. Students not only find such words among the data, but also, if desired, can determine the mood that arose in them when reading this or that word.
Referring students to the history of individual words will allow them to be more attentive to the words of their native language. From the first grade, children become familiar with the polysemy of words. Drawings and exercise texts help them create specific images and perceive the meanings of polysemantic words. By performing such exercises, students correlate the objects shown in the picture with their names and conclude that all objects are similar in some way and are named the same, although they represent different objects. Also in 1st grade, children become familiar with synonyms and antonyms. In grades 2–4, in the process of performing practical tasks, students’ understanding of the lexical meaning of words, single-valued and polysemantic words, the literal and figurative meaning of words, synonyms and antonyms is clarified and deepened.
The authors of textbooks pay great attention to the correct speech of younger schoolchildren. Through texts, students become familiar with the correct pronunciation of words (“what”, “boring”), with the norms of stress in words and forms of words most commonly used in speech (“shop”, “beets”, “driver”, “understood”), learn correct use in speech of the words “dressed”, “put on”, “dressed” and others.
A special place in the system of work on the development of students’ speech activity is occupied by exercises aimed at nurturing a culture of verbal communication. So, while doing the exercises, children think about the questions of what words can be used when saying goodbye to their comrades, and which ones can be used to address a teacher or another adult. Thus, using the example of typical situations, students are shown how to use various means of speech etiquette when greeting, saying goodbye, asking, apologizing, and so on, as well as how to behave in such situations.
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