Особливості формування дієслівної лексики у дошкільників з загальним недорозвитком мовлення шляхом розвитку умінь дієслівної предикації

Abstract

The article highlights the methodological aspects of speech therapy work on the formation of verb vocabulary in preschoolers with generalized underdevelopment of speech. A structured methodology aimed at developing verb compatibility skills is substantiated, methodological techniques are defined, their content and methodological support are developed. Attention is focused on the importance of predicative relations for the development of syntactic structures and the role of verbal predication is taken into account. According to the authors, when forming verbal vocabulary in preschoolers with speech underdevelopment, it is necessary to activate the ability to use predicative units variably, to be guided by their lexical-semantic and contextual-semantic features. The use of associative relations between lexemes is proposed and their types are taken into account. It is taken into account that the acquisition of lexical semantics occurs through a number of mental operations: determination of semantic features of a speech and language situation, establishment of structural relations; coordination of a semantic element with linguistic means; comparison of features of objects of reality; generalization of different meanings of a word and establishment of a system of relations between words. The author's methodology of forming verb vocabulary is based on modern research in the fields of speech therapy, psycholinguistics, linguodidactics and includes actualization and accumulation of verbal vocabulary at the denotative, categorical, and contextual levels; formation of verbal variability of different types (with visual and auditory reinforcement, based on mnemonic processes; contextual and semantic variability; intuitive and practical variability); formation of verbal compatibility and verbal valence; stimulation of associative relations mediated by verbal vocabulary.