Abstract
The article, which is based on the use of psycholinguistic theory, analyzes the system of deep syntactic language structures formed in a child at the early stages of ontogenesis, considers actual problems of formation of elementary grammatical representations in children with underdeveloped speech, and deals with the possibilities of percepting, modeling and transformational processing of grammar constructions that are different in their structure and degree of complexity. On the basis of an experimental study carried out by the authors the typology of persistent grammatical deficiencies inherent in junior schoolchildren with speech underdevelopment, which prevent them from fully mastering the system of language rules is specified, and a strategy for corrective and pedagogical impact aimed at eliminating them is determined.
Highlights
The article, which is based on the use of psycholinguistic theory, analyzes the system of deep syntactic language structures formed in a child at the early stages of ontogenesis, considers actual problems of formation of elementary grammatical representations in children with underdeveloped speech, and deals with the possibilities of percepting, modeling and transformational processing of grammar constructions that are different in their structure and degree of complexity
Педагогический поиск the system of language rules is specified, and a strategy for corrective and pedagogical impact aimed at eliminating them is determined
Лурии о путях становления детского языка [7], мы приходим к весьма существенным для нас выводам о том, что онтогенез грамматики представляет собой процесс овладения ребенком сложноорганизованным абстрактным языковым кодом, формирующимся в результате его активного взаимодействия с миром взрослых
Summary
The article, which is based on the use of psycholinguistic theory, analyzes the system of deep syntactic language structures formed in a child at the early stages of ontogenesis, considers actual problems of formation of elementary grammatical representations in children with underdeveloped speech, and deals with the possibilities of percepting, modeling and transformational processing of grammar constructions that are different in their structure and degree of complexity. Развитие грамматики детского языка внешне выражается в том, что «малыш вырабатывает способность называть объект своего высказывания, присоединять к нему глагол для обозначения действия, научается сближать слова, обозначающие объект и его признаки, использовать словоизменительные формы слов – обозначение падежных признаков существительных, временных, личных и других признаков глаголов, вопросительные, отрицательные и другие синтаксические структуры, деление слов по категориям и многое другое.
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