Development Of Speech Activity Research Articles

THE ROLE OF THE MOTOR ANALYZER IN THE DEVELOPMENT OF SPEECH ACTIVITY IN PRESCHOOL CHILDREN

This article discusses the role of the motor analyzer in the development of speech activity in preschool children.

Psychological-Pedagogical Components of the Children’s Speech Environment With Autistic Disorders of Senior Preschool Age

Education of initiative and desire for self-realization, in our opinion, is possible only if the emergence and constant reinforcement of interest. We offer when choosing tasks and games to focus on compliance with the following requirements: interesting topics for the child; bright props; compliance with the topic being studied; focus on the child's practical experience; emotional significance. In addition, the features of the mental and behavioral sphere of children with autistic disorders must be taken into account : lack of mental activity; unevenness, the partiality of intellectual development; violation of the interaction of mental functions; lack of lively curiosity, interest in the new; difficulties of voluntary learning, purposeful solution of really arising problems; violation of purposefulness, difficulty concentrating; quick exhaustion and oversaturation with any purposeful activity; negative reaction or no reaction at all when trying to draw attention to the objects of the surrounding reality; difficulties at understanding time, duration, determining the sequence of events, causes and consequences; difficulties in symbolization, transfer of skills from one situation to another, etc. Corrective work on the development of speech activity and communicative behavior is carried out in everyday life, during live communication with the child about his domestic, playful and cognitive interests, in the process of role-playing or theatrical games (if available), in drawing, modeling classes, design, manual labor, speech development, during the formation of elementary mathematical concepts, physical and musical education, during individual correctional work, etc.

Psycholinguistic Preconditions of Speech Formation of Children with General Speech Retardation

The article addresses psycholinguistic preconditions for development of the communicative component of speech activity in 5-year-olds with general speech retardation (GSR). The development of speech activity is analyzed through the lens of psycholinguistic motivation for the emergence of speech units. The authors for the first time identified psychological mechanisms that underlie disorders in the development of the communication component of speech activity in 5-year-olds with GSR and suggested effective interventions. The research involved a study of probability prediction within the structure of the communicative component of speech activity of 5-year-olds with GSR. The author-developed classification of non-verbal and verbal probability prediction formed the basis for a theory-based diagnostic tool to assess the communicative component of speech activity in 5-year-olds with GSR. The research demonstrated the importance of probability prediction as a dynamic process and indicator of practical realization of utterance and holistically developed coherent speech. The analysis of disorders in cognitive and speech operations and functions identified in the study points to the dominant role of weak probability prediction function at non-verbal and verbal levels. Weak probability prediction was defined as the cause of poorly developed communication component of speech activity in 5-year-olds with GSR.

The language ability, speech competence, speech activity of Generation Z

The paper aims to demonstrate possible approaches to solving problems arising during comprehensive linguistic description of the language ability, speech competence, speech activity of Generation Z. This purpose was achieved with the help of evaluation of speech acts performed in the process of associating and in the course of spontaneous connected written speech activity. Material: the results of free and directed pair by association tests conducted by the author in 2010–2012, 2015–2016, 2019–2021. Additionally, essay texts about the topics «I and the world around me», «If it were not for computers and tablet computers», «My city» («What places in Omsk do I like to visit? Why? «), «Who do I want to resemble?», «An elderly person. What is he / she like?», «Old age. What is it like? «, «In my old age I will…», «Happiness… as I understand it» were used. The essays were written by school students of the 7th, 8th and 9th forms in 2005, 2010, 2015–2016, 2020. Methods: free and directed pair by association experiments, comprehensive text analysis. The latter enabled the author to define the following parameters: communicative (speech strategies and tactics, communication types), cognitive (actualisation of meanings and cognitive structures), semantic (word selection, distribution of object features, identification of predicates and so on), statistical (the number of words per sentence and sentences per text). The results of the study: specific features of speech actions during free and directed pair by association tests were determined. Additionally, the research revealed that Generation Z members use slang verbal and graphic signs; typical scenarios caused by certain cognitive fragments which are present in their linguistic consciousness prevail. Conclusions: I-to-subject communication is the key means for organising narration, and it dominates the communicative organisation of connected texts independent of the topic. Semantic text development is based on the form and contents of the title and virtually follows it in the reactive dialogical mode. Introductions and conclusions in the essays are reduced. At the informational level, conceptual information outweighs factual and directly develops the thesis implied in the title. The variety of semantic, conceptual, cognitive features of the texts is limited; the essays are devoid of conceptual multiple layers. The development level of teenagers’ discursive thinking, in particular, inadequate development of speech activity determines their mastering of the format of a cohesive speech piece. This is shown in organisational simplicity and insufficient text volume; cohesion is achieved with the help of lexical and syntactic repetition. In the process of written speech, the types of performed speech actions aimed to verbalise meanings are connected with the reproduction of cognitive scenarios (temporal, identification, existential) already formed in the mind. The mentioned scenarios are also manifested during free and directed by pair association in the experimental setting.

Formation of functional literacy of primary school students through the development of speech activity

The article considers the problem of the formation of functional literacy of a primary school student through the development of speech activity. The relevance of the issue of the formation of functional literacy of students is repeatedly touched upon in legal acts in the field of education, which clearly indicate is importance among the younger generation in the education of a competitive personality that meets modern requirements. Based on a theoretical analysis of the ideas and views of foreign and domestic scientists, the author determins the constituent components in the structure of the concept of a functionally competent person. It reveals in a board sense the definition of the term “speech activity”. Summarizes the nature of the types of speech activity: listening, speaking, reading and writing. She notes that the study of subjects frim the educational field “Language and Literature” is of geat importance in the formation of the functional literate personality of students in the educational process of primary school, while the update educational content, through cross-cutting topics, contributes to the development of cognitive abilities, self-esteem, critical thinking, and adaptation to the environment

Formation of Speech Activity in Older Preschool Children with Autistic Disorders Formation of Speech Activity in Older Preschool Children with Autistic Disorders

The main condition for personal and mental development of a child is preservation of speech function or, in case of speech pathology, correction and development of all its structural components as a full-fledged means of communication. The purpose of the study is to scientifically substantiate, develop and experimentally test psychological and pedagogical conditions and methods of formation of speech activity in children with autistic disorders of older preschool age. There were highlighted effective methods for speech activity formation: creation and maintenance of a speech environment; constant speech support of a child; teaching a child to express thoughts in any way possible; use of stimulants and incentives in order to increase motivation for speech activity; use of available child’s vocalizations; use of echolalia and a tendency to stereotypical repetition of actions; stimulation of speech activity against the background of emotional recovery; development of speech activity by imitation; activation of passive vocabulary and its gradual translation into active; fostering initiative and desire for self-realization. The indicators of the formation level of speech activity components in EG compared with CG, respectively, are: motivation: high not found, sufficient: + 8.6%, average: + 19%, low: + 14.3%, zero - 41.9%; initiative: high not found, sufficient: + 10.7%, medium: + 13.8%, low: + 9.5%, zero - 34%; content: high: + 4.3%, sufficient: + 17.6%, medium: + 12.9%, low: - 27.3%, zero - 7.5%. The best indicators were achieved by children of the experimental group, which gives reason to assert the effectiveness and feasibility of using the proposed methodology for formation of speech activity in the process of correctional developmental education of children with autistic disorders.

Development of speech activity of younger schoolchildren through the use of communication technologies

The article deals with the use of communicative learning technologies for the development of speech activity of younger schoolchildren, which is implemented as part of the implementation of the updated content of education in the Republic of Kazakhstan. The main idea of the updated educational process is the formation of a functionally literate personality of the younger student through the development of practical skills in the use of language units in four types of speech activity: speaking, listening, reading and writing. In the system of Kazakhstan's primary education today, a special place is given to the use of communication technology, which makes it possible to focus on methods of effective formation of students ' speech activity and communication skills.

Бастауыш сынып оқушыларының сөйлеу әрекетін дамытудың лингвистикалық негіздері

The article considers linguistic bases of primary school children’s development of speech activity. When forming speech activity, speech has a special role in the formation of the text. It was shown that speech activity requires is not making separate sentences, but making several sentences, as well as grammatical and semantic character and speech in the form of the whole text. Therefore, the final result of the formation of speech activity of primary school students should be a work, a story, that is, a text. The article analyzes the works of scientists on the role of text in language relations. In primary classes, the basic concepts of the text are presented, as well as scientific features are shown. It was also noted that through reading and discussing texts, you can learn to speak and write correctly. On their basis, ways of developing the speech of primary school students through text are provided.

The development of speech activity in students

This article issues on the problem of developing oral activity of students. The authors noted that such obligatory subjects as English language for bachelor course and professional foreign language for master course occupy a special place in modern higher education. These subjects are aimed to make the educational process not only effective, but also engaging for students and to make them the main characters of this process. The exercises are effective mostly due to the raise of motivation, interest to the subjects, which are important part of educational process.

AUDIOVISUAL MEANS IN THE PROCESS OF TEACHING RUSSIAN LANGUAGE AS FOREIGN LANGUAGE

The purpose of the research is elucidation of audiovisual media in the process of teaching Russian language as a foreign language. The task of the work is to study the existing types of audiovisual means of training; analysis of the possibilities of using audiovisual means as a modern type of training. The object of the research is audiovisual media, through which while learning of the Russian language as a foreign language appropriate mastering of the material is carried out. Descriptive method and method of analysis of intelligence information are used. As a result of the research, the main methodological aspects of work with audiovisual means of education on Russian as foreign language lessons were highlighted. Conclusions: 1. The key stages of the work are chosen according to the scheme «task – viewing a film – task». 2. The task before watching a movie involves analyzing information about the movie. 3. The tasks after watching a movie include exercises on understanding of the content, as well as the consolidation and introduction of the new vocabulary in the broadcast. 4. The broadcast of feature films has both an emotional effect, and serves as an impetus for activating an additional stimulus in the next educational, practical, and creative activity. The analysis made it possible for us to determine that the film's review must include the appropriate purpose, everyday situations, clear dialogues, in which repetitive words and phrases that occur on the film repeatedly help to better remember the new vocabulary and as a result – the development of speech activity students The ability to compare read and seen causes excessive interest of students and activates them into cognitive activity. The feature film is not a universal admission, but it has certain prerogatives: it provides work of educational value, which helps in the process of intensive language proficiency; suppresses the psychological potential of the student (development of attention, memory, thinking); promotes the interconnection of various types of speech activity; takes into account peculiarities of language usage in various stylistic aspects, etc.

Psychological Linguodidactics of Speech Development Activity of Senior School Age Children with Autistic Abnormalities

Children of senior preschool age with autistic problems have a predominantly low level of speech activity, therefore, the aim of the article is to theoretically substantiate and develop a phased correctional developmental psycholinguodidactic technology of forming speech activity of children determined age by using theoretical (study, analysis and generalization of the theoretical and methodological foundations of the research for determining the state of development of the problem and perspective directions of its study) and empirical (psychological and pedagogical experiment to study the state and features of the development of speech activity of children of senior preschool age with autistic disorders) research methods.
 The experimental psycholinguodidactic technology contained three stages of work on the problem of speech activity: research-diagnostic, correctional-activity and functional-speech.
 The emotional contact was established and improved, and the initial level of speech activity was diagnosed at the research-diagnostic stage. Correctional-activity stage consisted in the formation of speech and communication skills, the development of direct speech activity of children of senior preschool age with autistic disorders. The diagnosis and consolidation of the child’s achievements regarding speech activity was provided at the functional-speech stage, as well as the ability to use the acquired speech skills in the process of communication, filling the process of communication with broad interrelations with the environment.
 The results of the formative experiment confirmed that although children of senior preschool age with autistic disorders did not reach a high level of speech activity, but in the experimental group there were identified children with a sufficient level, the number of children with an average level increased, and the number of children with zero level of speech activity decreased, which confirms the effectiveness of experimental psycholinguodidactic correctional technology.

ON THE PROBLEM OF FORMING THE PEDAGOGICAL SKILLS THROUGH VIDEO CONTENTS

The article deals with pedagogical skills in the process of teaching a foreign language through video content. The use of information technology in the training of future foreign language teachers, as well as the use of various visual TCO in the classroom. Development of a model dedicated to pedagogical skills, theater pedagogy and video content technology. In developing the research model, the author of the article relies on the theory of the “dialogue of cultures” and the semiotic concepts of M.M. Bakhtin and V.S. Bibler. The author chooses third-year students of linguistic universities as an object of study, explaining this with 5 reasons. Firstly, third-year students by this time would have mastered all the psychological and pedagogical disciplines, secondly, they know the methods of teaching German, thirdly, they are fluent in German, fourthly, they would have mastered the courses of computer science, and fifthly, they have the ability of working in a team, which is the basis for the development of pedagogical skills. According to the author, the use of various language games in teaching foreign languages plays an important role in developing the future teachers' ability to communicate. It is emphasized in the article that the use of video contents (including theatrical performances, screen versions of literary works, etc.) in the process of learning a foreign language plays an important role in the development of the pedagogical skills of future teachers of foreign languages. The article also discusses the development of speech activity through video content, the implementation of the functions of video content.

Text in the system of development of native and foreign speech activity: the relationship of the linguistic base of education in school and HEI

The article deals with the problem of interrelation of linguistic base of development of native and foreign speech activity of schoolchildren and students. The authors identify the actual difficulties experienced by Chinese students in mastering the Russian language at an advanced stage in the University, and justify the assumption that one of the reasons for difficulties in the creation of a complete text is in the margin of the linguistic base (insufficient information about the text) development of native language activity in the school to the needs of foreign language teaching at the University . In search of the reason, the authors carry out a comparative analysis of school programs in the native language of the two countries - Ukraine and China – and provide an opportunity for the pedagogical community to get acquainted with the content of training on the development of speech activity, with the structure of programs in order to understand and choose a more effective way of building the program and filling it with the necessary content from the field of linguistics of the text. This information, according to scientists, is the basis for the development of both native and foreign speech. Strengthening the school base for the development of a speech activity in the field of the native language will contribute to the transfer of knowledge and skills from the field of the native language to the field of foreign language and, thus, overcome the difficulties in mastering the ability to create a complete text in a foreign language, since the laws of construction of the text are similar in different languages. The continuity of knowledge between the links of the educational system in this aspect is an important condition for the effectiveness of mastering communicative competence, and its observance is the care of the compilers of programs and textbooks.

МЕХАНІЗМИ СТАНОВЛЕННЯ МОВЛЕННЯ ДІТЕЙ У РАННЬОМУ ВІЦІ

МЕХАНІЗМИ СТАНОВЛЕННЯ МОВЛЕННЯ ДІТЕЙ У РАННЬОМУ ВІЦІ