CC BY
17УДК 1
Safronova Yu.V.
SKSU named after M.Auezov
Mukasheva B.M.
SKSU named after M.Auezov
ONTOGENESIS OF SPEECH ACTIVITY: FORMATION AND DEVELOPMENT OF GRAMMATICAL LINGUISTIC MEANING IN CONNECTION WITH THE DEVELOPMENT OF SUBJECT-PRACTICAL ACTIVITIES AND COMMUNICATION ACTIVITIES OF THE CHILD
Annotation: The article considers the first grammar acts in children's speech, which represent the unique phenomenon from the point of view of investigations of children's speech ontogenesis. Formation and development of grammatical linguistic meaning is considered as the basic process of grammatical language system acquisition. The above process is investigated in direct connection with the development of subject-practical activities and communication activities of the child. In conclusion it is assumed that semantic structures of consciousness are the pivot of the development of grammar rules acquisition.
Key words: speech activity, communication activities, linguistic meaning
The development of active speech of the child, performing the signal-sign function, begins with one-word statements, with the stage of individual words-sentences. According to the latest research, the content of the first word-sentences refers to a holistic situation, and from the form they are merged in an indissoluble unity of subject and predicate, nomination and predication, elements of semantics, grammar and syntax. There's no partition of a situation, no partition of a speech form. At the same time, it is recognized that the first one-word sentences contain the rudiments of everything that a child has to develop when learning an adult language, that a one-word sentence is an initial instruction in many respects. [Leont'ev A. A. Shakhnarovich A. G. 1997]. The development of the child's communicative competence is possible only at the same time with the development of subject-practical activities and
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communication activities, as well as closely related to the development of perception and understanding of the world.
Leading activity of the child at the age from 1 year to 3 years -mastering subject and of the operating side of the business, i.e., acquaintance with surrounding objects and the appropriation of public-developed ways to use them. In joint activities, the function of indicating and designating the subject of the word is strengthened. Further development of the function of naming objects is determined by the cooperation with an adult. [A. K. Markova, 1973.]
For the formation and development of grammatical meaning, the mechanism of not imitation, but the need for speech communication should operate. Grammatical meanings are the meanings of relations between the phenomena of reality indicated by words, i.e. they are the linguistic meanings of the logical (mental) series. There are grammatical meanings of word-formative morphemes and grammatical meanings in syntax. To understand speech, it is not enough to know the lexical meaning of the words it consists of, it is necessary to understand the meaning of grammatical forms used in the communication process.
The formation and development of grammatical knowledge of child's speech is possible only in the process of communication and in close connection with the development of thinking. It is appropriate to quote the statement of A. M. Shakhnarovich that (...the mastery of the grammatical means of native language, the mastery of the syntactic system and the predicative relations occurs only in the process of communication and for communication." The child's speech is formed under the decisive influence of speech communication with adults, listening to their speech.
It is obvious that the child's brain has a high plasticity, since the mechanisms
responsible for the processes of mastering speech are in a mobile state and are subject to
continuous change and adjustments. As a result of the development of subject-practical
activities and communication activities, the child's speech is constantly becoming more and
more complicated, requires feedback, i.e. the child wants not only to understand the people
around him: he wants to be understood. Naturally, to appear to the further development of the
process of communication can only on condition of its correct grammatical processing. We
will attempt to explain this process based on the basic theoretical postulates of
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psycholinguistics and available factual material from authoritative sources, collected as a result of experimental studies conducted with informants-native speakers of the Russian language, children aged 1 to 3 years.
The main trends are the following:
-complication of grammatical phenomena in speech due to the established dynamic grammatical stereotype;
-improving the ability to handle grammatical facts of the language at a certain stage of development;
-complication of types and forms of speech phenomena as a result of complexity and diversity of subject-practical activities.
We also consider it necessary to dwell on the following provisions:
Regulation 1. As you know, the use of new grammatical phenomena in children's speech begins with the need to name the action or state of the object, which is directly related to the complexity of the subject-practical activities, almost linking the child with the outside world. Thus, during the formation of the first grammatical phenomena in children's speech are directly related to the situation and must obey the objective connections. The meanings of words denoting objects and actions familiar to the child are released from the situational context quite early. But for words with less clear content, such as prepositions denoting relations, this process may be delayed, as evidenced, for example, by the results of demonstrative experiments of F. A. Sokhin. In one series of experiment in front of kids lecturing a small circle and a large cube and asked them to perform two tasks:
Put the circle on the cube. Put the cube on the circle.
It turned out that 92% of children aged 2.3 to 3 years coped with the first task, and
with the second - only 30%. 70% of children in this situation laid out a circle on a cube, not a
cube on a circle. Thus, it can be seen that if the value of the preposition coincides with the
visually perceived relations of the two objects, the task is performed, and if it does not
coincide, the task is not performed. Therefore, in this age group of children, the meaning of
the preposition is not yet separated from the directly perceived concrete relations of objects.
This division can only be seen in the case of older children between 2.5 and 3.5 years of age
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who have coped with the implementation of the second instruction, where the meaning of the preposition was in some conflict with the visual relationship between a small circle of a large cube.
At the next stage of complication of subject-practical activity of the child grammatical statements relate directly to the object, and not to the situation as a whole.
So, the first position is to assert the primacy of activity in the development of grammatical meaning.
Regulation 2. There is a dependence of the development of speech competence of the child from the social status of his inner circle. This situation is primarily due to the relationship between the development of his speech and the level of intellectual development of persons in constant contact with him: a fundamental role in this case is played by grammar and quality of speech. The data of many studies prove that timely and properly organized contacts of the child with adults contribute to a faster transition of children from preverbal communication to speech.
The works carried out under the guidance of M. I. Lisina prove that the mastery of speech in children is closely connected not only with the quantitative side of communication with adults, but above all with its qualitative features. Thus, it is essential to state that "the stages of formation of language ability of a child correlate with the level of generation of speech in an adult" [M. I. Lisina, 2010].
Position 3. The following position is directly related to the appearance of the first grammatical phenomena in children's speech and the use of specific language means (endings, word order, service words, etc.). On the part of the content of speech behind this is the separation and differentiation (differentiation) of different spatial relations between the phenomena of reality (for example, the action - result, agent-action-recipient, etc.) [N. I. Chuprikova, 2007].
In this case, the leading role in this single process is increasingly given to cognitive
development. Thus, for example, R. M. Frumkina classifies the semantic motivation of
grammar ontogenesis as one of the main universals of its ontogenesis [R. M. Frumkina, 2006.].
All the extensive material of research on the ontogenesis of speech function confirms its
assertion that the language is not composed of elements, and is divided into elements, which
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are sound values and which, as the development becomes more fractional, differentiated and specialized.
Thus, the above in general form indicates the subordination of the course of development of the lexico-grammatical system of speech of the child to the principle of differentiation. Language and subject-practical activity (in children -games) organize forms of social life, and therefore the inclusion of the child in the social environment and the systematic expansion of its social relations are one of the conditions for the development of speech activity and its components: in the social development of the child, starting with the primary microsocium (mother-child), a member of which he becomes at birth, this factor affects the manifestation and development of speech. Countless are the knowledge and skills that a child acquires in the process of subject-practical activity (game) and communication activities. Playing he learns, and the teaching is impossible without its primary basis-the native language.
Subject-practical activities and communication activities in the first place should be adapted to the interests of the development of speech competence of the child with the appropriate level of development of its fundamental grammatical component.
Literature:
Leontiev A. A., Shakhnarovich A. M. Psycholinguistic problems of semantics. M: Science, 1997.
Markova A. K., Psychology of language acquisition as a means of communication. M, 1973. Sokhin F. A. Psychological and pedagogical bases of speech development of preschool children. M: SAG,2010.
Lisina M. I. Problems of ontogenesis of communication. M: Pedagogy., 2010. Chuprikova N. I. Mental development. The principle of differentiation. St. Petersburg: Peter
