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✓Понимание и использование глаголов очень часто имеет ситуативный характер («Что делает повар? » - «Ставит кастрюлю»).
✓ Сложности в группировке глаголов.
✓ Отмечаются частые вербальные парафазии -замены слов, которые относятся к одному семантическому полю «бежит» - «скачет»; «пишут» - «рисуют»; «подстригают» - «режут» и так далее)
[5].
✓Замены слов - действий словами-существительными («закрывать - дверь», «есть -ложка»); и, наоборот, замена имён существительных глаголом («собака -лаять», «автомобиль - ехать», «стул - сидеть») [7].
✓Трудности подбора антонимов и синонимов.
✓Применение глаголов более общего значения «чирикает - поет», «радуется - смеётся») [5].
С учётом этих факторов формирование предикативной лексики проводится по следующим направлениям:
✓ расширение объёма словаря параллельно с расширением представлений об окружающей действительности, формирование познавательной деятельности (мышления, восприятия, представлений, памяти, внимания и др.);
✓уточнение значений слов;
✓формирование семантической структуры слова в единстве основных его компонентов;
✓ организация семантических полей, лексической системы;
✓активизация словаря, совершенствование процессов поиска слова, перевода слова из пассивного словаря в активный словарь. [2]
Список литературы
Бессонова Т.П., Грибова О.Е. Дидактический материал по обследованию речи детей. 4.II: Словарный запас и грамматический строй.- М.: АРКТИ, 1997
Волкова Л.С. Логопедия: Учебник для студ. дефектол. фак. пед. высш. учеб. заведений./ Под ред. Л.С. Волковой. -5-е изд., перераб. и доп. - М.: Гуманитарный изд. Центр ВЛАДОС, 2004
Выготский Л.С.// Избранные психологические исследования. - М., 1956
Коновалова С.Н. Характеристика овладения предикативной лексикой в онтогенезе // Актуальные проблемы обучения и воспитания детей с особыми образовательными потребностями: Сборник научных статей по материалам научно-практической конференции. -Омск: Изд-во ОмГПУ, 2006
Лалаева Р.И., Серебрякова Н.В. Формирование лексики и грамматического строя у дошкольников с общим недоразвитием речи. - Спб.: Изд-во «СОЮЗ», 2001
Чистякова И.А. 33 игры для развития глагольного словаря дошкольников: Книга для логопедов, воспитателей и родителей. - СПб.: КАРО, 2005
Якушева В.В., Гуторова С.М. Анализ состояния предикативного словаря у детей дошкольного возраста с общим недоразвитием речи (III уровень речевого развития) / Мир педагогики и психологии: международный научно-практический журнал. 2020. № 04 (45).
"SOME ASPECTS OF PREDICATIVE VOCABULARY FORMATION IN PRESCHOOL CHILDREN WITH GENERAL SPEECH UNDERDEVELOPMENT"
Shibanova Gulfiya Ildarovna,
master's student, ROSNOU
ABSTRACT
The article describes the features of predicative vocabulary formation in older preschool children with General speech underdevelopment, identifies the characteristic difficulties for children with General speech underdevelopment when updating the predicative dictionary and the direction of verbal vocabulary formation in preschool children with ONR.
Keywords: predicative (verbal) dictionary, ONR(General underdevelopment of speech), active and passive dictionary, semantic structure of the word.
A predicative (verbal) dictionary is the entire set of words in a language that denote the state or action of an object. It is known that predicative vocabulary in the system of the Russian language occupies a leading position, which is due to the participation of its units in the formation of statements. Currently, there are different scientific concepts about the meaning and diversity of predicative vocabulary. For example, in linguistics, a predicative dictionary from a syntactic position is represented by different parts of speech (G. A. Zolotova, Yu. a. Levitsky, L. M. Vasiliev). G. A. Zolotova emphasizes that in morphology, a predicate can be expressed as different parts of speech, but, nevertheless, the core of predicative vocabulary is verbs. Russian scientists L. S. Vygotsky, A. A.
Leontiev considered the acquisition of predicative vocabulary as a phenomenon of the mental state of a person. V. V. Vinogradov and others believe that the predicate has a major role in the organization of syntactic units - the basis of speech communication. E. G. Khomyakova States that "the predicative stage of language consciousness formation is rightly considered a qualitatively new level of intelligence development in both Philo-and ontogeny, accessible only to a reasonable person". Consequently, scientists attach great importance to the predicate due to its role in internal programming and the organization of syntactic structures for the implementation of statements in speech.
The predicate is the basis of internal speech and one of the main members of the sentence, so the development of a predicative (verbal) dictionary affects the child's thinking and the formation of coherent speech. To fully master the child's coherent speech, first of all, it is necessary to form a fairly rich verbal dictionary, since the predicate system is the dominant link in the disclosure of the sequence of any story.
It is known that the development of the verbal (predicative) dictionary in ontogenesis depends on the development of the child's ideas about the surrounding reality. The child's vocabulary is enriched as he becomes familiar with new objects, phenomena, signs of objects and actions. A modern, normally developing child, by the age of 5, practically owns the entire system of the native language: he speaks coherently; quite fully expounds his thoughts, easily building complex detailed sentences; easily retells stories and fairy tales.
With the General underdevelopment of speech, the child's intelligence is preserved, which allows him to learn the semantic component of the word. Children with this speech pathology can explain the meaning of the verb. But a characteristic feature of their vocabulary is the inaccuracy of the use of words, which is expressed in verbal paraphasies (V. A. Goncharova, S. N. Konovalova, R. I. lalayeva, S. N. Shakhovskaya and other authors.
In the research of these and other authors, it is noted that the typical difficulties for children with General speech underdevelopment when updating the predicative vocabulary are:
J underdevelopment of mental operations of comparison and generalization;
выделение identification of significant differential semantic features, based on which the meaning of words is contrasted;
1 lack of activity of the process of finding words; неустойчив instability of paradigmatic connections within the lexical system of a language ;
1 lack of formation of semantic fields within the lexical system of the language. [5]
Based on the above we can distinguish the following characteristic features of the predicative vocabulary of preschool children with ONR:
J Discrepancy in the volume of passive and active vocabulary (according to S. N. Konovalova and other authors, preschoolers with ONR can understand the meaning of many words, and the volume of their passive vocabulary differs little from the vocabulary of normally developing peers and is close to the norm. But the use of these words in expressive speech, that is, updating the dictionary cause significant difficulties in children with ONR) [4].
The predicative vocabulary of children with ONR is mostly dominated by the words, dress, denoting familiar daily household activities (wash, sleep, wash, bathe, drink, ran)
1 Understanding and using verbs is very often situational ("what does the cook do? "- "Puts the pot on").
Difficulties in grouping verbs.
L There are frequent verbal paraphasies-substitutions of words that belong to the same semantic field "runs" - "jumps"; "write" - "draw"; "trim" - "cut" and so on) [5].
r Replacing words-actions with nouns ("close-the door", "eat-the spoon"); and, conversely, replacing nouns with verbs ("dog -to bark", "car - to drive", "chair-to sit") [7].
Difficulties in selecting antonyms and synonyms.
The use of verbs of a more General meaning "chirps-sings", "rejoices-laughs") [5].
Taking into account these factors, the formation of predicative vocabulary is carried out in the following areas:
expanding the volume of the dictionary in parallel with the expansion of ideas about the surrounding reality, the formation of cognitive activity (thinking, perception, representations, memory, attention, etc.);
L clarifying the meaning of words;
L formation of the semantic structure of the word in the unity of its main components;
r organization of semantic fields, lexical system;
r activation of the dictionary, improving the processes of word search, translating words from a passive dictionary to an active dictionary.[2]
List of references
1. Bessonova T. P., Gribova O. E. Didactic material on the examination of children's speech. Part II: Vocabulary and grammatical structure. - Moscow: ARKTI, 1997
2. Volkova L. C. obstetrics and gynecology: Textbook for stud. defector. FAK. PED. no. studies'. institutions'./ Under the editorship of L. S. Volkova. -5th ed., reprint. and extra - M.: Humanitarian publishing house. VLADOS center, 2004
3. Vygotsky L. S. / / Selected psychological research. - M., 1956
4. Konovalova S. N. Characteristics of mastering predicative vocabulary in ontogenesis // Actual problems of education and upbringing of children with special educational needs: Collection of scientific articles based on the materials of the scientific and practical conference. - Omsk: Publishing house Omgpu, 2006
5. lalaeva R. I., Serebryakova N. V. Formation of vocabulary and grammatical structure in preschool children with General speech underdevelopment. Saint Petersburg: SOYUZ Publishing house, 2001
6. Chistyakova I. A. 33 games for the development of the verbal dictionary of preschool children: a Book for speech therapists, educators and parents. - Saint Petersburg: KARO, 2005
7. Yakusheva V. V., Gutorova S. M. Analysis of predicative vocabulary in preschool children with General speech underdevelopment (III level of speech development) / World of pedagogy and psychology: international scientific and practical journal. 2020. № 04 (45).
