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12TECHNIQUES OF SPEECH ACTIVITY OF YOUNGER SCHOOL STUDENTS
Abstract
The article is devoted to the problem of development of speech activity of younger pupils in elementary school. The problem is due to study the contradiction between the need of formation of speech activity of younger schoolchildren and the lack of attention of the modern school to the problem. In elementary school, the problem of speech is related, firstly, to the fact that students in his speech often repeated the same words; secondly, the inaccuracy of the use of words in speech; Thirdly, with the inability to use the trails and other visual means of language; Fourth, with the inability to properly build syntax. This article describes the psychological and linguistic basis for the development of speech activity of younger schoolboys. Presents the problems of formation of speech activity of younger schoolchildren. Also disclosed methodological foundation of development of speech activity of primary school children. The article presents the results of the pedagogical experiment to determine the level of aesthetic education of younger students.
Keywords
speech activity, methodical methods of development of speech activity,
younger students
AUTHORS
Bella Vladimirovna Sergeeva
PhD, Associate Professor, Pedagogics and Technique of Primary Education Department, Kuban State University. 149, Stavropolskaya Str. Krasnodar, 350040 Russia. E-mail: [email protected]
Olga Sergeevna Trofimtsova
Bachelor, Department of Pedagogics and Technique of Primary Education, Kuban State University.
149, Stavropolskaya Str. Krasnodar, 350040 Russia.
Introduction
Improving students' speech culture - one of the most urgent challenges facing the modern school. It is well known that the indicator of the level of human culture, thinking, intelligence is his speech, which should correspond to the linguistic standards. It was in elementary school, children begin to master the rules of oral and written literary language, learn to use the language means in different contexts of communication in accordance with the objectives of speech. In this case the teacher should help the children to understand the requirements of speech, to teach younger students in formulating thoughts monitor the correctness, accuracy, diversity, expressive language means. Enrichment of vocabulary students learning connected speech and the development of its expression - these are the main tasks to be solved in the practical work of practicing teachers and theoretical quest Methodists.
Modern society needs people who own word, able to stand up for their beliefs, attitudes, conduct discussion, creatively involved in the process of interpersonal communication. In this regard, one of the main tasks of modern school is to train graduate
primary school, which would be able to communicate, to listen and to speak so that he listened, he knew how to evaluate other people's, and of course his speech.
A great contribution to the development of speech development problems in different years brought F.I. Buslaev, V.Y. Stoyunin, V.P. Ostrogorsky, L.I. Polivanov, V.P. Sheremetev, V.V. Golubkov, A.D. Alferov, M.A. Rybnikov, K.B. Barkhin, N.M. Sokolov, L.S. Trinity, S.A. Smirnov, N.V. Kolokoltsov, A.A. Lipa, modern scientists K.V. Maltsev, M.R. Lviv, T.A. Ladyzhenskaya, V.Y. Korovin, O.J. Bogdanov, N.A. Demidov, L.M. Zelmanov, T.F. Kurdyumova, N.I. Kudryashov, M.V. Cherkezova etc.
Teach younger schoolboy clear and grammatically correct to say, have a well-trained voice, to express their own thoughts in a free creative interpretations orally and in writing, to be able to express their emotions varied intonation means to comply with verbal culture and develop his ability to communicate - a complex and laborious business, requiring teachers of hard work, and most importantly - effectively acting approach to the development of speech in the broadest sense, his organization, and adjustment. To develop children's speech - then systematically working on its content, consistently teach the construction of sentences, thoughtful selection of suitable words and shapes are constantly working on building a literate mind.
However, it is a primary school education living word is often overlooked by teachers; zastarevayut speech defects and fix them later is already very difficult.
Materials and Methods
The basis of this study is philosophical, psychological, linguistic, pedagogical research on speech activity, the modern psycho-pedagogical theory of personality, psychological and pedagogical theory of learning activity, the conceptual ideas of the theory of integral pedagogical process, the theory of the activity approach, the concept of student-centered education.
In order to achieve reliability in consideration of the problem the following methods were used: the study and theoretical analysis of philosophical, psychological and pedagogical literature on the research topic; study of teaching experience; theoretical generalization, data synthesis, analysis of existing curricula of primary school age children.
Results and Discussion
Analysis of the latest achievements in the field of coherent speech training system show that research efforts are still focused on the development of theoretical (linguistic and psychological) the foundations of the system, to determine the content of training (knowledge and verbal skills) at its various stages, to improve teaching methods. There was a strong belief that a successful speech development is not enough a simple exercise in the selection of synonyms, in the drafting of proposals in telling and retelling - this training system is arming students understanding of existing speech laws, knowledge of a set of actions and how they perform when thinking of statements of criteria knowledge evaluation of established texts. In other words, such a system does not allow students to learn the conscious relation to the question that entails various kinds of speech defects.
The richness of vocabulary - a sign of high development of society as a whole and of each individual, so the work on the dictionary of students attached great importance to the school. The peculiarity of the dictionary in school (as, indeed, and many other types of work on the development of speech) is that it is carried out in the course of the entire educational work of the teacher (Soloveitchik, 2000).
Comparison of current programs for primary schools, allows to identify the main directions in which the recess is provided on the work of development of coherent speech. As these trends include:
- Expansion of rechevedcheskih information and concepts;
- Deepening work on the types of speech (narration, description, reasoning) by the study of their species;
Figure 1. Methods of speech development
- The introduction of information on the style and work on texts of various styles;
- Clarification of the complex speech abilities, skills in the selection of private generalized structure of speech acts;
- The use of non-traditional exercises in connected speech;
- Increasing size and complexity of the system used in the training text.
It is important for the assimilation of new words not passed spontaneously to the teacher to manage this process and thus makes it easier for students, provided the correct, complete assimilation of words. The purpose of the dictionary work lies in the fact, to activate (ie move from a passive to an active vocabulary) the greatest possible number of words to teach children to use them correctly, in the strict sense, it is appropriate, learn to choose the right word, the word in the text was schoolboy correctly interpreted.
The content of the dictionary work in school consists of four areas:
- firstly dictionary enrichment, those the assimilation of the new words, which the students had not known at all, new meanings of words;
- secondly, clarification of the dictionary, that is, in-depth understanding of already known words, ascertaining their shades, the differences between synonyms, antonyms selection, ambiguity analysis, allegorical meanings;
- third, activation of the dictionary, that is, the inclusion of a wider range of possible words in the speech of each student, the introduction of words into sentences, learning compatibility of words with other words, the appropriateness of their use in a particular text;
- fourthly, the elimination of non-literary words used sometimes younger students, correcting erroneous accents, pronunciations.
However, this approach reflects the work of a teacher, as a rule, within the framework of the Russian language and literary reading lessons. Of course, the language for children: on the basis of reading, analyzing, memorizing passages formed it students, developing their linguistic flair and taste.
Modern methods of speech in its arsenal has developed three groups of methods, interrelated and complementary to each other, are shown in Figure 1.
It is traditionally existing imitative methods (for examples of training) has developed
a negative attitude as to something undeveloped. At the same time, memorizing poetry, prose, aphorisms, phraseological units etc. very useful, since they enrich it, contribute to its development, enhance memory, provide the basis for development of expressive, to participate in social activities, in concert performances, that is, on the eve of art.
Given the characteristics of primary school age, and the fact that the development of speech covers all academic subjects, we note that the training on "sample" is in elementary school, it is one of the leading. For training:
- Numerous types of retellings read texts (close to the sample text, compressed, selectively, with creative additions and changes to the division of the text into parts, headlining parts, compiling reading story plan, too, in a written form);
- Written and oral presentation (reports) a variety of styles;
- Preparation and execution of their own statements (ads, applications, business letters, telegrams, diaries, etc.) According to the type of model or according to the statements of the genre (description, narration, reasoning) (Barinov, 2007).
In other words, the model text serves as a main component in a broad stream of general linguistic influences on children - speech environment influences their emerging language flair. Increased autonomy and cognitive activity of pupils is just the use of simulation methods. However, the simulation method for all its popularity by itself may not be sufficient, since learning "models for" prepares students for other methods of language development.
The next group of methods of development of speech - communication techniques: The need to use them due to a number of requirements:
- Firstly, any student's statement (oral or written) derives from the need to get in touch, share their thoughts and feelings. This need stems from the so-called speech situation, hence the situation itself may be artificially created through communication methods (creation of artificial dialogue, debate, discussion, role-playing games, correspondence, conversations on walks and excursions, etc.). Even in situations of artificial motivation greatly increases the autonomy of students in speech activity;
- Secondly, the speaker (writing) must be adequately prepared to a meaningful utterance, ie it is necessary to have an extensive, reliable, meaningful material for his speech. the student can not be an act of communication without material fluency. The goal will not be achieved if the content is not subordinated to the author's intention, the narrative logic is violated;
- Thirdly, communicative goal will be achieved only if the student has sufficient linguistic means: rich and good-enabled vocabulary, the ability to quickly and accurately to form grammatical forms, to build sentences and link them in the text;
- Fourthly, we the students, his story play a role in communication. Even an ordinary student response to the lesson is a motivated statement, which is included in the cognitive activity of the whole class. If the answer is listened to and understood by the class environment caused some response, the communication was successful. However, it also is necessary to teach the younger students.
Communication methods are based on the theory of speech activity, in particular on the analysis of the speech act, because it takes into account all stages - and situational and motivational, and perception of the interlocutor, and feedback.
Communication methods have their own set of methods, training tools, tasks and types of exercises:
the creation of speech situations or select them from the stream of life;
role play, work, hiking and trekking, painting, specially organized surveillance;
verbal painting pictures, the introduction of notes and diaries; creating scenes from imagination, including the fabulous;
selection of different genres - reports, radio performances, TV shows, advertising;
"Pen test" - the literary and creative attempts in prose, in poetry, drama genres.
The third group of methods - Test method of construction - is a distinctly synthetic method. It is closely related to the first two, because the system of learning "models for" types of text are analyzed, modeled, and subsequently the construction associated with the communicative method, providing motivation speech, its effectiveness, determine the social and personal functions of speech.
In addition, the need to use construction methods due to:
- Firstly, grammar, and mainly - the syntax and lexicology, word-formation theory, the available elements of style, and for the oral version of the speech - phonetics, Orthoepy and intonation;
- Second syntax of the text, the theory of complex syntactic whole;
- Third, the theory of functional types of speech (and text);
- Fourth, the logic;
- Fifth, the theory of composition, figurative means of language; Finally, elements of stylistics and culture of speech, which includes spelling.
The method of constructing the text offers an extensive set of methods and types of speech exercises. Receptions are arranged in groups: the first of them - the work on the word dictionary or work:
interpretation of the meanings of words, tones of their values, emotional and expressive colors in the choice of words for specific situations;
Work with synonyms, antonyms, Paronyms, phraseological units, their inclusion in a specific text in its own proposals;
Work with dictionaries - sensible, word-formation, synonymous, spelling;
correcting word usage errors in speech and in written works.
The second group of techniques - work on the phrase:
- compilation of phrases with specific words - for text or phrases of a given type;
- reconciliation Collocations based on linguistic intuition or dictionaries compatibility;
- the introduction, the inclusion of phrases in the text of the proposal;
- detection and correction of errors in phrases, exercises, warning such errors.
The third group - techniques for working on a proposal:
- preparation of proposals on a given topic, using a set of words;
- drawing up proposals for a given type schemes - models;
- the expression of the same idea in different (synonymous) syntactic variants;
- intonation proposals, work on pauses, logical stress;
- the freedom to prepare proposals phrases;
- editing sentences, elimination of various defects in their construction and the other;
The fourth group - the logic:
work with the concepts and definitions of their construction, the comparison subjects, natural phenomena on their grounds;
Construction of generalized, inductive and deductive reasoning, evidence;
fix logical errors: undue repetition, sequence of thought disorders, filling skips something important, and the like.
The fifth group - the methods, based on the theory of the text:
Modeling structure of the text samples and submission own text to this model, Edit your text;
- testing of bond types in the text;
- compilation of texts of various functional and semantic types: description, narration and argument as well as different genres: narrative, landscape sketches, descriptions, pictures, essays, newspaper articles, letters, plays;
- plot the transmission in dialogue form.
All three groups of methods involve the development of a system of speech abilities of students, which are seven main groups of skills:
- associated with the theme of the presentation, with its understanding and definition of the opening of its borders;
- express his thought in saying (position, emotions, attitudes towards people of their deeds, and so on.);
- collect material, to select major and minor, in accordance with the theme and purpose;
- organize material, have him think about and prepare a plan;
- prepare a dictionary in accordance with the theme, select the word combination, the images;
- intone statement;
- improvise;
- improve the utterance (verbal / written), edit, check spelling, punctuation (Leontiev, 1999).
Thus, the existing methods and the methods of development of speech activity are combined in the work of students and teachers, they complement one another and together create a basis for the development of the system of speech activity of pupils of primary school.
Modern man enough to know the rules of grammar, it should freely express their thoughts, to possess high culture of speech, therefore, like any other science, the technique of speech must answer the questions of social development.
The situation of the modern school requires students to meet the new active complex communication tasks, namely the organization of business dialogue of students with each other and with the teacher about the studied material. This approach is due to the basic principles of development of speech activity, which we have implemented in the formative stage of the experiment:
1. The principle of the development of speech-based situations.
Under the situation, we understand the totality of the conditions necessary and sufficient for the implementation of speech communication students. These conditions we have assigned: 1) the presence of speech partners (speaking and listening); 2) the relationship between them (role-playing, personality, activity, etc.); 3) means of communication (language, gestures, signaling, etc.); 4) methods of communication (oral, written, pin-remote, and others); 5) the time, place and duration of the communication; 6) the content of communication. Each of these conditions is determined by the degree of effectiveness of communication.
2. Principle of the priority of practice in such training, when every student is involved in the process of practical use of the language.
3. Principle of co-operation and co-creation of teacher and student.
This principle we have implemented through: 1) the establishment of confidence in the classroom, the relaxed atmosphere of dialogue; 2) collaborative problem solving perfection of speech culture.
4. Printsip voice training focus was directly related to the communicative factor. Communication skills training is not the intended use of language and speech exercises, which differ from the first presence of the speech partner, speech problems, the implementation of a specific impact on the interlocutor.
Work on the development of speech activity requires a variety of techniques and tools, as in the process of repeatedly changing lessons learning situation and motives of speech. Students that are expressed freely, perform the task that disciplines the mind and sends to the strict direction of speech activity (Sergeeva, 2015).
Table 1. The complex methodological approaches aimed at the development of speech activity of younger schoolboys
Levels of speech skills Types of speech activities of students Methods
1. Pronunciation and lexical level Speaking,, individual speech Methods: a) different interpretations (whispering, humming, with increasing strength of voice, intonation and emotional coloring): tongue twisters, chistogovorki, b) comparison, antonyms, synonyms, emotionally painted words): «Choose the word», «Replace word» c) mini-dialogues, dramatization: «Learn from the voice», «spoiled phone», «Game of words», d) terminology dictation
2 The syntactic level Speaking, individual and collective speech, monologue speech Playing tricks: «The story circle» «Relay - the story» contest for the best story on a given topic. «Finish the phrase» preparation of proposals for the beginning or end.
The level of the text Speaking, individual and collective speech, monologue speech Making puzzles, stories, essays, miniatures, coherent story, a message relating to a lesson Category «I'll start, and you continue ...», «Guess what I say»
Морфологический уровень Speaking, individual and collective speech, dialogical speech Playing tricks: «The word is like a magnet», «Familiar Strangers». text editing
Thus, practicing the stages of development of speech abilities of students in different school subjects, through the implementation of the principles of the development of speech, the students of the experimental class, there was a significant development of speech activity: increased and enriched vocabulary, become more complex grammar, phrase speech was evidence and saturated. At the same time we tried to use promotional comments such as «Interesting idea!», «Just see!». The complexity of the organization of work for the development of speech activity of students was that, acting in terms of the lesson, we tried to improve natural speech activity of children. It was promoted by a set of instructional techniques included gradual organization of work on speech development in speech of pupils at all levels of pronunciation, lexical, syntactic, and morphological level of the text level.
Analysis of the psychological and pedagogical literature on the research problem has shown that the current focus of the program on the development of speech activity of students raises the problem further methodical searches related to defining the role and place of lessons of development of speech in the system of teaching Russian language, finding and applying in practice the system of methods and techniques, contributing to a better development of speech, which is important for all parts of the school, because language development - through the line running through the program of the Russian language from 1 to 11 class.
Of course, there are certain requirements to be met by the speech of students from the beginning of schooling. As a rule, they constitute the ultimate goal of training in such subjects as the Russian language and the mother tongue: meaningfulness of speech (the main selection, the actual location of the material in the utterance in the correct
sequence); speech logic (sequence, reasonableness of presentation); speech accuracy (the ability to choose to transfer information best language tools, due to the purpose of the statements); the richness of linguistic resources and their diversity; clarity of speech (accessibility, focus on the perception of its destination); expressiveness, accuracy (matching the literary norm).
Unfortunately, we have not found full voice in the development of research on other subjects. This gap is partly compensated by few methodological recommendations, which give the authors of modern communication-oriented programs.
However, given that children learn their native language through speech activity, through the perception of speech and speaking, we have assumed that the development of communicative skills (as they are the presentation of speech development), will develop successfully, if in the process of training to introduce students to the natural speech situations in stages at all levels of the development of speech: articulatory, lexical, syntactic, and morphological level of the text.
This was facilitated by working out and fast speech expression, oral speech exercises, showing the speech sample, relying on experience of students.
Work on this issue revealed by the fact that children often do not perceive information also because many do not know. It is easier to perceived material if given the preliminary information available. The main challenge was to remove the fear of performing unfamiliar tasks, a new job. Therefore, before a full presentation of the knowledge we held «funded» job for the selection of linguistic resources.
Another difficulty of the experimental work was to determine the level of development of speech activity with sufficient accuracy. The difficulty is primarily that currently available diagnostic methodology speech created primarily for the purpose of speech pathology diagnosis. Thus, the quality of research carried out by us full speech complex:
- Research productivity of verbal expression (as described in Ebbinghaus), taking into account permitted speech errors and defects,
- A study of oral communication at different levels of speech development (up to the level of the pronunciation of the text) by monitoring speech quality.
Analysis of the results of research starting level of language development showed that the speech development of third graders is almost at the same level as the level below the average observed in 11% of the students in both classes.
In the experimental class with students formative stage of the experiment was carried out purposeful work on development of speech activity not only in the Russian language lessons and reading, but also on the lessons of the world, and mathematics.
Analysis of the pilot phase of this study showed that the experimental class, students completed the final task with the lowest percentage of speech defects, showing a high result of success than the control class students. In particular, the experimental class was not marked by a low level of speech development, whereas in the control class, it was 5.5%.
Summing up the results of the study, it should be noted that:
1. The development of speech of younger schoolboys effective through practical activities of students, ie, maximal approach as a real-life situations.
2. Work on the development of speech and its content organization must ensure the improvement of emotional and intellectual expressions of students.
3. The combination of all levels of oral language development (of pronunciation, vocabulary, syntax, morphology and the level of the text) is an important aspect of creating speech environment in the learning process. Focus on only one of the levels reduces the effectiveness of speech development.
4. Verbal assessment pupils achieved level should become a compulsory component of each lesson, since the evaluation - an active stimulant to mastering speech skills and at the same time - an indicator of progress.
5. The use of instructional techniques and exercises should be varied, relevant and dosed allowing for the monologue and dialogue speech.
6. Work on the development of speech should be systematic, carried out on all school subjects and to take into account the level of the nearest development of students.
7. This teacher must be a model of utterance (wealth, imagery, diction, constant monitoring, correction of the exact wording, etc..), It is naturally organizes active speech activity of students.
Conclusion
The data demonstrate the effectiveness of the complex methodological techniques for the development of speech activity in the process of learning all school subjects. This suggests research problems successfully solved, the purpose - to reach and the hypothesis that the integrated use of teaching methods of work on the development of speech activity in the process of training of younger schoolboys will increase the level of speech development of primary school children - proved.
Recommendations
Article submissions are valuable bachelors, masters, post-graduate students in the direction of teacher education at primary education program, as well as teachers of primary education, as well as a wide range of experts in the field of education.
REFERENCES
Barinov E.A. (2007) "Problems of development of speech in a methodical science of the Soviet era". Russian language at school. No. 5.
Leontiev A.A. (1999) Language, speech, speech activity. Moscow.
Levov M.R. (1996) "Place of speech of pupils at lessons of grammar". Elementary School. No. 7.
Soloveitchik M.S. (2000) "The first steps in the study of language and speech". Moscow.
Sergeeva B.V. (2015) Fundamentals of professional-informative activity of the future teacher of primary education. Manual. Kuban State University.
