Currently, problems associated with the process of development of coherent speech are the central task of speech education of children. This is primarily due to social significance and role in the formation of personality. It is in coherent speech that the main, communicative, function of language and speech is realized. Coherent speech is the highest form of speech and mental activity, which determines the level of speech and mental development of the child.

Among the many important tasks of raising and educating children preschool age V kindergarten teaching your native language, developing speech, verbal communication is one of the main ones. This common task consists of a number of special, private tasks: nurturing the sound culture of speech, enriching, consolidating and activating the vocabulary, improving the grammatical correctness of speech, forming colloquial (dialogical) speech, developing coherent speech, cultivating interest in the artistic word, preparing for learning to read and write.

Coherent speech, being an independent type of speech-thinking activity, at the same time plays an important role in the process of raising and teaching children, because it acts as a means of obtaining knowledge and a means of monitoring this knowledge.

Connected speech - is a consistent and logically connected series of thoughts expressed in specific and precise words, connected into grammatically correct sentences.

The implementation of a coherent, detailed utterance involves retaining a compiled program in memory for the entire period of the speech message, using all types of control over the process of speech activity, relying on both auditory and visual perception.

Thus, consistency and logic, completeness and coherence of presentation, compositional design are the most important qualities monologue speech, arising from its contextual and continuous nature. Regardless of the form (monologue, dialogue), the main condition for the communicative nature of speech is its coherence.

The development of coherent speech occurs gradually along with the development of thinking and is associated with the complication of children's activities and forms of communication with people around them. The development of the prerequisites for coherent speech depends on the characteristics of children of primary preschool age.

First of all, it is necessary to comprehensively solve the following problems:

Encourage the child to respond to speech addressed to him;

Teach to listen to the teacher;

Learn how to carry out simple tasks following verbal instructions;

Induce speech imitation (the activation of children's speech should be closely related to the child's practical activities, to a visual situation, to play - only in this case do motives arise that encourage the child to speak);

Accumulate and expand the child’s passive vocabulary.

The development of the prerequisites for coherent speech occurs:

a) in working on the sound side of speech, when, in addition to exercises on sound pronunciation, important place is given to intonation, rate of speech, diction, strength of voice);

b) in the development of the dictionary, when work is done on the semantic side of the word (since it deepens and clarifies the child’s understanding of the meaning of the word);

c) in the formation of the grammatical structure of speech, when given great importance working on building different types sentences, morphology and word formation.

Everyday life provides great opportunities for developing the prerequisites for coherent speech. In early preschool age, the teacher must ensure that every child easily and freely enters into communication with adults and children, teach children to express their requests in words, answer adults’ questions clearly, and give the child reasons to talk with other children. You should cultivate the need to share your impressions, talk about what you did, how you played, the habit of using simple formulas speech etiquette (say hello, say goodbye in kindergarten and family), encourage children to ask questions about their immediate environment (Who? What? Where? What is he doing? Why?).

Active speech is considered the foundation for the development of coherent speech and is widely used during conversation, looking at toys, pictures, and illustrations. Therefore, we periodically change books and illustrations in the book corner, and introduce new toys. Thus, looking at them activates conversational speech and the desire to discuss what is seen. In this case, the child’s story, as a rule, is addressed to 1-2 listeners, so it is easier for the child and easily turns into a dialogue. Such verbal communication has not only an educational, but also an educational effect.

The development of speech in the process of organizing routine moments includes:

Telling children what they will do now (for example, getting dressed) - commenting on the children’s actions;

Invite one of the pupils to talk about what he is doing (here the child’s commentary speech is formed);

Inviting the child to independently tell how he will carry out this or that routine moment;

Usage artistic word(rhymes, short poems) to discuss routine issues.

Individual work with children plays a major role in the development of the prerequisites for coherent speech. Individual work with children includes describing toys, pictures, writing joint stories with an adult, and then independently. This work is carried out not only with children who have missed a number of classes on speech development and are lagging behind other children in the development of communication skills, but also with children who have high level speech development.

Individual work takes place in the morning and evening hours and aims to develop the speech abilities of each child; it is offered in the form of a game, without excessive didacticism, in an atmosphere of natural communication between play partners.

All the work we do with children is frontal and game forms of education, compiling descriptive and narrative stories, retelling familiar fairy tales, games and exercises, games in the form of dramatizations and dramatizations, board speech didactic games, outdoor games - all this is aimed at solving the main problem. tasks - the development of coherent speech.

Children of three years old already have access to a simple form dialogical speech(question and answer), however, the baby is often distracted from the content of the question. Children of primary preschool age are just beginning to master the ability to correctly express their thoughts, making many mistakes in constructing sentences, especially complex ones, and in coordinating words. The first statements of three-year-old children consist of two to three phrases, but they must be considered as a coherent statement. Based on the relevance of this problem, I set myself the task of developing the prerequisites for coherent speech. In children younger age the success of this work depends on optimizing the speech development process. To this end, I have identified several areas in my work:

1. The use of various forms of training (frontal, subgroup, and individual, which combined: vocabulary work, grammatical structure of speech, sound culture of speech).

2. The relationship between work on speech development in different types of activities (games, music, theater).

3. Planning for the development of speech monitoring. When planning, it is necessary to take into account the initial level of speech development of each child and the team as a whole. As well as the personal characteristics of children (passive, silent, insecure).

4. The family’s capabilities in solving problems of the child’s speech development.

Parents do not accurately represent the level of development of their child’s speech, noticing, first of all, shortcomings in sound pronunciation when memorizing poetry. Therefore, it is necessary to familiarize parents not only with the results of monitoring on speech development, but also to offer a system of homework. For example: by highlighting the characteristic features and qualities of an object, by the ability to conduct a dialogue, to use games - dramatization, by connecting 2-3 sentences, by activating verbal vocabulary. When carrying out an organized educational activity on speech development, the work should be carried out in three stages.

At the first stage, it is necessary to select tasks in which children would learn to see and name characteristic features and the quality of the item. The entire GCD is carried out in the form of games like: “Find out by the description? ", "Guess what kind of animal? ", "Find a toy", "What is this object? " For GCD, select bright toys that differ significantly in their characteristics, then ask the children to find the toy. Children repeat after the teacher with pleasure and interest. Then use objects: vegetables, fruits, clothes, when describing which you should not only name the visible signs, but also show your knowledge of their properties, the ability to coordinate nouns and adjectives (apple - round, beautiful, tasty). To form verbal vocabulary, I suggest using games like: “Who can do what? ", "Where, what can I do? ", "Tell me what comes first and what comes next? "- these games form in children an idea of ​​the sequence of actions of the characters by arranging pictures with the help of exercises that activate verbal vocabulary. Thus, the first stage determines children’s ability to quickly and variedly characterize objects according to their basic characteristics.

At the second stage, it is necessary to teach children to connect two sentences and form the idea in children that every statement has a beginning, middle and end, that is, it is built according to a certain scheme. First, we teach how to describe an object collectively, and then we instill the skills to independently describe an object through games: “Shop”, “Zoo”, “Riddles”, etc. To teach children to observe the sequence and connection between parts, I suggest using games: “Who knows, he continues further.” Offer several sentences, pronouncing them with a certain intonation, so that the children feel what the character of the story is. For example: “The donkey went...” “There he met...” “They began...”

In joint stories, we gradually complicate the main part of the text, include elements of description, and the actions of the characters. We include verbs of communication in the plot: asked - answered, asked - said, shouted - offended. This is how we teach children to convey the dialogue of the characters. We reinforce joint storytelling with leading questions so that children can identify the main connections between the parts.

The purpose of the third stage: to teach children to conduct a monologue, dialogue in games - dramatizations, stories, to lead children to compose a story with elements of creativity. When solving the problem of the third stage, we teach children to give detailed remarks when answering a question. On the initiative of the children, we stage the already familiar fairy tales “Turnip”, “Kolobok”, “Ryaba Hen”. Increasingly, dialogues between characters are played out both in joint and independent games. Dramatization games develop children's communication skills. Since each child’s speech in a group is developed differently, great attention must be paid to individual work with children on speech development. In this work we use descriptions of toys, composing joint stories, and performing lexical, phonetic and grammatical exercises. We carry out this work both in the morning and in the afternoon, in a playful way, in an atmosphere of natural communication between children, taking into account the individual characteristics of the children and their inclinations. The purpose of such individual lessons is to develop the speech abilities of each child. The results of such activities cannot but affect the children. Shy children will become more active, begin to take on roles, and turn to the teacher for help less often. At the end school year monitoring of speech development shows that children can answer questions when looking at objects, toys, illustrations, can repeat after the teacher a story of 2-4 sentences, compiled about a toy or the content of a picture, can conduct a dialogue using “telephone” conversations or dramatizing nursery rhymes, actively participate in games - dramatizations of familiar fairy tales.

The work of developing coherent speech is labor-intensive and always falls almost entirely on the shoulders of teachers. The teacher has a great influence on children's speech. In this regard, his own speech should, first of all, take into account the age of the children. The teacher must educate with his speech. As K.D. Ushinsky said: “The word of a teacher, not warmed by the warmth of his conviction, will have no power.”

So, the development of the prerequisites for coherent speech in younger preschoolers and its importance for the development of the child cannot be overestimated.

Children of primary preschool age are able to create a narrative type of statement during special training based on the use of pictures. At the same time, children use in texts various types connections. The syntactic structure of preschoolers’ speech is improving; they more often include a variety of syntactic structures. And it is precisely when the teacher turns to children for help, offers to tell a story for their peers, involves them in selecting more beautiful, better statements, their speech becomes coherent and interesting for listeners. Children try to select precise, accessible words and phrases that express their intentions and correspond to the content of the text. The game form of learning makes it attractive for the child and more effective.

Didactic games for the development of coherent speech.

Game exercise "If..."

The goal is to develop children's coherent speech, imagination, and higher forms of thinking - synthesis, forecasting, experimentation.

The teacher invites children to fantasize on topics such as:

If I were a wizard, then...

If I became invisible...

If spring never comes...

“The birthday of the doll Alyonka.”

Goal: Development of coherent speech in children.

Game material: figurative toys depicting household objects familiar to children: household utensils and utensils (cup, spoon, saucer, saucepan, frying pan, bucket, watering can); personal hygiene items (toothbrush, soap, basin, broom, bath, comb); items of clothing (apron, knitted jacket, scarf, coat, mittens, scarf, cap); toys for dolls (stroller, ball, rattle, car).

Rules of the game:

1. Words of greeting and congratulations must be spoken loudly and expressively so that the birthday girl and guests can understand them.

2. You can choose any toy you like as a gift, but only one.

3. Name the gift correctly and explain to the doll what its purpose is, accompanying the explanation with actions with the object.

“What's in the picture? »

Goal: To teach children to independently identify the purpose of an object and designate it using words.

Game material: subject lotto, which consists of large cards and subject pictures. The pictures show household objects familiar to children. These can be: items of clothing - coat, dress, shirt, pants, hat, scarf; dishes - saucer, glass, soup plate, spoon, knife, kettle, frying pan, saucepan; furniture - table, chair, bed, wardrobe; toys - ball, bucket, watering can, stroller, doll.

Rules of the game:

1. You cannot name the object shown in the picture, you can only say what it is for.

2. You cannot show your picture until the children solve the riddle.

3. Everyone needs to guess the riddle together, and only the one who has the same picture on the big card and who asks for it in time gets it.

Didactic games for vocabulary formation.

“Where, what can I do? »

Goal: To activate the use of verbs in children’s speech that correspond to specific instructions.

Progress of the game:

Children, answering the teacher’s question, must choose a systematic verb series. The game is played in the form of a competition.

Educator:

What can you do in the forest? (walk, pick berries, mushrooms, hunt).

What can you do while near the river? (swimming, diving, boating, fishing, sunbathing).

What does a doctor do in a hospital? (listens to patients, prescribes medicine, treats, gives injections).

“Tell me what he’s doing and what he’ll do next? »

Goal: To teach children to select a word that corresponds to the present and intended action.

Progress of the game:

The teacher shows the picture and asks to name not only what the character is doing, but also his expected further actions.

For example: A girl feeds a doll. He will feed you and put you to bed.

“Who can do what? »

Goal: To teach children to select verbs that denote the characteristic actions of animals.

Progress of the game:

The teacher names or shows an animal. Children list his characteristic actions. For example: Squirrel - galloping, jumping, gnawing. The cat meows, purrs, scratches, drinks milk, catches mice, plays with a ball. The dog barks, guards the house, chews a bone, growls, wags its tail, runs. Bunny - jumps, runs, gnaws carrots.

Introduction

Chapter I. Scientific and methodological substantiation of the linguodidactic problem of the development of coherent speech.1 The role of the pedagogical approach to instilling coherent speech skills in primary schoolchildren.2 Methods and requirements for the development of coherent speech

Chapter II. Formation of coherent speech of primary school students.1 Work on words, phrases and sentences.2 Work on text

Chapter III. Methodological techniques for developing coherent speech.1 Individualization of tasks.2 Exercises to develop coherent speech skills

Conclusion

Literature

Introduction

Education comprehensively developed personality impossible without improving such an important tool of cognition and thinking as speech. The development of students’ speech in the light of modern requirements of school education is one of its urgent tasks, and first of all, Russian language lessons, which determined the topic of the thesis “Formation of coherent speech in younger schoolchildren.”

The Russian speech skills acquired by students during primary education serve as the basis that forms a linguistic personality; it is here that children first encounter the literary language, the written version of the language, and the need to improve speech.

The object of the study is the process of teaching the Russian language.

The subject of the research is the system of work on the formation and development of coherent speech of Dagestani primary school students.

Working hypothesis. Training using textbooks and educational and methodological kits of the new generation that meet linguistic and didactic requirements, taking into account the specifics of the Dagestan languages ​​(there are few of them, but they exist) gives a high effect in mastering knowledge, skills and abilities in language teaching, and also contributes to the development of coherent speech of students .

Research methods. The work examines the scientific, methodological, educational literature of the new generation, analyzes lessons in the development of speech, which involve enriching and activating the vocabulary, studying the methodology of working on word combinations, constructing sentences, improving the perception and generation of speech.

Today there are a lot of new programs that implement the idea of ​​teaching language as a speech activity. There are attempts to create partially integrated lessons in Russian language and literature, music and art, etc. Lessons with insight into the text, into the world of fiction, as the pinnacle of speech activity, are very productive. They contribute to students’ mastery of language units necessary for communicative purposes: to express a variety of thoughts, feelings and to awaken students’ potential for linguistic creativity, search for their own linguistic forms, methods of expressing thoughts and feelings, and constructing text.

A modern teacher teaches children a language in order to teach them to speak, i.e. the ability to correctly and expediently use linguistic means to receive and transmit information (both oral and written).

These programs and manuals are the effective activities of methodological scientists and primary school teachers to transform the educational process.

And the teacher was and remains the only conductor of this knowledge. Today he must not only speak the Russian language, but speak it extremely professionally: master the theory and methodology of teaching and work creatively, with the goal of educating linguistic personality.

Theoretical significance. The work outlines the theoretical foundations of the Russian language and its methodology, discusses concepts specific to the methodology of the Russian language in the national school, provides a description of methods, techniques, teaching principles and a system of various exercises recommended for use by primary school teachers.

Objectives: to analyze scientific and methodological literature on the formation of linguistic personality; study new requirements in language teaching, programs and textbooks; to identify effective methods and techniques that promote the development of coherent speech of a primary school student and their implementation in the practice of teaching Russian as a non-native language.

Tasks. Show, using individual examples, some ways and techniques for the development of coherent speech and its culture of communication, thereby realizing the principle of the communicative orientation of language teaching. Also, identify ways in which a teacher can develop his students’ linguistic sense, since the most important stages in mastering correct speech occur in the initial period of education.

In accordance with the goals and objectives, the following structure of the thesis was determined. It consists of an introduction, two chapters, a conclusion and a list of references.

Chapter I. Scientific and methodological substantiation of the linguodidactic problem of the development of coherent speech

1 The role of the pedagogical approach to instilling coherent speech skills in primary schoolchildren

The formation of a child’s holistic personality is impossible without its linguistic component. Language is an instrument of cognition and the main means of communication, and only by having a good command of all its riches, which provide the key to cognition and knowledge, does a speaker realize himself as a full-fledged person. At school, from the first days they try to teach a child to speak and write correctly, coherently and beautifully, although, in our opinion, they are largely overloaded with a powerful arsenal of rather disparate ideas about the laws, norms and rules of the language, containing a huge set of spelling patterns and difficult-to-mention algorithms. All this, unfortunately, does not contribute to the formation of a stable interest in the subject, nor the formation of a linguistic personality capable of correctly perceiving, understanding and transmitting the necessary information, competently and, most importantly, consciously correlating the plan of content and the plan of expression of linguistic units, effectively solving constantly arising problems. it has various kinds of communicative tasks.

In this regard, the importance of the teacher as an influencing personality has increased many times over, since other stereotypes have almost lost their relevance. At the same time, the teacher, realizing that he is not the only factor in the formation of the student’s personality, must build a system of education and upbringing taking into account the fact that the student receives knowledge and educational impulses through the social environment and the media, etc. However, the surrounding linguistic environment certainly negatively affects the formation, development and expression of feelings and emotions. Having a limited number of words to reveal your internal state, he gradually withdraws into himself, since in his memory there are no words that can be used to describe what he saw, heard, felt. This is where the teacher should come to the rescue.

Developed speech presupposes possession of a sufficiently large vocabulary, the ability to use the entire arsenal of phonological, morphological, word-formation and syntactic means of language in accordance with the norms of literary speech, as well as the ability to use these means in various situations, taking into account the task of accurately transmitting information, the task of being understood by the interlocutor and tasks of influencing the interlocutor.

Linguistic science has already approached such an understanding of the essence of language, in which it is the subject of communication, the linguistic personality, who becomes the main character in the corresponding coordinate system and the main object of study. Methodological science is still at the distant approaches to this frontier, although certain steps are already being taken. One of the attempts of this kind can, in our opinion, be considered the system of developmental education in operation in primary schools by D.B. Elkonin and V.V. Davydova. The potential for the development of the personality of a junior schoolchild, which is the basis of this system, is, to one degree or another, realized in the content of a number of textbooks and teaching aids In Russian. These include a new learning kit for M.S. Primary School. Soloveichik and N.S. Kuzmenko "To the secrets of our language", built taking into account the active-communicative principle of learning." The authors, in an entertaining way, with the help of “end-to-end images” of first-grader Anton and a foreign boy, show how the Russian language can and should be used.

The same goal is pursued by the published new and varied programs and sets of textbooks on the Russian language. For example, "Russian language in primary school: theory and practice of teaching" edited by M.S. Soloveichik, “Culture of speech communication: theory and practice of teaching” by O.M. Kazartseva, “Russian language in primary school: theory and practice of teaching” T.G. Ramzaeva and others. These manuals build work on the development of communicative competence based on traditional directions in work on speech development: work on words (lexical level), work on sentences (syntactic level) and work on coherent speech (text level). It is important to remember that all areas of dictionary work are possible only on a practical basis, mainly based on the text.

It seems important to use the situational method (analysis of both artificial and natural speech situations) as a component of the communicative aspect of teaching the Russian language.

In the context of a wide choice of school programs and textbooks, it became obvious: the difference between the new manuals and the traditional ones, where speech history information is given for comprehension, analysis and generalization.

IN modern conditions training great opportunities For the formation of communicative competence, rhetoric lessons are presented, since it is this science that studies, along with other aspects, the patterns of human speech behavior in various speech situations. But here too, methodologists express fears that some teachers will pay less attention to the practical side of lessons than to the theoretical.

Among the various teaching aids (didactic materials, reference books, dictionaries, visual aids, etc.), the textbook is the main one. The textbook sets out the basics of scientific knowledge in the Russian language in accordance with the program. It is the textbook that defines in detail the content of the subject and reveals the essence of the concepts named in the program. The material is presented in an accessible form. A variety of exercises, when used skillfully, should contribute to the development of educational, linguistic, speech, spelling and punctuation skills. Many texts are designed to solve educational problems, develop students’ cognitive interests, and broaden their horizons. Interest in the subject can be aroused by proverbs, sayings, riddles, joke problems, various rules in poetic form, periphrases, etc. used in the exercises. Further in the work are fragments of lessons using this kind of material.

In uniform textbooks intended for students of different nationalities, there cannot be, and cannot be, direct comparisons of facts between Russian and native languages, but hidden comparisons do take place. The teacher himself must be well aware of the differences in the systems of the languages ​​being compared, keep these facts in mind, and at the right time use his knowledge to prevent interference errors.

Educational and methodological kits in the Russian language for grades I-IV, created in recent years, take into account the features of the Dagestan comprehensive school with the native language of instruction. A distinctive feature of these textbooks is that they make it possible to take into account the linguistic, cultural, and ethnopedagogical characteristics of our region.

Dagestan has accumulated some positive experience in creating Russian language textbooks for national schools. They were compiled based on different methods teaching a non-native language: translation-grammatical, natural-natural and combined.

For example, a textbook for second grade for Dagestani students implements the following principles:

practical orientation, i.e. the exercises give tasks for using the acquired language material in speech practice;

the thematic principle of organizing its material. At the same time, the core of the lesson, around which everything else is grouped, is the text that meets the program requirements. Post-text exercises are aimed at clarifying the content of what was read through question and answer, verbal illustration, and retelling. These exercises help to activate coherent speech; children master the simplest act of speaking, which is consolidated and improved in small dialogues that contribute to the formation of speech skills;

the principle of taking into account the native language in the learning process. The Russian language textbook for primary grades of the Dagestan national school is nationally oriented.

A textbook of the Russian language in a national school, according to N.M. Shansky, is “the main manual that, in principle, determines the entire joint work of the teacher and students in the complex process of teaching speech activity and learning language as a social phenomenon.” .

In progress pedagogical activity the teacher uses mainly oral speech, which should be distinguished by purity, clarity, accuracy, argumentation, etc. And for this, at present, simple knowledge of the Russian language, suitable only for communication purposes, is not enough. It is necessary to master the literary norms of the Russian language with all the richness of its expressive means.

The content of work on the development of coherent speech in the primary grades is determined by the content of training in all academic subjects, ensuring consciousness in the acquisition of knowledge and skills. When teaching students, the teacher connects their assimilation of knowledge with the development of their speech, using the same pedagogical techniques in a multifaceted manner, simultaneously both for the purpose of mastering educational material and for the purpose of developing coherent speech. The teacher’s word, as well as the printed word, thus performs a dual function in the learning process: it serves as a means of teaching and nurturing the thinking of students and at the same time as a means of developing their coherent speech. Both of these tasks are closely interrelated, but not identical. Therefore, we should talk not only about the methodology for developing students’ coherent speech, but also about the methodology for teaching and nurturing children’s thinking through speech. These are the two aspects we mean when we talk about the development of coherent speech during the learning process. In the primary grades of school, this problem should be approached on the basis of the specifics of primary education, the characteristics of its tasks and its place in the general education system.

The main task of the primary classes is the development of the child’s mental and moral strength, carried out in the process of learning about the world around him. The main task of learning at this stage is the accumulation of specific ideas about the world around us, the creation of distinct quantitative, spatial and temporal ideas and the enrichment of vocabulary and living speech with a variety of grammatical forms, and the ability to construct a statement. Only on this basis is it possible to master a systematic course and abstract concepts in subsequent grades.

The second task of initial training, closely related to first, preparation children to serious systematic educational work in high school.

A distinctive feature of a speech development lesson is targeted work on the main types of speech activities - writing, speaking, reading and listening. Traditional methods and techniques, as well as exercises, for Russian language lessons are no longer enough if we consider the work on speech development as a system. The fact is that teaching only the skills of coherent speech does not exhaust the whole variety of tasks in this area, since it usually comes down only to the generation of statements (texts). At the same time, one cannot ignore the tasks of enriching the vocabulary and grammatical structure of students’ speech, work on speech culture (teaching language norms), which should also be carried out purposefully. The main objectives of lessons for the development of coherent speech:

) purposefully enrich the lexical and grammatical structure of children’s speech;

) teach them to perceive (and understand) other people’s speech;

) construct your own statements (texts) in accordance with the norms of the Russian language.

In addition, in speech development lessons, targeted, systematic, rather than aspect-based work is carried out to enrich the vocabulary and grammatical structure of students’ speech, and attention is also focused on nurturing a culture of speech.

The specificity of the speech development lesson (SDL) is inherent in its very name: priority here is given to the development of linguistic personality. In addition, it manifests itself in the goals, content, typology of lessons, as well as in teaching methods and techniques. Based on the above main goals of the lesson on speech development, you can expand the objectives of such lessons:

) enrichment of vocabulary and grammatical structure of students’ speech;

) teaching language norms and their use in speech;

) formation of communicative competence and development of linguistic personality, improvement of communication skills;

) training in speech culture and verbal communication skills;

) development of basic types of speech activity: speaking, writing, listening and reading;

) development of thinking and formation of processes of mental activity (analysis and synthesis, abstraction and generalization) by means of language used in speech.

) acquaintance with basic speech science concepts as a theoretical basis for teaching language and speech development.

The communicative principle occupies a prominent place in the Russian language teaching system, especially in national schools. This principle is understood as the connection between teaching the Russian language and objective reality, the ability to use acquired knowledge in everyday life practice.

And in this regard, education in the Dagestan national school primarily pursues a practical goal: to instill in students the skills of competent oral and written speech, as well as the ability to accurately apply the studied grammatical phenomena in communicative activities, in constructing word combinations and various structural and functional types sentences, in composing coherent texts.

An important role in establishing the connection between learning theory and speech practice is played by phonetic-orthoepic, lexical-grammatical and spelling exercises. However, excessive enthusiasm for them to the detriment of theory or, conversely, unjustified memorization of rules and spellings inevitably leads to fragile, superficial knowledge in the field of one or another section of the language being studied. Since the principle of communicativeness is of great importance when teaching the Russian language, the entire system of work at school should be aimed at developing in children strong skills in using in speech those forms that do not coincide in Russian and their native languages, are methodologically relevant and cause interference. The main goal of communicating theoretical information is to promote the conscious formation of skills and self-control over the use of one or another grammatical form. This is how one of the important requirements of training is realized: from practical activities to develop skills to theoretical knowledge and again to practical training exercises. In essence, this means the accumulation by students of phonetic-orthoepic and lexical-grammatical material in the process of reading, listening, retelling, speaking, etc., their familiarization with various speech forms and structural patterns and models. Therefore, the work must be organized in such a way that the repetition of the necessary linguodidactic material is ensured.

The most important stage of working on linguistic material is the targeted use of various mental operations: comparison, contrast, contrast, analogy, generalization, etc.; communication of the most appropriate theoretical information that helps the formation of skills and abilities on the basis of comparative typological characteristics and identification of methodologically significant similarities and differences between Russian and native languages. The final stage is practical exercises to achieve automatic level mastery of the material being studied.

2 Methods and requirements for the development of coherent speech

The ultimate goal of teaching the Russian language is for students to master coherent speech, meaningful, thematically complete speech that meets the requirements of established language norms, representing a single semantic and structural whole. This mastery can be achieved with the help of a system of exercises for retelling the content of a given text, answering questions in connection with the text read; highlighting segments of speech of varying degrees of completeness, their main idea; composing stories, miniature essays, etc. It is important that exercises for the development of coherent speech are based on variable linguodidactic material, taking into account the stage and purpose of the work, are varied and based on different analyzers, depending on word-formation capabilities, connections between words and other syntactic units, etc. From a linguistic point of view, coherent speech is “a segment of speech that has a significant length and is divided into more or less complete independent parts.” . In linguodidactics, the term “coherent speech” is used in three meanings: a) process, activity of the speaker, writer; b) the result of this activity, text, statement; c) the name of the section of work on speech development.

At the heart of the requirements for the development of coherent speech is the question of skills that are common to oral and written speech. In relation to oral speech, this is free (and perhaps with elements of improvisation), correct and emotional speech. Written speech presupposes the ability to reveal the topic and main idea of ​​a statement, collect and systematize material for a statement, improve what is written, and construct a statement in a certain plot sequence. To develop and improve these skills, tasks that require text analysis should be developed (determining the main idea of ​​the statement formulated by the author;

coming up with a title for a passage using the words of the text), comparing and contrasting it with other text, abstracting and generalizing (formulating the theme of the statement and the main idea of ​​the author, drawing up a compositional diagram), restructuring the story with the subsequent drawing up of a plan and theses for it.

The principle of taking into account the specifics of the native language is one of essential principles conscious teaching of the Russian language to non-Russian students. It ensures a deep and comprehensive assimilation of the characteristics of the language being studied, significantly increases the interest of schoolchildren in the Russian language, and activates their attention. Taking into account methodologically relevant similarities and differences in the Russian and native languages, comparison and linguistic analysis of common, similar, isomorphic and different facts of the two languages, allows not only to avoid re-learning what students already know, but also contributes to the appropriate distribution of practical exercises between those or other lessons and more active training of students in order to master language and didactic material; contribute to the rational choice of linguistic units that are the most complex, difficult and at the same time relevant for a certain stage of learning; facilitate the selection of exercises to consolidate theoretical knowledge and develop their oral and written speech literacy and, as experimental work shows, stimulate the relaxed and natural instillation in students of various classes of love and interest in learning the Russian language. Moreover, conscious reliance on the native language makes possible a fundamentally new sequence in the study of theoretical material and a unique approach to it, different from the didactics of the Russian school; involves teaching students of a national school, first of all, similar (or outwardly similar), and then nationally specific linguistic phenomena and facts.

The school imposes certain cultural and speech requirements on the speech of teachers and students.

First of all, this is a requirement for content. You can only speak or write about what you know well. Then the student’s story will be good, interesting, useful both to himself and to others, when it is built on knowledge of facts, non-fictional experiences; of course, we are not against fairy tales, especially in the elementary grades.

The requirement of logic, consistency, clarity in the construction of speech. Good construction is knowing what the student is talking or writing about. This helps him not to miss anything important, to move logically from one part to another, and not to repeat the same thing several times. The content determines the structure and plan of the verbal presentation. But whatever the plan for an oral response or a written essay, both the answer and the essay must be logically consistent and clear in their construction. The teacher makes sure that the student does not miss significant episodes in the story, does not rearrange them randomly, does not make unnecessary insertions, but that he conveys his impressions and knowledge according to plan, logically moves from one part of the story to another, and connects them with each other , reasoned correctly, made the right conclusions, knew how to start and finish his statement well. Correct speech presupposes the validity of conclusions, the ability not only to begin, but also to complete a statement.

Accuracy of speech is understood as the ability of the speaker and writer not only to convey facts, observations, feelings in accordance with reality, but also to choose for this purpose the best linguistic means - such words, combinations that are inherent in the depicted object. Accuracy requires a wealth of linguistic means, their diversity, the ability to choose different cases different words, most appropriate to the content.

Speech only affects the reader and listener with the necessary force when it is expressive. Expressiveness of speech is the ability to clearly, convincingly, concisely convey a thought, it is the ability to influence people with intonations, selection of facts, construction of phrases, choice of words, and general moods of the story.

Clarity of speech is its accessibility to those people to whom it is addressed. Speech always has an addressee. The speaker or writer must take into account the capabilities, interests, and other qualities of the addressee. Speech is harmed by excessive confusion; it is not recommended to overload speech with terms, quotes, and “beauties.” The choice of linguistic means depends on the situation, on the circumstances of the speech: for example, a friendly conversation between boys differs sharply from an essay by the same boys on the topic “Meeting of Friends.”

Richness (relative) of linguistic means for expressing the same thought, lack of monotony, repetition of the same words and constructions in a small segment of text.

All these requirements apply to the speech of primary schoolchildren. Good speech can only be achieved if the entire set of requirements is met. It should not be allowed that in the elementary grades serious work is carried out only on certain aspects of speech, for example, on spelling literacy, and other aspects of speech development are postponed until the upper grades. Unfortunately, in practice, such a mistake is made: some teachers do not work on the variety of speech means used by students, on the requirement of clarity of speech, they underestimate the careful selection of words from a number of synonyms, they do not teach children to correct speech defects in their friends and improve their own speech.

It must be remembered that the foundations of speech skills are laid in elementary school: it is here that children first encounter the literary language, the written version of the language, and the need to improve speech.

Speech is a broad sphere of human activity. In order to master speech in all its manifestations, it is necessary to develop a sense of language, skills, and unmistakable adherence to speech norms in the field of vocabulary, word formation, syntax, and stylistics. For the system of work on speech development in morphology lessons, as in the study of other sections of the language, it is important to strictly select language material that is exemplary in the language and sufficiently rich in grammatical structures and words new to students.

Success depends on resolving the issue of methods and techniques of work.

The method is a system of techniques for teaching the Russian language in a national school, it is a way of orderly and interconnected activities of the teacher and students, aimed at solving the problems of education, upbringing and development in the learning process.

Methods based on the objectives of educational activities are divided into cognitive, practical (speech training) and control.

Reception is a method of educational action.

The use of methods and techniques depends on what subject, what educational material is taught to students, what knowledge and skills they have, what their age is and how much time is allocated to the subject or phenomenon being studied.

The methods of teaching the Russian language in a national school differ in many ways from the methods of teaching the native language (or Russian as a native language in a Russian school).

Due to the fact that the vocabulary, sound system and grammatical structure of the Russian language in the vast majority of cases differ from the structure of the student’s native language, the information on the Russian language communicated by the teacher and the skills that need to be instilled in students will be new for them, different from what they know , they can, depending on what they are used to (for example, sounds that are absent in their native language, skills of agreement in gender, case and number, verbal control, etc.).

When learning the Russian language, knowledge, skills and abilities in your native language help in some cases, but hinder in others. If the information about the Russian language communicated to students is to some extent close or similar to the children’s knowledge of their native language, then the process of perceiving it (by the children) proceeds without any particular difficulties, and new skills are instilled quickly and quite steadily. If children are given information in a second language (in this case, the Russian language) and skills are formed that do not correspond to the skills and knowledge of students in their native language, then the latter have an inhibitory effect on children’s assimilation of the material being studied, since children consciously or unconsciously perceive and reproduce unusual for them, phenomena are in accordance with the norms and characteristics of their native language. In order to correctly perceive and reproduce such phenomena of a second language, the student has to rebuild his previous linguistic and mental ideas and concepts, which is very difficult for children.

The teacher’s task is, using the most rational and effective techniques, to help students quickly overcome specific difficulties that arise from habitual skills in their native language, to free themselves from the influence of features of their native language that differ from the patterns of the Russian language.

In the history of learning a second language, three main practical methods are known - natural (direct), translation (comparative-grammatical) and combined (mixed) with the development of the school, methods of teaching the Russian language also changed

Natural (direct) method. The essence of this method is that teaching the Russian language is carried out without relying on the native language, without taking into account its features. The Russian language is studied directly, through direct assimilation of Russian words and phrases: the teacher pronounces the word or phrase, the children repeat after him. Objects or illustrations are widely used to explain the meaning of words and phrases. The students’ native language is not used when explaining unclear words, learning grammar, or reading. The natural method takes into account the age characteristic of children of primary school age - concrete thinking. The child simultaneously sees the object, hears and pronounces its name. The use of visualization in teaching is the main positive feature of the natural method. In addition, during lessons, children are not distracted by various kinds of excursions and comparisons; their attention is focused on one thing - Russian words, Russian speech. Finally, the natural method evokes student activity, which is based on their desire to quickly learn to speak Russian. This is facilitated by direct lexical lessons associated with lively spoken language, free from bookishness and dry grammatical rules. Russian words are learned by children in coherent speech, in sentences.

The natural teaching method also has a number of very significant disadvantages. As a result of the fact that when direct method Mechanical memorization and imitation of student models occupy a large place; facts and phenomena of a second language are acquired without sufficient consciousness. This leads to the fact that children, having unconsciously learned certain elements, quickly forget them.

Despite the fact that with the direct method, the students’ native language is completely excluded and teaching is conducted without taking into account its characteristics, children, if they speak their native language well, will think (whether they want it or not) in their native language and learn a second language through their native language. and by analogy with it. One way or another, the influence of the native language is reflected in the language being studied (in the form of so-called typical errors).

Supporters of the natural method, pinning their hopes on imitation and auditory perception, ignored special articulatory work, as a result of which the skills of conscious correct pronunciation and competent writing were poorly developed.

Translation (comparative grammatical) method. The essence of the translation method is that the Russian language is studied with the constant help of the native language. All new words and phrases are certainly translated into your native language. Conducted in native language Organizing time lesson and explanation of educational material. Everything that is read is immediately translated.

The translation method provides a more accurate understanding of the meanings of words and everything read; the assimilation of material is carried out consciously, quickly and without stress, thanks to a comparison of the grammatical structure of the native and Russian languages. With this method, much attention is paid to students’ independent work, working with books in class and at home. However, the transfer method also has many serious disadvantages. When teaching using this method, students’ attention is constantly divided between their native and studied languages, while the Russian language takes second place; Practical Russian speech skills are being developed extremely slowly. Thus, what needs to be taught - the Russian language, Russian speech - remains in the shadows, unlearned.

Combined (mixed) method. Neither direct nor translation (comparative grammatical) methods met the goals and objectives of the national school. Therefore, methodologists believe that no method can be basic and universal.

The practice of non-Russian schools has confirmed that neither the transfer nor the direct (natural) method in its pure form gives the desired effect. Therefore, progressive teachers began to promote and implement the so-called combined or mixed method. For example, the order of learning sounds and letters during the period of learning to read and write a second language is established with strict consideration of the phonetic system; those facts of the language being studied are reported that have correspondences in the students’ native language, and then those that have no analogies.

When presenting educational material using this method, the teacher not only takes into account the students’ knowledge of the laws and rules of grammar and spelling of their native language, but also relies on them. For example, when studying parts of speech, there is no need to dwell in detail on revealing concepts and memorizing definitions, since children know these concepts and rules from lessons in their native language. A Russian language teacher can refer to them or give only a translation of the term. Along with this, it is recommended to directly assimilate the phenomena of the Russian language through the widespread use of visualization and imitation of repeated repetition of typical phrases and forms.

As can be seen from the above, the combined method does not have uniform principles and characteristics. This is most likely a complex of methods and techniques.

Learning a second language is a very complex, multifaceted and lengthy process. Teaching methods and techniques, even within one lesson, can vary depending on the learning situation, the subject and means of instruction, the level of knowledge and skills of students, their age and intellectual characteristics, etc. Therefore, there cannot be one universal or basic method.

The level of preparation of children in the Russian language usually varies. Some come to school with some knowledge of the Russian language, others do not know it at all, some find it easier to learn a second language, others find it more difficult. In this regard, the teacher should know his class well, each student and, accordingly, individual characteristics give individual students or their groups easier or more difficult tasks. Weak students need to be given constant attention in class (sit closer to the board, ask more often, encourage, etc.) and outside of class (give feasible tasks, help parents with advice). But even strong students should be busy with academic work in class and at home. To do this, it is recommended to give such students additional educational material (homework, reading, writing in class, etc.). Each student should be in the teacher's field of vision and feel like an active member of the educational team.

Chapter II. Formation of coherent speech among primary school students

1 Work on words, phrases and sentences

Today there are a lot of new programs that implement the idea of ​​teaching language as a speech activity. There are attempts to create partially integrated lessons in Russian language and literature, music and art, etc. Lessons with insight into the text, into the world of fiction as the pinnacle of speech activity, are very productive. Students’ mastery of language units necessary for communicative purposes: to express a variety of thoughts, feelings and to awaken students’ potential for linguistic creativity, search for their own linguistic forms, methods of expressing thoughts and feelings, and constructing text.

A modern teacher teaches children a language in order to teach them to speak, i.e. the ability to correctly and expediently use linguistic means to receive and transmit information (both oral and written). This is especially true in conditions of Dagestan-Russian bilingualism.

In the development of coherent speech, three lines are distinguished: work on the word, work on phrases and sentences, work on coherent speech. All these lines of work develop in parallel, although at the same time they are in subordinate relationships: vocabulary work provides material for sentences, for coherent speech; when preparing for a story or essay, preparatory work is carried out on words, phrases and sentences

The vocabulary of any language, from the point of view of its internal organization and interaction, forms a system. The vocabulary of the modern Russian language is a very complex system. It consists of groups of words that differ in origin, sphere of use, and stylistic significance. Systemic relationships are also characteristic of other groups of words. “Acquaintance with the lexical system of the Russian language allows us to deeply penetrate into the complex and varied life of Russian words,” says N.M. Shansky. . And this is very important for the national school. One of the main features of the lexical system of the Russian language is the vastness and practical innumerability of its units.

Various dictionaries testify to the huge number of words in the Russian language. It must be borne in mind that many commonly used words have multiple meanings. This adds many thousands more new lexical items, the meanings of which can only be understood in context. It should also be taken into account that explanatory dictionaries include only commonly used words. And the language also has many terms, geographical names, professional vocabulary, names, etc.

In its vastness, the lexical system differs from other language systems, for example, from phonetic and grammatical (the number of phonemes is limited, amounting to dozens; a relatively small number of inflectional and word-forming elements - affixes). For learning purposes, such a feature of the lexical system is important as the widespread use of only a relatively small part of its units, the presence of a core and periphery. The core, or basic vocabulary, includes words that are essential in any communication setting. Without these words it is impossible to organize speech activity in Russian. Words are combined into the main vocabulary based on the characteristics of common knowledge, high frequency of use, and their familiarity to native speakers. Based on this feature of vocabulary, lexical minimums for the national school have been compiled (taking into account which, in standard programs, lists of words are given for active learning by grade).

One of the significant features of the lexical system, in comparison with other aspects of language, is its direct appeal to the phenomena of reality. Vocabulary is the most direct and immediate reflection of all the changes occurring in the surrounding life. Language names all new phenomena that arise in society. The appearance of such words as computer, Internet, cosmodrome, nuclear-powered rover, lunar rover and many others is explained by the enormous achievements of science and culture, and the way of life of modern people. Not only new words appear, but also new meanings of existing words, for example: a device on the windshield of a car, used to clean the glass from dirt and raindrops, is called a wiper for a function similar to that performed by a human wiper.

Changes in lexical composition are associated not only with the appearance of new words. In life, along with the emergence of new things, with people’s comprehension of new phenomena, the reverse process also occurs - the disappearance of realities, forms of social relations, etc. In this regard, words and their individual meanings become obsolete. We have to talk about outdated words because some of them are necessary cases are still used today (and require clarification).

Changes in vocabulary occur imperceptibly, but constantly, continuously. L.V. Shcherba, in the article “Literary language and ways of its development,” wrote: “From the fact that the basis of any literary language is the wealth of all still readable literature, it does not at all follow that the literary language does not change. Pushkin is, of course, still very much alive for us: almost nothing in his language shocks us. And yet, it would be ridiculous to think that now it is possible to write in the sense of language quite like Pushkin. In fact, is it possible to write today: All my brothers and sisters died in infancy (“ Captain's daughter")? This is quite understandable, but no one writes or speaks like that.” . The vocabulary reflects contacts between different peoples, hence it contains words that are common to many languages. These are primarily international words, which are usually created on the basis of Greek and Latin roots: revolution, socialism, progressive, radio, theater, telephone, television, etc.

This feature of the vocabulary of the Russian language, which is intensively enriched through borrowing, poses the following tasks for the teacher: to create conditions for students to accumulate vocabulary, to teach them to correctly correlate words with objects, features, actions that they denote, as well as with the names of these objects in their native language.

Vocabulary is not a mechanical sum of words isolated from each other. “The lexical composition,” writes Yu. S. Sorokin, “is also specific system... One can note at least five constantly operating forces, which in their collision and interaction determine the fate of individual words in a language. This is, firstly, the power of the independent special meaning of a word, its relationship to reality; secondly, the relationship of word production, the connection of a word with other words in its form, the attribution of a word to a certain grammatical general category, both the widest (part of speech) and the most limited and relatively closed (nest of words); thirdly, the relationship of the word to other words in meaning...; fourthly, connections between words according to the contextual contiguity of their meanings, semantic-phraseological connections in in a broad sense words...; fifthly, connections between words in speech contexts, groupings of words of a stylistic nature.” . When organizing vocabulary work at school, all connections between words are used whenever possible, which greatly facilitates the acquisition of vocabulary. " Characteristic feature“The Russian language,” notes V.V. Vinogradov, “is a tendency to group words in large groups around the main centers of meaning.” .

These semantic (thematic) groups of words are to some extent taken into account when identifying topics that form the basis of Russian language programs for national schools. Thus, in the preparatory class, a minimum dictionary should ensure that students are familiar with the following topics: “Our Motherland”, “Holidays”, “Teacher and student”, “Educational things and toys”, “Our family. Family members", "Our home. In the yard", "School. Russian language lesson”, “At recess”, “We draw”, “We count”, “Parts of the human body. Personal hygiene", "Nature. Animals and birds”, “Dishes and food”, “Clothing and footwear”, “Sports”, “Profession and work”, “City and countryside”, “Work in the city and in the countryside”. When not a single word, but a group of words related in meaning and included in one lexical topic is introduced into the active memory of students, the word is easier to remember and is recalled and reproduced faster when necessary.

The thematic principle of organizing lexical material most of all corresponds to the communicative goal of teaching Russian to non-Russian students. “The assimilation of thematic connections significantly facilitates the memorization of words due to the formation of associative connections between them and contributes to the development of skills to intuitively correctly use words in accordance with the communication situation.” .

Words can also be grouped according to grammatical characteristics, namely: nouns, adjectives, verbs, pronouns, adverbs. Such grouping can be practiced in elementary grades after a certain accumulation of words, and already at the end of the first year of study, children can be asked to name words that answer the question who?, and then - to the question what? This work will help students develop the skill of distinguishing between words denoting animate and inanimate objects. At the same stage of learning, students can select and group words that answer the question what? (which one? which one? which ones?). This grouping of words helps to develop the skills of correctly agreeing adjectives with nouns in grammatical gender, i.e., it will contribute to the development of linguistic flair. To do this, each time you need to ask children not only to name an adjective that answers the question what? (which one? which one?), but also choose a word for it that answers the question who? (What?). For example, a student, at the teacher’s suggestion, calls the word big, answering the question what? The teacher asks who or what can be said big about. The student makes phrases with this word: big boy, big house, big watermelon and so on.

Asking students to name words that answer the questions What did you do? What did you do? The teacher requires the children to make sentences with these words, for example: The boy wrote. The girl wrote. The boy wrote. The girl wrote. Systematic exercises of this kind help students not only remember the meaning of these words more easily, but also prepare them for the correct use of perfect verbs imperfect form, as well as to the correct agreement of words, i.e., such lexical exercises help children master the grammatical structure of the Russian language. Exercises on grouping words according to grammatical criteria can be carried out in all primary grades during Russian language lessons.

It is estimated that younger schoolchildren learn more than half of new words through Russian language lessons. Therefore, for the normal enrichment of children’s vocabulary, for each lesson you should plan to work on 3-4 new words and meanings, as well as work on polysemy, shades of meaning, emotional connotations, compatibility and peculiarities of use - another 5-6 words. It is important that the assimilation of new words does not occur spontaneously, that the teacher manages this process and thus makes it easier for students and ensures the correctness and completeness of assimilation of words.

In the Russian language there are words that are non-derivative (water, river, etc.) and derivatives, and there are many of the latter in the language. Most words are formed using morphemes (suffixes and prefixes) existing in the language, using word-formation models. We can start< самых simple examples, which will allow students to remember the simplest word-forming suffixes, for example: house - house, table - table, yard - yard, pencil - pencil, ball - ball, cat - cat, hedgehog - hedgehog. The given words without the diminutive suffix -ik are completely included in the vocabulary for the preparatory class. By introducing children to such pairs of words, you can simultaneously significantly expand their vocabulary.

It is advisable to introduce into children’s active speech words with another diminutive suffix, namely the suffix -k-, for example: head - head, candy - candy, fish - fish, horse - horse, fir tree - fir tree, bird - bird, dog - dog, leg - leg, hand - pen. These words without diminutive suffixes are also included in the vocabulary for the preparatory class. Presenting them in pairs will not only increase the students' vocabulary, but will also teach them to recognize similar words in speech.

Grouping of words is also possible according to word-formation connections, for example: snow, snowflake, snowballs, snowdrop, snowman, snow maiden; forest, forester, forest (path), forest (residents); garden, plant, gardener, gardener, planting, replanting, seedlings, etc.

The habit of noticing words with unfamiliar semantics, the desire to find out what they mean, to clarify the meaning of seemingly familiar words develops depending on many reasons, but the main one is the organization of vocabulary work in the classroom. But it is very difficult to organize a system of lexical work so that it is continuously connected with the improvement of students’ speech activity, to constantly remember all its directions, and to use vocabulary exercises rationally and productively.

When conducting vocabulary work in Russian language lessons, it is important to remember and take into account the polysemy of Russian words and the discrepancy between the scope of their meaning and the words of the students’ native language.

The phenomena of lexical-semantic interference, due to the non-equivalence of some concepts of Russians and Dagestanis, are often found in the speech of Dagestanis. For example, the nouns road and path are synonyms, but the derivatives road builder and traveler formed from them by the same suffix are not synonymous: a road builder is a specialist in road construction, and a traveler walking on foot is a traveler. Considering that traveler and road builder are also synonymous, like path and road, the non-Russian schoolboy used road builder instead of traveler.

Or you can often hear: put your notebook on your desk. This kind of error is explained by the fact that in the native language the verbs “put” and “put” are not distinguished.

A primary school teacher should remember about errors of this kind and prevent them in his work.

In mastering the grammatical structure and lexical richness of the Russian language by students of the national school, word combinations are an important transitional step between words and sentences. One of the important problems of mastering the combinability of words in the Russian language is mastering word order. In Russian language phrases certain designs have a relatively stable order, arrangement of components, which differs from the order of words in equivalent phrases of the Dagestan languages. Consequently, the need for targeted work on the order of the components of a word combination is also associated with the influence of the peculiarities of word order in the Dagestan languages. So, for example, the Russian phrase “verb + noun” corresponds in Dagestan languages ​​to the phrase “noun + verb”. As a result of discrepancies in the speech of Dagestan students, very common mistakes like “read a book”, “father’s house”, etc.

Students perceive word order much better after learning that some members of a sentence occupy a certain stable place in a phrase and sentence. It is not enough for the Russian language teacher to only incidentally point out the similarities and discrepancies between the facts of the Russian and native languages. It is important that the student realizes; linguistic facts, only under this condition can non-Russian students develop the skills of correctly combining words in the Russian language.

In the learning process, you can use the conscious-communicative method of studying the syntactic structure of the Russian language. At the same time, it is possible to apply a functional approach to teaching using data from a structural and typological analysis of the material being studied, etc.

Quite common are exercises of an analytical nature: finding phrases in a text of a certain structure, writing out phrases indicating parts of speech, classifying phrases according to a certain type etc. Exercises of a synthetic nature can be used: students compose various phrases from these words or according to a given scheme, spread a given word in other words, compose phrases by analogy, etc.

One of the main places in the training system is the gradual transition from simple tasks to tasks of increased complexity. In the Russian language, the presence of a certain logical connection between words is often expressed by placing both words in the same gender, number and case. In the Dagestan languages, such a technique of agreement as a type of syntactic connection in some cases may not be expressed morphologically, which is mostly due to the invariability of adjectives by case, with the exception of the Tabasaran language. Thus, information about word combinations is more easily acquired by Dagestani students in close connection with the facts of their native language, other related categories and forms, and practically in a speech situation.

The sentence is the basic unit of syntax. It is in the sentence that the most essential functions of language - cognitive and communicative - are expressed.

In a sentence as a unit of speech, the vocabulary of the language, the derivational morphological forms of words are realized, and the skills of correct, appropriate and expressive use of all linguistic means are manifested. This determines the initial methodological position - the need for daily continuous work on the sentence based on the use of natural connections of the material from different sections and the use of basic syntactic concepts. The main features of the proposal are the following:

expresses a thought;

expresses the speaker’s attitude to what is being communicated indicating the time;

is a means of communication;

can be divided into “given” and “new”;

has specific block diagrams;

A word receives its specific meaning in a sentence, and a sentence - in coherent speech.

According to the program, primary school students must learn to use: common and common sentences, as well as declarative, incentive and interrogative sentences.

Must be able to construct sentences with homogeneous members, compound and complex sentences. The skills of highlighting and composing sentences are developed on the basis of knowledge and skills acquired in native language lessons. The term sentence is gradually being introduced into children's speech. These skills are improved in the process of developing oral and written speech and performing exercises that involve changing or adding words 1 to sentences. During the work, students experience difficulties in composing and independently constructing sentences. This may be due to some inconsistencies in the constructions of the Russian and native languages.

It is very difficult for students to learn the order of words in a sentence at the initial stage of learning the Russian language; the influence of the order of words of their native language on the Russian oral speech of students is very strong and stable, and children make a lot of mistakes in constructing sentences and placing words in a sentence.

Here it is appropriate to show students the significant differences between the main parts of a sentence in Russian and their native languages.

As you know, you distinguish sentences in Dagestan languages; the way of its grammatical design, the way of expressing the relationships between the members of a sentence. The main difference is that if in the Russian language the predicate formally depends on the subject and is consistent with it in the corresponding grammatical features, then in the Dagestan languages, on the contrary, the main, defining member in the sentence is the predicate, which predetermines the form of not only the subject, but also the sentence in in general. And therefore, syntactic analysis begins with finding the predicate, while in Russian language lessons they first highlight the subject, then only the predicate. In addition, students should pay attention to the fact that if in the Russian language the only form of expression of the subject is the nominative case, then in the Dagestan languages ​​there are several such cases. And, finally, if in the Russian language there are two main members of the sentence, then in the Dagestan languages ​​there are three: subject, predicate and direct object.

Therefore, the teacher’s main attention should be paid to preventing and eliminating lexical, grammatical and other errors that are typical for students in the Dagestan national school. It should be remembered that all errors made in the agreement of subject and predicate come down to a violation of the connection in gender and number, which is explained by the complexity of the grammatical categories of gender and number in the Russian language and discrepancies in the Dagestan languages.

When teaching Dagestan students the Russian language, a teacher must know and take into account these and other difficulties in students’ logically and grammatically correct expression of their thoughts, in their choice of the right words and word forms, in combining them into phrases and sentences.

coherent speech junior schoolchild

II.2 Working on the text

Text - in linguistics, is the highest syntactic unit, an internally organized sequence of semantic units, the main properties of which are coherence and integrity. The correct construction of a text, which can be oral or written, is associated with such requirements as external coherence, internal meaningfulness, the possibility of timely perception, the implementation of the necessary conditions for communication, etc.

Work on the text must be carried out in a certain sequence. The most appropriate and common scheme for working on text is:

preparatory work for reading;

exemplary teacher reading of the entire text;

reading the text in parts and semantic analysis;

reading text by students (circular reading, chain reading);

final conversation;

reproduction of what has been read.

Preparatory work for reading is carried out in order to ensure that children understand the content of the text and its parts. First, it is necessary to explain the topic of the lesson and its purpose, briefly introduce the content and intent of the text, and introduce the author. It is necessary to work with words that are difficult to pronounce, warning in advance possible mistakes in oral and written speech, and it is also necessary to explain the purpose and topic of the lesson, all this will arouse interest in the text being read. Sometimes visual aids are used, excursions are conducted, etc. It is during the preliminary conversation that children learn to read, hear and understand new, difficult words correctly, associate them with specific objects, and apply them in their speech. Teacher exemplary reading in the national primary school is one of the means of developing students' correct and expressive reading skills. Children listen to the first reading with the books closed; during the second reading, they follow the books, repeating to themselves.

The teacher’s reading must meet the requirements for correct, standardized reading.

Reading in parts and semantic analysis is carried out after the entire text has been read. Their goal is to check how well the text has been learned. Here additional work is possible on the content, pronunciation, and meaning of difficult words. When reading, children will inevitably make mistakes; they must not be missed; they must be corrected, forced to repeat words, and prompted for correct reading.

Circular reading of students is carried out in parts if the text is large. Or the entire text. The texts contained in the primer and textbooks for the first and second grades make it possible to organize a circular reading of the entire text. In third grade, circular reading should be carried out throughout the entire text. Along the way, you can ask questions to find out how much he understood what he read, and also comment on his reading.

The final conversation is conducted to clarify and deepen children's understanding of the content of what they read, to develop their oral speech, and also to establish the main idea of ​​the text. The work can be carried out on the questions that are in the textbook after each text.

In order to reproduce what was read in the second and third grades, it is possible to retell what was read in Russian. Sometimes a simple outline is given for retelling. The task can be complicated: change the duration of the action, use words of a different kind. In the lower grades, answers to questions are used to develop speech; sometimes retelling in the native language is allowed.

In recent years, significant attention has been paid to working on the text. One of the main criteria for selecting a text for teaching is its genre and degree of accessibility for students. Texts should be interesting, meaningful, informative, capable of stimulating thought, thereby enriching students’ speech, helping to develop coherent speech skills, and cultivating in children a taste for precise, concise, figurative words.

Based on the example of the work of several students during teaching practice (MOU-Lyceum No. 8, 2 4class) we were able to observe what level of proficiency in written language the children rose to in the second year of study:

Description of fantasy

Latipov Murad

My ship "Snow Leopard"

Tomorrow he will fly to Mars.

I'll spread your greetings

Residents of other planets.

Story in verse (based on plot pictures)

Rasulov Arsen

The cat and the mouse became friends

They wanted to be together.

We thought and decided for a long time,

Whose house should they live in?

The fact is that the cat is bigger

And the muzzle does not fit into the hole.

Well, the mouse is a problem!

Mistress Aida doesn't like her at all.

What to do? How should they be?

How to please the hostess?

Please guys decide!

And send the answer by the next mail!

Alypkacheva Said

"My fantasies"

Meeting in the park.

One day I went to the park. And suddenly I saw a big gray elephant there. He looked at me very sadly. I walked up to him and stroked his trunk. The elephant lifted me onto his back and took me for a ride around the park. The elephant said that he ran away from the circus. He was probably tired of living in a cage. He became a real friend to me.

Arslanov Rasul

One day I had an amazing dream. I flew at night like a bird. It was easy and very interesting for me! It's great to sit on the roof of houses, see the whole city from above, and look into the windows of friends and relatives. I managed to fly to the ninth floor and look into the window of my sister’s apartment. I saw that she was sleeping. And the next morning, when I told her about it, she didn’t believe it.

More than half a century ago, L.S. Vygotsky wrote about the importance of developing written speech in the cultural development of a child, which leads the student to the education of his own “I”, helps to overcome constraint, and teaches him to look at the world through the eyes of others. The child learns to compare his own actions with the actions of the heroes of his favorite stories, fairy tales, parables, etc. He tries to think about his behavior when comprehending those works that are specially selected and offered to children so that they can evaluate themselves. After all, it is from them that children learn about such qualities as friendship, kindness, love, nobility, etc. How important it is that these concepts remain not only on a piece of paper, but are perceived and understood by the heart of a junior schoolchild! That is why education of tolerance is relevant in modern schools. All academic subjects, and even more so, reading must be done on the basis of universal human values. It is also recommended to conduct “Moral Lessons” in the classroom. The lessons conducted consist of fairy tales, conversations, games and tasks for deep understanding of a particular topic, to develop the creative potential of children. The children learn to express their thoughts, work in groups, stage plays, draw, and fantasize. Personal changes occur, constant improvement and enrichment take place inner world child.

The basis of such lessons is made up of five methods: saying, sitting in silence, history, fairy tale or story, singing in chorus, group activity. All these methods help create harmony between soul and body and achieve inner peace and confidence. They help the child express his own “I”, realize his creative abilities, and relieve nervous tension.

At moral lessons, children get acquainted with the stories of V. Sukhomlinsky by A. Nilova, M. Skrebtsova, D. Bisset, T. Vershinina and others, which teach them kindness, truthfulness, compassion, love, unity, friendliness.

The modern world is complex and contradictory. Life does not stand still, it moves forward, changes, develops, and is renewed. But there is something eternal, for the sake of which all these processes occur - our future. And the future is children. And in order for our future to be bright, healthy, happy, it is necessary today to try to fill the present with spirituality, humanity, and high morality. This is the highest duty of a teacher. All children want to be good and, seeing themselves in the mirror of our kind words, they become them!

Chapter III. Methodological techniques for developing coherent speech

1 Individualization of tasks

Speech development is at the center of the educational process in primary school. Primary school teachers for speech, emotional, intellectual development their students try to diversify these lessons by selecting new methods and techniques in their work. For this purpose, it is useful to turn to phraseological units, since in Russian folk tales children encounter hyperbolic phraseological expressions: In the distant kingdom; By pike command; Visible-invisible; Milk rivers, jelly banks, etc. For full understanding true meaning these expressions must be included in lexical work. Information about the origin of certain phraseological units not only enriches students, but also generates curiosity and contributes to the development of observation and speech. For example, the phraseological unit Counting crows means being inattentive, spending time aimlessly, being idle. An inattentive student often looks out the window. Maybe he really does. But why the raven? Probably because it is a large bird and lives close to humans. Therefore, in the classroom we need to explain to children how important it is to pay attention in class.

Through logical reasoning, students should be led to understand the meaning of such phraseological units as You are welcome: To celebrate; Reckless.

Information about the origin of certain phraseological units not only enriches students’ knowledge, but also generates curiosity and contributes to the development of observation skills. For example, phraseological turn In seventh heaven (to be) - “to be happy, to be content.” But why in heaven and in the seventh! Ancient people believed that the firmament consisted of seven spheres, surfaces, and that paradise was located on the seventh. So it turns out that being in seventh heaven means “to be joyful, happy, as in heaven.

Phraseological units have an evaluative meaning, i.e. contain a positive or negative personality characteristic. Often phraseological units help to clearly reflect the internal (mental) state of a person, the world of his experiences and the nature of relationships with other people: Wasn’t! It's amazing; A great weight off one's mind; Get into the soul; With all my soul.

They talk about a kind, honest person with the Soul wide open. This expression is associated with old folk beliefs that the soul of a person is located in the dimple on the front of the neck where the collar is fastened. If the collar is not buttoned, then it is open, the neck is visible and the soul is open to people. And the soul is always kind! We call an evil, cruel person soulless.

Information about the origin of certain expressions contained in the texts enriches children’s knowledge; only the teacher should be able to find the answer.

Getting acquainted with the etymology of the phraseological unit Pull the gimp, students learn that the gimp is a thin metal thread that is pulled from molten copper, and more often from gold or silver. These threads are used for embroidery on velvet or thin soft leather called saffiano. A lot of patience was required to pull such threads by hand, what painstaking, tedious, monotonous work it was! This is where the modern expression “Pull the gimp” comes from, meaning “to do a tedious, monotonous task.”

A dictionary of figurative expressions broadens a child’s horizons, since phraseological units are either a factual or historical source. All this is the basis for familiarizing students with the facts of national culture, history, and folk traditions. For example, the phraseological unit Not at ease, (to be, to feel) - “to be in a depressed, sad mood.” This expression came to us from French, and there the word “plate” means not only “dishes”, but also “position, seat in the saddle.” Literally, To be at ease in French means “to be in good condition, to be well in the saddle.” The figurative expression of being out of place has acquired a figurative meaning.

When studying the topic “Measures of time”, you can include the following expressions in the lesson: Not by days, but by hours; From hour to hour; Without a year, a week, etc. Phraseologism It is appropriate to apply the multiplication table when studying the multiplication table.

A large number of figurative expressions related to nature and animals can be included in lessons on the “world around us”. For example: Ladybug; At a snail's pace (move); Blue bird; Reckless; Some into the forest, some for firewood and many others.

Phraseological phrases based on human observation of animals contribute to the development of observation skills in children. For example: Sleeping without hind legs; Ears on top of head (keep). .

After such lessons, children’s taste for activities, for language, and the incentive to learn new words and expressions arise and strengthen.

The proposed lesson fragments have a clear goal - to develop and expand their vocabulary. The development of speech in the primary grades of the national school is the main task, an integral part of all types of educational work and topics. All types of work are carried out with the active participation of children. The teacher must ensure that all students are included in the dialogue and do not hesitate to speak Russian. For example, when studying adjectives, tasks like the following are useful and interesting: choose adjectives for the noun person that denote the following characteristics: height, character, nationality, intelligence, etc. (Children select and write words on the board and in notebooks - tall, low, kind, etc.)

State the lexical meaning of these adjectives. You can also work on your own. Children are offered a choice of texts such as:

Excerpt from a poem by S. Marshak

The school is quiet and bright at this early hour. Through the window glass Twigs look into the classroom. Write it down, find adjectives, indicate a sign.

An excerpt from a poem by S. Yesenin.

Blizzard sweeps away ------ path, Wants in ----- snow Drown. Insert adjectives denoting color, density.

Find the adjectives: blacken, black, evening, evening, evening, thorn, prickly, prick, cloud, cloudy, snow, snowy, strongman, strong, strength, etc.

Then you can give creative work, for example, make up sentences in notebooks from the words found, always adding your own adjectives. The result will be sentences that are meaningfully connected to each other, so it can turn out to be a story.

New task: compose and write down a story. This type of work challenges students positive emotions and motivation, develops speech well. .

And yet, children need to be connected with national roots. The ethnocultural orientation of the process of teaching the Russian language is an important and urgent task of modern humanitarian education, and in the conditions of a multi-ethnic region, multilingual Dagestan, its importance increases.

Reflection of ethnocultural heritage occurs, first of all, in the lexical composition of the language, its paradigmatic relations

For example, when studying the topic “The Word and its Lexical Meaning,” you can prepare a text for the lesson that reflects the spirit of the Dagestan people, a text about traditional rituals, beliefs of the people, national clothing, etc. Everything depends on the creative activity of the teacher, on his preparedness.

You can practice the following homework assignments. For example, many nations bake cookies in the shape of birds. Ask grandparents, mothers and fathers if the Dagestanis have a similar ritual, prepare a detailed or short story.

And it really existed, but, unfortunately, it was preserved only in the high mountainous regions of Dagestan: a sweet flatbread was baked, which was decorated with grain, dolls, animals, birds, an egg, symbolizing the sun, on Navruz Bayram, such information is useful for teachers to include in their work, especially in urban areas schools where children are cut off from folk traditions and customs. Appeal to the cultural materials of the Dagestanis and Russian peoples makes it possible to form an ethnocultural personality. The teacher will be able to select text materials for lessons, based on the possibility of introducing the principle of integration, to find rich material in the manual on the culture and traditions of the peoples of Dagestan, in Dagestan fiction, and folklore. .

A primary teacher (and not only) must always remember that the main sources of enriching the speech of schoolchildren are works of fiction, because it uses all the means of the national language to create artistic images and influence the mind and feelings of the reader. Fiction is a special way of reflecting and understanding reality. Imagery here is created by special lexico-syntactic devices. The imagery and poetic power of a word sometimes lies in special phrases in which the most ordinary words acquire great power. One of the important, essential means of language that enhances the expressiveness of artistic speech can be periphrasis. Periphrases are figures of speech consisting of replacing the name of an object or phenomenon with a description of its essential features or an indication of its characteristic features. . They give speech imagery, expressiveness, make it beautiful and accurate. This is a scientific definition, and children know a paraphrase as a riddle.

The primary school program does not provide special work over paraphrases. Consequently, periphrases found in fiction should be explained by the teacher. Paraphrases are metaphorical, i.e. rely on allegory, on the ability of a word to appear in “figurative” meanings. Therefore, the semantics of periphrases should be carried out using a detailed explanation, paying attention to the figurative meaning of the periphrase.

Acquaintance with periphrases begins already in the 1st grade. A large number of paraphrases are found in riddles, which in a playful, entertaining way teach children observation skills and develop ingenuity. For example: The red fox does not come out of its hole. (Language).

Red doors in my cave, White animals sit at the doors. Both meat and bread - all my spoils - I gladly give to these animals. (Mouth and teeth)

Black Ivashka, wooden shirt, Where he leads with his nose, he puts a note there. (Pencil)

Basically, objects and natural phenomena are encrypted in riddles. Blue scarf, Red bun. Rolls around on a scarf, grins at people, looks at everyone, but doesn’t look at himself. (Sky and sun)

The red bull stands, trembles, the black one runs to the sky. (Fire and smoke)

The black cow conquered the whole world. (Night)

A white cat climbs into the window. (Dawn)

The white tablecloth covered the whole world. (Snow)

Periphrases with “color” adjectives denote objects of flora and fauna.

Red Dairy

Day chews and night chews.

After all, grass is not so easy

Convert into milk. (Cow)

White sheepskin coat Sewn without a hem. (Egg)

White kibitka

No windows, no doors. (Egg)

The sisters are standing in the field

Yellow eyes look at the sun.

Each sister has white eyelashes. (Daisies)

There was a white house, a wonderful house,

And something knocked inside him.

And he crashed, and from there

A living miracle ran out -

So warm, so

Fluffy and golden. (Egg and chicken)

The use of riddles in Russian language lessons when studying vocabulary words and grammatical rules introduces playful elements into the educational material that enliven the lesson. This helps the teacher avoid the monotony of the lesson, which can lead to fatigue and loss of attention of students.

Already during the period of learning to read and write, children become familiar with the concept of polysemy of a word. They come to understand polysemy from allegory, the “figurative” use of the word. IN III class Students can be shown how many meanings, in addition to the direct one, the word gold takes on depending on the adjective with which it is used:

scarlet gold (donor blood)

white gold (cotton)

blue gold (natural gas)

green gold (forest)

brown gold (brown coal)

gray gold (cement)

black gold (petroleum)

Children practically learn the metaphorical nature of the word. Gold is something that is highly valued as useful, rare, and expensive.

From polysemy of words, children move on to homonymy, words that sound the same but have different semantics. The use of paraphrases will help transfer as many words as possible from the passive vocabulary to the active one. For this purpose, you can conduct dictations. For example: the teacher writes down a periphrase, and the students write down its meaning, or, conversely, the teacher reads out the meaning, and the students must match the periphrase to this word as much as possible. Dictionaries are very useful tools for work. Practice shows that many teachers use their own didactic developments, they compose and short dictionaries synonyms, epithets, etc.

2 Exercises to develop coherent speech skills

Experienced teachers suggest starting work on developing and improving all aspects of oral speech - pronunciation in accordance with the norms of the language, grammatical correctness, coherence and sequence of statements, expressiveness - from the 1st grade. Thus, already from the first grade, N.P. Rasskazova’s students perform creative tasks, the ultimate goal of which is learning to compose stories. Here are some of them: .

Based on a series of plot pictures, complete the story orally and come up with a title.

It was a warm day. Alyosha went into the forest. He walks and sees a hedgehog lying...

Compose a coherent story based on the picture “Family”, using answers to the questions: who writes? Who's playing? What is grandma doing?

At the same time, children are offered help with the beginning of the story, (The whole family is assembled...) and its ending (In the family, everyone is busy with business. Adults and children live well in it).

Nadezhda Petrovna often uses the following tasks: completing stories at the beginning and end, working with deformed texts, naming, drawing up plans and abbreviated stories. For example, children are asked to change the story so that it talks not about one fly, but about several. Sample:

First fly.

The sun became hotter. The streams began to gurgle. The first birds have arrived. A ray of sunshine peered into a dusty corner and woke up a fly. She slept there all winter. The fly crawled out covered in dust and cobwebs, sleepy and lethargic. She warmed herself in the sun by the window, flew and buzzed merrily.

To develop the skill of composing an oral story, the teacher uses observations organized during excursions. So, in the 1st grade, on an excursion to the park under her leadership, the students looked at a birch tree and noticed it. That it has a white trunk with black specks, a curly crown, and branches hanging down. As a result, a descriptive story was collectively compiled.

The birch tree has a trunk with dark specks. The leaves are notched, green in summer, yellow in autumn. Our birch is good at any time of the year.

“- I don’t want to be a pillar noblewoman, but I want to be a free queen! The old man got scared and prayed:

What, woman, have you eaten too much henbane? You can neither step nor speak, you will make the whole kingdom laugh.” I ask the children how they understood this expression in the text and why the poet chose this particular expression and did not use the equivalent meaning “completely crazy,” etc.

Equally important for expanding the active vocabulary is this m o l o gical analysis of vocabulary words. For example, the word "agronomist". It turns out that the “origins” of this word are in the Greek language. In Greek "agros" - field, arable land, earth; and "nomos" is the law. It turns out that the agronomist - knowledgeable of laws agriculture. The word “agronomist” came to us from the French language. And now there are many words in the Russian language, the first part of which is the part “agro-”: “agrotechnician”, “agrarian”, “agricultural college”, etc.

Teaching speech activity to primary school students in Russian involves, first of all, mastering skills in the most natural form - dialogical.

It is known that dialogue is born out of a person’s need for communication. For younger schoolchildren, such a need exists; it arises in students during various exercises in class. In the work experience of advanced teachers, two types of communication-dialogue can be noted: through the teacher and without him. In the first case, students do not interact directly with each other, but communicate through the teacher, who in this case is a “mediator” between the children in their questions, comments, and suggestions to each other. In this regard, there are different opinions among teachers and methodologists, according to which mediated communication “deprives younger schoolchildren of the opportunity to fully cooperate in the lesson, interferes with their self-expression, creativity, looseness and naturalness in speech activity.” . On the other hand, it is necessary to take into account the positive role of the intervention of the teacher-“intermediary”, with the help of which organized communication between two students is built. The teacher, entering as a “third wheel,” does not spoil the dialogue, but guides the student and eliminates speech errors associated with pronunciation, word usage and the formation of various syntactic structures.

“Using the situation,” suggests A. Sh. Asadullin, “you can teach not only dialogical, but also monologue (oral) speech. So, for example, during a lesson on the topic “Family,” after question-and-answer work on the classroom setting, the children proceed to describe it: This is a class. Here's the table. Here's a chair. There's a board there. Etc.". .

Only when primary schoolchildren learn the mechanism of constructing oral forms of communication (dialogue and monologue) and can carry on a conversation, the need for certain topics and situations arises.

The teacher must teach children to apply the acquired knowledge not only in this speech situation, but also in other speech situations. So, after studying the topic “Family,” the teacher can call two students and invite them to talk to each other. At the same time, the teacher introduces them to a speech situation: Imagine that you have just met and you are interested in learning about each other, about your families, place of residence, parents’ profession, etc.

The teacher can offer various topics: “Getting acquainted”, “Invitation to your place”, “In the store”, “Profession”, “My school”, “My day off” and many others. etc. It is important that each topic has a specific purpose. A very important stage in teaching dialogical speech to primary schoolchildren using text material is the construction of free dialogical speech based on ready-made samples.

Let’s say the topic is “Knitting circle.” Goal: invite an interlocutor. Method of execution: question, invitation - answer, question, agreement. Sample:

Marina, haven’t you signed up for a knitting club yet?

No, I doubt it.

You know, I go there and already know how to cast on stitches for knitting.

What is “face knitting”?

I'll definitely show you if you come with me.

Thank you, Uma, I agree, let's go.

For methodological purposes, substitution exercises are used, for example:

a) -Amina, what did you do at home yesterday?

I read a book (drew, wrote, helped my mother, watched on TV, learned a poem, played checkers with my sister).

b) -Zaira, what did you do in the summer at the camp?

In the summer we relaxed at the camp (went hiking, played volleyball, football, picked mushrooms, sang by the fire).

How to do it:

· students ask questions and answer them in a chain;

· each student reproduces sequentially all the answers in a short form (phonetically correct, at a normal pace), in incomplete sentences.

Speech training exercises in the form of associative dialogue also seem methodologically appropriate. In this case, the teacher describes the situation, for example: “The two of you were vacationing at the Druzhba camp. You have different impressions of this place,” after which a dialogue arises:

Ali, did you like it at the camp? (yes; have fun, play volleyball, go to the forest, pick mushrooms);

Murad, did you like the camp? (no; miss your parents; catch a cold; be sick).

How to do it:

· The teacher conducts a conversation by asking the same question in turn to each student, who, using the words written on the board, correctly constructs sentences.

Speech exercises are carried out in situations presented by the teacher. The dialogue in the initial speech situation is written on the board and serves as a model. A conversation on the phone in the form of a “question-answer” seems to be fruitful for the development of speech of primary schoolchildren. One of the specific situations is offered as an example (One student meets a friend whom she has not seen for the whole summer. Or: One student asks another for help with the Russian language, etc.).

How to do it:

· the teacher describes the situation, the students conduct a coherent conversation in the form of a dialogue. Sample: (topic: “Back to school”; speech situation: a boy who has been sick for 2 days is finally getting ready to go to school):

Hello, Zurab, hello!

Hello Arsen, how are you feeling?

OK, thank you. Are you going to school tomorrow?

Of course I'm going.

How many lessons do we have tomorrow?

Do you know if there will be physical education?

I know it will.

Will you take a soccer ball with you?

Okay, I'll take it.

Thanks, bye.

The exercise can also be performed on the basis of dialogues with a different structural diagram.

In the development of dialogue, a significant place is occupied by the speech activity of children: the ability to quickly navigate, find the right, and if necessary, an apt, witty answer, the ability to start a dialogue - ask a question. Some children do not show activity due to deficiencies in pronunciation skills, so it is very important, especially in the first grade, speech therapy work, as well as working on diction.

Fiction serves as excellent material for the development and enrichment of children's speech. A typical school version of dialogue is a conversation between a teacher and students: as a rule, complete sentences are used in it, speech is close to literary norm, learning occurs in the correct construction of sentences and text. The school also practices dialogues between students: role-playing games, dramatizations, debates, collective discussions, etc.

What was the last time you read?

Yesterday I read a fairy tale about Dobrynya Nikitich.

Tell us who Dobrynya Nikitich is.

Dobrynya Nikitich is a Russian hero. He is very strong and brave.

How was Dobrynya’s childhood?

From the age of seven, Dobrynya learned to read books quickly and wield an eagle feather. And at the age of twelve he played the harp.

Teacher A. S. Gasparyan notes that depending on the stage of training, students may be assigned the following tasks:

· learn by heart and conduct a conversation between the characters;

· expand and supplement the dialogue given in the text;

· independently express in the form of direct speech the thoughts expressed in the text.

“The speech of our children should be correct without errors in pronunciation, declension of conjugations of words (that, so, his, etc.; coat, one sock, one sandal but coat, socks, sandals, etc.; I want, you want, I can, but we can, etc.), Z. D. Lobanovskaya shares her work experience. So that the sample is perceived consciously, I accompany it with an explanation. For example, when explaining the meaning of a new word, I compare it with one already familiar to the student: a highway is an asphalt road, a guardsman is a soldier of the guard. When teaching the correct pronunciation of sounds, I use such works of art as “The Word Game” by A. Barto, “How the boy Zhenya learned to say the letter “r”” by E. Charushkin, I play the games “Echo”, “Telephone”, “Finish the Sound” and others ; I give a special place to vocabulary exercises, because they not only teach you to understand and use the necessary terms, but also activate the student’s speech.”

When improving students' oral speech, it is necessary to pay great attention to such facts as logic, accuracy, clarity, expressiveness and correctness of speech. Accuracy of speech presupposes the student’s ability not only to skillfully convey observational facts, but also to find the best language means. Improving the culture of speech follows from these requirements.

So, after explaining the spelling of the word wasp and making sentences with it, Z. D. Lobanovskaya informs students that, thanks to these insects, cheap paper appeared. She based her message on a short excerpt from the magazine Young Naturalist (1969):

“One scientist, walking in the garden, found a wasp nest knocked down by the wind. He wanted to see if there were any larvae left in the nest. While tearing apart the nest, the scientist suddenly discovered that it was made of paper. The wasps made their nest in a special way from wood. This means that paper can be made from wood. This is how wasps helped people find new raw materials!”

A child must live in a world of beauty, fairy tales, fantasy, and creativity, even when we want to teach him to read and write. For example, children read the words cucumbers and cabbage and pronounced them syllable by syllable. And here it is recommended to ask them a question: “Guys, do you know why the cucumber is covered with pimples?” If the children shrug their shoulders and look at the teacher in surprise, you can read them a little joke.

Cucumber and cabbage. One day a head of cabbage and a cucumber went to the river for a swim. The cucumber immediately threw itself into the river, and the head of cabbage began to undress on the bank and continued to undress until the evening. The cucumber waited and waited for him and became covered with pimples from the cold.

Very simple words, written down next to a small moment of the game, bring their own emotional coloring to the work. For example, when introducing a new sound and a new letter “k,” we hang a picture of a saucer of milk on the board and tell the first-graders, “The milk in the saucer is getting cold, but the kitten is far away.” I can’t find a naughty girl, help me, kids!” Children make up and write down sentences, for example: “Kitty-kitty, for milk!” or “Kitty-kitty, Murka, for milk!” When the sentence is written down, place a drawing with the image of a kitten next to the saucer. Children can compose many sentences, but only those that contain letters familiar to children should be chosen for writing.

Work experience Z.D. Lobanovskaya suggests that music also helps in the development of children’s speech; small pieces of music and fragments from them give children the opportunity to work creatively and with inspiration. Listening to a melody, experiencing or admiring its beauty, the teacher and student become closer to each other.

During a writing lesson, when consolidating what has been learned, you can show the children a small Olympic bear. A cute bear will help them. The work may turn out to be small (after all, you can’t write much yet: children still know few letters), for example:

Our bear.

Here's a bear. It's small. He looks at us kindly. Nice bear!

Poems are a pattern in the souls of children. Beginning in 1st grade, five minutes can be devoted to poetry in each reading lesson. On them, students read poems about the seasons, about friendship, about school, about the Motherland. Best Read It is recommended to record on a tape recorder. Often practiced reading is accompanied by music. Our pupils are becoming adults, but their expressive reading will be listened to by children newly admitted to school.

Very often, teachers complain that children do not know how to listen to each other and do not construct statements well. By themselves, students will not acquire the ability to listen and speak - they must be systematically taught this. Below are examples of exercises that promote the development of these skills in primary schoolchildren.

EXERCISE 1

Shorten the sentence to 4, 3, 2 words.

The teacher pronounces a sentence - the children comprehend it, the teacher repeats the sentence - the students remember it, and then I shorten it! the sentence is sequential, arbitrary, but maintaining the main content, for example: Olya is reading an interesting book to her grandmother. Olya reads a book to her grandmother. Olya reads to her grandmother. Olya is reading.

The work ends with an answer to the question: what changed when supply was reduced?

EXERCISE 2

Rearrange the words in the sentence.

The teacher says a sentence and asks the children to change the order of the words. As a result of the work, it becomes clear what and how changes in this case. Children learn to pronounce a sentence expressively, changing logical stress, clarifying the meaning, for example:

This morning Masha went to school.

Masha went to school this morning.

This morning Masha went to school.

Masha went to school this morning.

Masha went to school this morning.

Based on this exercise, the game “Such the same and different sentence” is played.

Students make sentences and offer variations. The winner is the one who can come up with the most options and demonstrate the ability to pronounce the phrase expressively.

EXERCISE 3

Change one word.

The teacher invites the children to listen to the sentence and repeat it, replacing only one word in it, for example:

The children came from school. The guys came from school.

The boys came from school. The students came from school.

The girls came from school.

The sons came from school.

This exercise develops the ability to be attentive to the content of a statement, prepares for conscious perception of the text and for retelling.

EXERCISE 4

Listen, remember, answer: is everything correct?

Children listen to sentences and determine: can what is described really exist? If so, when and where might this happen? If what is described cannot be, then it is necessary to convincingly explain that this is a fable or nonsense, for example:

Snow fell, Alyosha went out to sunbathe. The boys went into the forest on skis to pick strawberries. The frog opened his umbrella because it was raining.

This exercise is aimed at developing attention to the text, conscious mastery of what is being read, the ability to construct a statement exactly in accordance with the plan, meaningfully using this or that word. After completing the educational exercises, children will be able to organize the game “Distinguish between fables and fables, notice nonsense.” Children select the materials for the game themselves.

EXERCISE 5

Complete the sentence.

The teacher pronounces a sentence and invites the children to increase it by sequentially adding one or two words, for example: We are playing. We are playing football. We play football at the stadium. In the summer we play football at the stadium. In the summer we play football at the school stadium. The exercise develops the ability to quickly assimilate the meaning of what is read, read by guess, memorize, construct a statement using all language capabilities, and also follow the statements of the interlocutor.

EXERCISE 6

Finish the sentence.

The teacher starts a sentence and the children must finish it. It is assumed that there are many possible answers or just one case, for example:

The girl walked along...

The girl walked along the path home.

The girl walked through the forest and hummed.

The girl was walking down the street and carrying a heavy bag of groceries.

The girl was walking along a narrow mountain path.

These exercises teach you to listen and understand your interlocutor, to read based on guesswork, to understand complex designs and use them in speech.

Conclusion

Particular responsibility falls on the primary school teacher, who performs a task of paramount importance. The teacher needs to form the desire and ability to learn, develop skills and communication skills.

Students need to be shown that it is the Russian language that provides the opportunity to understand another and be understood, to become involved in the historical fate of the people, and to experience aesthetic pleasure from the culture of speaking.

It would be wrong, citing the insufficient preparation of students in bilingual conditions, to limit their creative, independent work to tasks of a lower level of complexity. It is known that in order for a person to develop certain skills and capabilities in their implementation, it is necessary to consistently systematically overcome difficulties (for example, in lifting weights - for a weightlifter, in running speed - for a runner...) ... without overcoming intellectual difficulties and complicating educational tasks, the child cannot achieve a high level in the development of thinking, in the development of creative capabilities.

It is possible to create a feasible high level of learning difficulty for students both by increasing the share of a well-thought-out system of independent work for schoolchildren as a whole, and by enriching this system with elements of tasks of a creative (search) nature.

So, the goal of lessons in the development of coherent speech may be to develop the ability to retell text in oral and written forms, to develop the ability to compose a text about what is seen and heard. They may involve enriching and activating the vocabulary, working on phrases and sentences.

The given situational exercises, creative tasks, and communication trainings can be adapted for Dagestan schools and widely used in educational activities.

Purposeful, consistent and systematic work will help students avoid unnecessary repetition, make their speech figurative, vivid and expressive, and most importantly, will contribute to the enrichment and activation of vocabulary.

In recent years, oral speech has expanded its boundaries and has ceased to be associated only with everyday speech communication. It has become possible to study a particular subject without the help of a book through educational television, the Internet, radio, film lectures, etc.

Oral speech is becoming richer and more diverse in its functions, becoming a means of obtaining a variety of information, a form of multifaceted communication between people in all spheres of their activity.

The task of developing coherent speech among students, especially in conditions of bilingualism, is currently, and at all times, one of the main tasks of the school, and first of all, Russian language lessons, and speech development lessons are the most difficult in this system.

Today, a lot depends on the knowledge and skills of the teacher and the quality of his lessons. The teacher was and remains the main figure in the formation of a linguistic personality. Modern educational and methodological kits contain rich material that indicates and helps the teacher in which direction to search for the best methodological solution. Therefore, a modern teacher must be professionally trained, actively cognizing, searching, implementing the principle of educational teaching, interested in developing in students immediate, uninhibited, complex, like time itself, progressive views and a thirst for knowledge, be open to students, and not be directly afraid express your position. The teacher must manifest himself as a person and form a personality.

The need for a special lesson in the development of coherent speech in primary school has become an urgent necessity, since they pose a serious difficulty for both teachers and students, which increases many times over in the conditions of Dagestan multilingualism.

The school makes certain cultural and speech requirements for the speech of teachers and students: compliance with logic, consistency, clarity, accuracy, expressiveness, clarity, purity, richness, in which the principle of taking into account the specifics of the native language is one of the most important principles of consciously teaching the Russian language to non-Russian students. It ensures a deep and comprehensive assimilation of the characteristics of the language being studied, significantly increases the interest of schoolchildren in the Russian language, and activates their attention.

To summarize what has been said, let us draw several conclusions.

The initial teaching methodology uses the following techniques to explain new words and their meanings:

Explaining the meaning of words using various types of visualization (showing an object, action, quality, showing a picture, etc.)

Selection of synonyms or antonyms from studied words.

Selection of words-actions and qualities to words-objects.

Interpretation of the meaning of words in your native language.

Students learn a new word in certain grammatical forms. Techniques for performing exercises taking into account interference that help consolidate the grammatical forms of words are students' answers to the teacher's questions. They teach children to choose the necessary forms of coordinated and controllable words

The formation of coherent speech is facilitated by composing phrases and sentences into thematic groups.

The main type of mastering grammatical forms is oral and written exercises, and in primary school preference is given to oral exercises. Oral exercise techniques:

Inserting the missing word in the form being studied into a sentence.

Making sentences from the named words changing their form.

Adding word endings to auditory phrases.

Replacing the grammatical form of a word in these sentences

Literature

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Aitberov A.M. Lingvodidactic foundations of teaching the Russian language in junior and middle grades of the Dagestan national school. Makhachkala: DSPU, 1990.

Aitberov A.M. On the development of speech and improving the literacy of students in the Dagestan national school. - Makhachkala: Daguchpedgiz, 1979.

Asadullin A.Sh. Decree. cit., p.53.

Akhmatova O.S. Dictionary of linguistic terms. - M., 1966.

Bondarenko A.A. Russian language for the modern student - NSh. 2006. No. 11.

Burzhunov G.G., Pakhomova Z.P., Tambieva D.M. Methods of teaching the Russian language in primary national schools. - L., 1980.

Bokarev A.I. New village school. A book for teachers: a guide to teaching the Russian language in Dagestan schools of the first level. Publication of the People's Commissariat of Education of the DASSR. - Makhachkala, 1931.

Vvedenskaya A. A., Chervinsky G. P. Theory and practice of Russian speech. -Rostov-on-Don, 1994.

Velichuk A.P. Methods of speech development in elementary school. - Leningrad, 1982.

Vinogradov V.V. Russian language: Grammatical doctrine of the word. P.15. - M.-L., 1947.

Gorlova M.A. Learning to write an essay P. 50. - NSh. 2006. No. 4.

Davydova L.I. Speech development lesson in 4th grade. pp. 83-88. - NS. 2006. No. 9.

Zhinkin N.I. Psychological foundations of speech development. - M., 1966.

Zhinkin N.I. Development of students' written language. - M., 1973.

Kazakova M.N. Problems of speech development of junior schoolchildren // Elementary school, 2007, No. 1. P. 57-61.

Kozhina M.N. Stylistics of the Russian language. - M., 1983. P. 112.

Krestinskaya T.P., Petrov S.V. How to use the word. - Leningrad, 1988.

Lvov M. R. Methods of speech development for junior schoolchildren. - M., 1985.

Lvov M. R. Fundamentals of speech theory. - M., 2003.

Lvov M.R. Methods of teaching the Russian language in primary classes. - M., 2000.

Matsko E.S. I listen and speak S. 12. - NSh. 2006. No. 16.

Methodology for primary teaching of the Russian language in national schools. // Edited by Barannikov I.V., Grekul A.I. - Leningrad, 1984.

Methods of the Russian language in the Dagestan national school. // Edited by Magomedov G.I. - Makhachkala. 2004.

Nazarova L.K. Pronunciation skills of students. // Speech development of junior schoolchildren. - M., 1970.

Rozhdestvensky N. S. On the problem of speech development. // Speech development of junior schoolchildren. - M., 1970.

Russian language in the national school: problems of linguodidactics // Edited by Shansky N.M., Bakeeva N.E. - M., 1977.

Pegina T.P. About the speech culture of students. pp. 71-77. - NS. 2003. No. 8.

Pesnyaeva N.A. The effectiveness of the development of speech activity of junior schoolchildren in educational dialogue. P.54-63. - NS. 2005. No. 5.

Pesnyaeva N.A. Possibilities for developing the speech of younger schoolchildren in educational dialogue. - NS. No. 10, 2000. - P.41.

Sautina E.V. The use of lexical material for the purpose of developing the linguistic personality of a primary school student. P.27-31. - NS. 2006, no. 4.

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Solomatina L.I. Creative works pp.9-18. - NS. 2004. No. 9.

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Turanina N.A. Formation of ethnocultural competence in Russian language lessons. P.48-50. - NS. 2005, no. 7.

Shansky N.M. Methods of teaching the Russian language in national schools: achievements and problems. - M., 1984.

Shansky N.M. In the world of words. - M., 1987. P. 10.

Shishkina T.V. New methods and techniques in speech development. pp. 44-47. - NS. 2006. No. 9.

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coherent speech junior preschool

Introduction

1. Theoretical basis studying the development of coherent speech in preschool children

1.1 Coherent speech and its importance for child development

1.2 Features of the development of coherent speech in preschool childhood

1.3 Objectives and content of teaching coherent speech

2. Empirical study of the development of coherent speech in children of primary preschool age

2.2 Ways to form coherent speech in children of primary preschool age

2.3 Analysis of research results

Conclusion

Bibliography

Application

INconducting

RelevanceTopicsresearchdue to the fact that currently problems associated with the process of development of coherent speech are the central task of speech education of children. This is primarily due to social significance and role in the formation of personality. It is in coherent speech that the main, communicative, function of language and speech is realized. Coherent speech is the highest form of speech and mental activity, which determines the level of speech and mental development of the child.

Among the many important tasks of raising and educating preschool children in kindergarten, teaching their native language, developing speech, and verbal communication is one of the main ones. This general task consists of a number of special, private tasks: nurturing the sound culture of speech, enriching, consolidating and activating the vocabulary, improving the grammatical correctness of speech, forming colloquial (dialogical) speech, developing coherent speech, cultivating interest in the artistic word, preparing for learning to read and write.

Coherent speech, being an independent type of speech-thinking activity, at the same time plays an important role in the process of raising and teaching children, because it acts as a means of obtaining knowledge and a means of monitoring this knowledge.

StatescientificdevelopmentProblemsresearch

Mastering coherent oral speech is the most important condition successful preparation to schooling. The psychological nature of coherent speech, its mechanisms and developmental features in children are revealed in the works of L.S. Vygotsky, A.A. Leontyeva, S.L. Rubinshteina and others. All researchers note the complex organization of coherent speech and point to the need for special speech education.

Teaching coherent speech to children in the domestic methodology has rich traditions laid down in the works of K.D. Ushinsky, L.N. Tolstoy. The fundamentals of the methodology for developing coherent speech in preschoolers are defined in the works of M.M. Konina, A.M. Leushina, L.A. Penevskaya, O.I. Solovyova, E.I. Tikheyeva, A.P. Usova, E.A. Flerina. The problems of content and methods of teaching monologue speech in kindergarten were fruitfully developed by A.M. Borodich, N.F. Vinogradova, L.V. Voroshnina, V.V. Gerbova, E.P. Korotkova, N.A. Orlanova, E.A. Smirnova, N.G. Smolnikova, O.S. Ushakova, L.G. Shadrina and others. Features of the development of coherent speech were studied by L.S. Vygotsky, S.L. Rubinstein, A.M. Leushina, F.A. Sokhin

Most pedagogical studies are devoted to the problems of developing coherent speech in children of senior preschool age. Further development requires questions of the formation of speech coherence in middle group taking into account age and individual differences in children of senior preschool age. The fifth year of life is a period of high speech activity of children, intensive development of all aspects of their speech (M.M. Alekseeva, A.N. Gvozdev, M.M. Koltsova, G.M. Lyamina, O.S. Ushakova, K.I. Chukovsky, D.B. Elkonin, V.I. Yadeshko, etc.). At this age, there is a transition from situational to contextual speech (A.M. Leushina, A.M. Lyublinskaya, S.L. Rubinstein, D.B. Elkonin).

The scientific and methodological literature contains conflicting data about the possibility of using story pictures in teaching storytelling to children of the fifth year of life. Thus, a number of teachers believe that when teaching storytelling, children of this age should be offered only one story picture, since telling a series of story pictures is not available to them (A.M. Borodich, V.V. Gerbova, E.P., etc.) .

In the studies of O.S. Ushakova, as well as work carried out under her leadership, proves that already in the middle group of kindergarten it is possible to use a series of plot pictures when teaching storytelling, but their number should not exceed three.

Considering the presence of different points of view on the issues of studying and developing coherent speech in children, cross-sectional experiments tested the features of children’s coherent utterances depending on the communication situation.

Targetresearch- study of the development of coherent speech in preschool children.

During the work, the following were decided tasks:

1. Study psychological and pedagogical literature on the research topic.

2. Define the concept of coherent speech and its importance for the development of the child;

3. Identify the features of the development of coherent speech in preschool childhood;

4. Analyze the tasks and content of teaching coherent speech;

6. Experimentally test the effectiveness of using the developed technology in the process of developing coherent speech in preschool children.

Object research is coherent speech in preschool children.

Itemresearch- development of coherent speech in preschool children.

Hypothesis research: the level of development of coherent speech in preschool children increases if: the methodology for speech development is based on artistic illustrations and pictures.

To solve the problems, the following were used methodsresearch: theoretical analysis of philosophical, linguistic, psychological and pedagogical literature in the aspect of the problem being studied; observation, conversation, analysis of plans for educational work of educators; pedagogical experiment; method of analyzing the products of children's activities (diagrams, drawings, etc.); statistical methods of data processing.

Empiricalbaseresearch. Children of kindergarten and preschool age took part in the study. (20 people).

Structurework. The thesis consists of an introduction, two chapters, a conclusion, a list of references, including 42 sources and appendices.

1. Ttheoretical foundations for studying the development of coherent speech in preschool children

1.1 MessengerspeechAndhermeaningFordevelopmentbaby

Speech activity is studied by various sciences. Speech activity is an object studied by psycholinguistics and other sciences: language is a specific subject that actually exists as an integral part of an object (speech activity) and is modeled by psycholinguists in the form of a special system for certain theoretical or practical purposes. 21, 18]

Speaking about speech itself, we can distinguish at least four psychologically different types of speech.

First, affective speech. “By affective speech we mean exclamations, interjections or habitual speech.

The second form is oral dialogic speech. In it, “the initial initial stage or stimulus for speech is the question of one interlocutor; from it (and not from the internal plan) the answer of the second interlocutor comes.”

The next type of speech is oral monologue speech, the most typical one that psycholinguists talk about, forgetting about the existence of other types of oral speech.

And finally, the fourth type is written monologue speech. It also has its own psychological specificity, because, firstly, it is maximally adialogical (the interlocutor in this case is usually completely unfamiliar with the topic of the statement and is separated from the writer as much as possible in space and time), and secondly, it is maximally conscious and allows for certain work on statement, gradual groping for an adequate form of expression. . The development of oral and written speech among schoolchildren is one of the core areas in the methodology of teaching literature. Enriching students' vocabulary using the material of works of art, teaching coherent speech and developing its expressiveness - these are the main tasks that are solved in practical work linguists and theoretical quests of methodologists. F.I. made a great contribution to the development of the problem. Buslaev, V.Ya. Stoyunin, V.P. Ostrogorsky, L.I. Polivanov, V.P. Sheremetevsky, V.V. Golubkov, A.D. Alferov, M.A. Rybnikova, K.B. Barkhin, N.M. Sokolov, L.S. Troitsky, S.A. Smirnov, N.V. Kolokoltsev, A.A. Lipaev, modern scientists K.V. Maltseva, M.R. Lvov, T.A. Ladyzhenskaya, V.Ya. Korovina, O.Yu. Bogdanova, N.A. Demidova, L.M. Zelmanova, T.F. Kurdyumova, N.I. Kudryashev, M.V. Cherkezova and others.

Mastery of language and speech is a necessary condition for the formation of a socially active personality. It is necessary for every person to learn to construct one’s speech clearly and grammatically correctly, to express one’s own thoughts in a free creative interpretation in oral and written form, to observe speech culture and to develop the ability to communicate.

However, it must be admitted that the formation of coherent speech skills often does not have a systematic approach, a system of necessary exercises, or aids needed for this work. This leads to the fact that currently the school is faced with a huge problem of illiteracy, incoherence, and poverty of not only oral, but also written speech of the majority of students.

From the analysis of literary sources, it follows that the concept of “coherent speech” refers to both dialogic and monologue forms of speech. A.R. Luria, S.L. Rubinstein, V.P. Glukhov believe that dialogical (dialogue) is a form of speech that is primary in origin, arising during direct communication between two or more interlocutors and consists of the main exchange of remarks. Distinctive features dialogical speech are:

emotional contact of speakers, their impact on each other through facial expressions, gestures, intonation and timbre of voice;

situationality.

Compared to dialogical speech, monologue speech (monologue) is the coherent speech of one person, the communicative purpose of which is to report any facts or phenomena of reality. A.R. Luria, S.L. Rubinshtein, A.A. Leontiev’s main properties of monologue speech include: one-sided and continuous nature of the statement, arbitrariness, expansiveness, logical sequence of presentation, conditionality of the content by focusing on the listener, limited use of non-verbal means of transmitting information. The peculiarity of this form of speech is that its content, as a rule, is predetermined and pre-planned.

A.A. Leontyev notes that, being special kind speech activity, monologue speech is distinguished by the specific performance of speech functions. It uses and generalizes such components of the language system as vocabulary, ways of expressing grammatical relations, form- and word-building, as well as syntactic means. At the same time, in monologue speech the intention of the statement is realized in a consistent, coherent, pre-planned presentation. The implementation of a coherent, detailed utterance involves retaining a compiled program in memory for the entire period of the speech message, using all types of control over the process of speech activity, relying on both auditory and visual perception. Compared to dialogue, monologue speech has more context and is presented in a more complete form, with careful selection of adequate lexical means and the use of a variety of syntactic structures. Thus, consistency and logic, completeness and coherence of presentation, compositional design are the most important qualities of monologue speech, arising from its contextual and continuous nature.

At school age, the main types are description, narration and elementary reasoning.

However, A.R. Luria and a number of other authors, along with existing differences, note a certain similarity and interrelation between dialogic and monologue forms of speech. First of all, they are united by a common language system. Monologue speech that arises in a child on the basis of dialogic speech is subsequently organically included in the conversation.

Regardless of the form (monologue, dialogue), the main condition for communicative speech is coherence. Mastering this most important aspect of speech requires special development in children of the skills of composing coherent statements. Leontyev A.A. defines the term “utterance” as communicative units (from a single sentence to a whole text), complete in content and intonation and characterized by a certain grammatical or compositional structure. The characteristics of any type of extended utterance include: coherence, consistency and logical and semantic organization of the message in accordance with the topic and communicative task.

In the specialized literature, the following criteria for the coherence of an oral message are highlighted: semantic connections between parts of the story, logical and grammatical connections between sentences, connections between parts (members) of a sentence and completeness of expression of the speaker’s thoughts.

Another important characteristic of a detailed statement is the sequence of presentation. Violation of the sequence always negatively affects the coherence of the message.

The logical-semantic organization of a statement includes subject-semantic and logical organization. An adequate reflection of the objects of reality, their connections and relationships is revealed in the subject-semantic organization of the statement; the reflection of the course of presentation of the thought itself is manifested in its logical organization.

Thus, from what has been said it follows:

Coherent speech is a set of thematically united fragments of speech that are closely interconnected and represent a single semantic and structural whole. Connected speech includes two forms of speech: monologue and dialogic. Monologue is a more complex form of speech. This is the coherent speech of one person, serving for the purposeful transmission of information. The main types in which monologue speech is carried out are description, narration and elementary reasoning. Their essential characteristics are coherence, consistency, logical and semantic organization.

Speaking is considered as a type of speech activity. Research has revealed the psycholinguistic patterns of a child’s mastery of his native language, including in the process of deployment (implementation) of a program for generating speech utterances. In the psychological, pedagogical, and psycholinguistic literature, sufficient attention is paid to speech activity and issues of the dynamics of lexical-semantic development of children, while the ways of forming a vocabulary in such children are discussed only in general terms. Revealing the specifics of lexical skills, it is important to note that the main components of their system are the structure of linguistic signs and semantic fields, which is characterized by continuity and integrity. Words and concepts are inseparable. The word is the main lexical unit that expresses a concept; it provides the subject-content plan for the utterance and speech as a whole. A dictionary, being the most important element of a language, does not itself constitute a language. Figuratively speaking, this is the building material for language; it acquires meaning only when combined with grammatical rules. The use of words in speech is ensured by the unity of sound-letter, syllabic and morphological structures. Mastering a dictionary is a process of language acquisition, considered in the lexical aspect. An element of language, including meaningful and formal features, is a word that has the functions of designation and generalization. Without mastering the dictionary, it is impossible to master speech, and especially coherent speech, as a means of communication and a tool of thinking. The word included in speech serves as a means of communication. Words are stored in speech-motor and speech-auditory memory and are used in the practice of speech communication. To do this, you need to know the word, remember it, and ensure its correct combination with the previous and subsequent words, which is ensured by the mechanism of situational tracking. .

The development of the dictionary as the basis of speech, its expansion and clarification perform a developmental function for the formation of cognitive activity, mastery of speech skills. Full mastery of speech presupposes adequate assimilation and production of speech in the unity of form and content, signifier and signified. A specific word, already at the moment of its appearance, is both a sound and a meaning. Having its own structure as a linguistic sign, it is included in the language system and functions in it according to the laws of the given language. .

The passive vocabulary significantly prevails over the active one and is converted into an asset extremely slowly. Children do not use the inventory of linguistic units they have and do not know how to operate with them.

Understanding the lexical meaning of a word, contrasting it with other words that are semantically dependent on the given one, introducing a word into a system of semantic fields, and the ability to correctly construct a sentence from words reflect the level of the child’s language ability and the degree of formation of his logical thinking.

Even such a brief listing of the qualitative features of children’s vocabulary emphasizes the importance of the problem of developing lexical skills in children, the need to find ways to increase the effectiveness of correctional and educational influence, for which the positions of psycholinguistics turn out to be the most productive.

Coherent speech is a consistent and logically connected series of thoughts expressed in specific and precise words, connected into grammatically correct sentences.

The implementation of a coherent, detailed utterance involves retaining a compiled program in memory for the entire period of the speech message, using all types of control over the process of speech activity, relying on both auditory and visual perception.

Thus, consistency and logic, completeness and coherence of presentation, compositional design are the most important qualities of monologue speech, resulting from its contextual and continuous nature. Regardless of the form (monologue, dialogue), the main condition for communicative speech is coherence.

Leontyev A.A. defines the term “utterance” as communicative units (from a single sentence to a whole text), complete in content and intonation and characterized by a certain grammatical or compositional structure. The characteristics of any type of extended utterance include: coherence, consistency and logical and semantic organization of the message in accordance with the topic and communicative task. Another important characteristic of a detailed statement is the sequence of presentation. Violation of the sequence always negatively affects the coherence of the message.

The development of speech in a child is mediated by learning: the child learns to speak. But this does not mean at all that mastering speech, one’s native language, is the result of special educational activities, the purpose of which would be for the child to learn speech. Such educational activity begins later - when studying grammar, when mastering - on the basis of oral speech - written speech, but the primary mastery of the native language, namely living speech, is accomplished in the process of communication activities. This is the only way to achieve a true understanding of speech as speech. A child normally masters speech, that is, learns to speak by using speech in the process of communication, and not by studying it in the process of learning. The method of mastering speech is significantly different from the way in which a person, learning mathematics, masters, for example, algebra or analysis. It is organically connected with the nature of speech: full-fledged human speech is not a system of signs, the use and meaning of which is arbitrarily established and learned, just as rules are learned. To master a genuine word, it is necessary that it is not just learned, but that in the process of use it is included in one’s life and activity.

During the first, preparatory, period of speech, before the child begins to speak, he first of all acquires some passive phonetic material, masters his vocal apparatus and learns to understand the speech of others. The first sounds of a child are screams. These are instinctive or reflex reactions. Deaf children also scream; This means that they are not a product of imitation or learning. In their phonetic composition, the first sounds are close to the vowels a, e, y; to them is added in the form of aspiration a sound close to x and to the guttural r, mainly in the combination ere. Of the consonants, labial m, p, b are among the first to appear; then come the dental ones, t, and then the sibilants.

At the beginning of the third month, the baby begins to babble, as if playing with sound. Babbling from sound is distinguished by a greater variety of sounds, and also by the fact that the sounds of babbling, the product of playing with sound, are less connected, more free than instinctive screams. In babbling, a child masters the pronunciation of a variety of sounds. Thanks to this, babbling prepares the possibility of mastering in the future the sound composition of words in the speech of surrounding adults.

Mastery of speech, the ability to use it for communication, is preceded by an emerging understanding of the speech of others.

According to some observations, from the age of 5 months, children begin to react in a certain way to words. So, for example, the word “tick-tock” was pronounced in front of a child looking at his watch; when the same word was then repeated, the child turned his gaze to the clock. He created a connection between the sound and some situation or reaction to it.

Proponents of associative psychology believed that understanding the meaning of words is based on associative connections, and reflexologists argue that this connection is conditioned reflex in nature. It must be admitted that both are right: the primary connection of a word with the situation to which it relates, with the reaction it evokes, is of an associative or conditioned reflex nature. But to this we must add that while this connection is of one nature or another, it is not yet speech in the true sense of the word. Speech arises when the connection between a word and its meaning ceases to be only conditioned reflex or associative, but becomes semantic.

Based on a primitive understanding of adult speech and mastery of one’s own vocal apparatus, the child’s speech begins to develop. The child begins to master a new, specifically human way of communicating with people, through which he can communicate his thoughts and feelings, influence their feelings and the direction of their thoughts.

The first meaningful words spoken by a child appear towards the end of the first - beginning of the second year. They consist primarily of labial and dental consonants, combined with a vowel into a syllable, usually repeated many times: mom, dad, baba. In terms of their meaning, these first words of the child express primarily needs, affective states, and desires.

The designating function of speech is developed later (at about one and a half years). Its appearance marks a significant shift in the development of the child. The child begins to be interested in the names of objects, demanding answers to the questions “what is this?” The result of this activity is that the vocabulary, especially of nouns, begins to grow rapidly. At this moment, the child makes the greatest discovery of his life: he discovers that every thing has its own name. This is the child’s first truly general thought, although his interpretation of this fact is erroneous. The idea that a one and a half year old child develops such a “really general thought of a child” that “every thing has its own name” is obviously refuted by all the data on the general mental development of a child of this age. The child does not discover a general theoretical principle; he practically masters - with the help of adults - a new, fundamentally social, way of dealing with things through words. He learns that through a word he can point to a thing, draw the attention of adults to it, and receive it. The main and decisive factor in a child’s speech development is precisely that the child acquires the ability, through speech, to enter into conscious communication with others. In this case, the child begins to use the relationship of the word to the denoting objects, without yet theoretically comprehending it.

Understanding the relationship of a word to the thing it denotes remains extremely primitive for a long time. Initially, a word appears to be a property of a thing, an integral part of it, or an expression of a thing: it has the same “face” as the thing. This phenomenon is quite common at an early stage of development. In the process of a child’s speech development there is a stage that only in exceptional cases lasts for a long time. O. Jespersen called it “small speech”, W. Eliasberg and L.S. Vygotsky - “autonomous speech” of a child. A number of psychologists denied the existence of such special autonomous child speech. V. Wundt argued that this pseudo-children's speech is simply the language of nannies pretending to be with a child. There is no doubt that small, or autonomous, children's speech is nourished by the material of adult speech. But observations still show that sometimes children have speech that in many respects differs from the speech of adults.

Psychologically, the most significant thing in this small child’s speech is that it reveals a unique method of “generalization” that determines the meaning of the first words used by the child. In small speech, words do not yet perform a denoting function in the full sense of the word.

A comparison of small and child speech with developed speech especially clearly reveals how great the role of adult speech is in the mental development of a child; it introduces into the child’s everyday life a qualitatively different way of classifying things, built on objective principles, which has developed as a result of social practice. Through speech, social consciousness begins to form the individual consciousness of a person from early childhood. His speech and verbal orientation in the world are regulated not by his individual perception, but by social cognition, which, through speech, determines perception itself.

Speech structure

In the development of the structure of children's speech, the starting point is a word-sentence, which in the early stages performs the function that in the speech of adults is expressed by a whole sentence: “chair” means “sit on a chair”, “pull up a chair”, etc.; being one word in structure, it functionally approaches a sentence. Then, between 1.5 and 2 years, the child appears the first non-one-word sentences (of 2 - 3 words); They are at first like a chain of one-word sentences. Around 2 years old, words become dependent, as in the speech of adults. components sentences: the child switches to inflected speech.

The development of inflected speech is a significant step in the child’s speech development; For the first time, the path is being paved to reflect relationships - the main content of thinking. The child acquires the first inflectional forms and various methods of complex word formation from those around him, assimilating them when his development is prepared for this. But the child is not limited only to the mechanical consolidation of those word formations and inflections that adults taught him. From those specific word inflections that adults teach him, he masters practically a certain set of formations as ways of operating with words. Using them, the child then independently forms inflections that he did not receive directly through learning; On the basis of learning, the process of formation and genuine speech development of the child takes place.

Peculiar word formations and inflections, in large quantities occurring in a child aged 2 to 5 years serve as clear proof of this.

In the first period of the appearance of sentences (2 - 2.5 years), the child’s speech is a simple arrangement of main sentences; there are no subordinate clauses: the child has mastered only the form of parataxis (the form of the main clause). The main clauses are not connected or very weakly connected by such conjunctions as “and”, “and here”, “and also”. Then, from about 2.5 years old, a form of subordinate clause begins to appear - hypotaxis. This means that in the child’s speech, relations of subordination (between the main and subordinate clauses) and subordination (between different subordinate clauses) are established. The architecture of speech becomes more complex, separate, relatively independent parts of speech are distinguished, which are connected to each other by various relationships - spatial, temporal. Around 3 years of age, the first “whys” usually appear, expressing causal relationships.

In preschool age, the development of formal structure and grammatical forms of speech often outstrips the development of thinking. There is often a discrepancy between the speech form and its mental content, between the external and internal, semantic side of speech in children; the first is ahead of the second. Therefore, they cannot be identified: the presence of certain speech forms in a child does not mean that he has realized the mental content for which they serve to express; the presence of a word or term does not guarantee understanding. Therefore, an essential task psychological research is to trace how the assimilation of the semantic content of those speech forms that the child acquires in the learning process takes place.

A certain level of development of thinking is a prerequisite for each further step in the child’s speech development. But speech, in turn, has a certain influence on the child’s mental development, being included in the process of forming his thinking.

Development of coherent speech

The main thing in a child’s speech development is the ever-changing and improving ability to use speech as a means of communication. Depending on the change in the forms of this communication, the forms of speech also change. At first, the child communicates only with his immediate environment. Gradually introduced individual statements, requests, questions and answers are cast into a conversational dialogical form. Only after this there is a need to convey, by displaying it in speech terms, a more or less extensive semantic whole (description, story), intended for an outside listener and understandable to him. Then coherent speech develops, the ability to reveal a thought in a coherent speech structure. Any genuine speech, primarily for the speaker himself, conveying the thought, the desire of the speaker, is coherent speech, but the forms of coherence have changed in the course of development. Coherent in the specific sense of the word is a speech that reflects in speech terms all the essential connections of its subject content. Speech can be incoherent for two reasons: either because these connections are not realized and not represented in the speaker's thoughts, or because, although presented in the speaker's thoughts, these connections are not properly identified in his speech. Coherence of speech means the adequacy of the speech design of the speaker’s thoughts from the point of view of its intelligibility for the listener. Coherent speech is speech that can be fully understood on the basis of its own subject content. In order to understand it, there is no need to take into account the particular situation in which it is pronounced; everything in it is clear to another from the very context of speech; This is contextual speech.

The speech of a small child is initially distinguished by the opposite property: it does not form such a coherent semantic whole - such a context that it can be understood on the basis of it alone; To understand it, it is necessary to take into account the specific visual situation in which the child is and to which his speech relates. The semantic content of his speech becomes understandable only when taken together with this situation: this is situational speech.

While distinguishing situational and contextual speech according to its main feature, it is impossible, however, to outwardly oppose them. Every speech has at least some context, and every speech is connected and conditioned by some situation. Situational and contextual moments are always in internal interconnection and interpenetration; we can only talk about which of them is dominant in each given case.

The main line of development of a child’s speech is that from the exclusive dominance of only situational speech, the child moves on to mastering contextual speech. When a child develops contextual coherent speech, it does not layer on top of situational speech, does not displace it; a child, like an adult, uses one or the other, depending on the content that needs to be conveyed and the nature of the communication itself. Situational speech is speech that is naturally used by an adult in a conversation with an interlocutor who is in a common situation with the speaker, when we are talking about its immediate content; one switches to contextual speech, understandable regardless of the situation, when a coherent presentation of a subject that goes beyond the limits of the current situation is required, moreover, a presentation intended for a wide range of listeners. As both the content and functions of speech change during development, the child, through learning, masters the form of coherent contextual speech.

The study conducted by A.M. Leushina was devoted to the study of the development of coherent speech in a preschool child, the features of his situational speech. Situationalism in a child’s speech manifests itself in many ways. different forms. Thus, in his speech, the child either completely omits the intended subject or replaces it with pronouns. His speech is filled with the words “he”, “she”, “they”, although in the context itself it is not indicated anywhere to whom these pronouns refer. The same pronoun “he” or “she” in the same sentence refers to different subjects. In the same way, speech is full of adverbs (“there”, without indicating where exactly, etc.).

The word “such” appears as a characteristic of the object, and the implied content of this epithet is explained by a visual demonstration: with hands it is demonstrated whether it is so big or so small. To understand a child’s thought, speech context alone is not enough; it can be restored only by taking into account the specific situation in which the child was. A characteristic feature of such situational speech is that it expresses more than it expresses.

Only gradually does the child begin to construct a speech context. The transitional stage on this path is indicative of one particular but symptomatic phenomenon. Mostly, older preschoolers regularly develop an interesting speech structure: first, the child pronounces a pronoun (“he,” “she,” etc.), and then, as if sensing the ambiguity of his presentation and the need to clarify it, he follows the pronoun with an explanatory phrase. noun; “she - the girl - went”, “he - the ball - rolled.” This form of presentation is not an accidental phenomenon, but a typical one, revealing an essential stage in the child’s speech development. The child involuntarily constructs his speech based on what seems immediately understandable to him.

Every child should learn in kindergarten to express their thoughts in a meaningful, grammatically correct, coherent and consistent manner. At the same time, children’s speech should be lively, spontaneous, and expressive.

Coherent speech is inseparable from the world of thoughts: coherence of speech is coherence of thoughts. Coherent speech is a meaningful, detailed statement (a series of logically combined sentences) that ensures communication and mutual understanding between people.4, p. 132 Coherent speech reflects the logic of a child’s thinking, his ability to comprehend what he perceives and express it in correct, clear, logical speech. By how a child knows how to construct his statement, one can judge the level of his speech development.

The ability to coherently, consistently, accurately and figuratively express one’s thoughts (or a literary text) also influences the child’s aesthetic development: when retelling and creating his own stories, the child uses figurative words and expressions learned from works of art. The ability to talk helps a child to be sociable, overcome silence and shyness, and develop self-confidence.

Coherent speech should be considered in the unity of content and form. Derogation of the semantic side leads to the fact that the external, formal side (grammatically correct use of words, their coordination in a sentence, etc.) is ahead of the development of the internal, logical side. This manifests itself in the inability to choose words that are necessary in meaning, in the incorrect use of words, in the inability to explain the meaning of individual words.

However, the development of the formal side of speech should not be underestimated. The expansion and enrichment of a child’s knowledge and ideas should be associated with the development of the ability to correctly express them in speech. Thus, coherent speech is understood as a detailed presentation of certain content, which is carried out logically, consistently and accurately, grammatically correct and figuratively.

Coherence, S. L. Rubinstein believed, is “the adequacy of the verbal presentation of the speaker’s or writer’s thoughts from the point of view of its intelligibility for the listener or reader.”17, p.468. Consequently, the main characteristic of coherent speech is its intelligibility for the interlocutor.

Coherent speech is a speech that reflects all the essential aspects of its subject content. Speech can be incoherent for two reasons: either because these connections are not realized and not represented in the speaker’s thoughts, or because these connections are not properly identified in his speech.

In the methodology, the term “coherent speech” is used in several meanings: 1, p. 253 1) process, activity of the speaker; 2) product, the result of this activity, text, statement; 3) the title of the section of work on speech development. The terms “statement” and “text” are used synonymously. An utterance is both a speech activity and the result of this activity: a specific speech product, greater than a sentence. Its core is meaning. 12, p.68 Coherent speech is a single semantic and structural whole, including interconnected and thematically united, complete segments.

There are two main types of speech - dialogical and monologue. Each of them has its own characteristics. Thus, the form of dialogic speech (a conversation between two or several people, asking questions and answering them) encourages incomplete, monosyllabic answers. Incomplete sentences, exclamations, interjections, bright intonation expressiveness, gestures, facial expressions, etc. are the main features of dialogic speech. For dialogical speech, it is especially important to be able to formulate and ask a question, construct an answer in accordance with the question heard, give the necessary response, supplement and correct the interlocutor, reason, argue, and more or less motivatedly defend one’s opinion.

Monologue speech as the speech of one person requires detailedness, completeness, clarity and interconnection of individual parts of the narrative. A monologue, story, explanation require the ability to focus your thoughts on the main thing, not get carried away by details and at the same time speak emotionally, vividly, figuratively.

These two forms of speech also differ in motives. Monologue speech is stimulated by internal motives, and its content and linguistic means are chosen by the speaker himself. Dialogical speech is stimulated not only by internal, but also by external motives (the situation in which the dialogue takes place, the interlocutor’s remarks). Consequently, monologue speech is a more complex, arbitrary, more organized type of speech and therefore requires special speech education.1, p.254

Despite significant differences, dialogue and monologue are interconnected. In the process of communication, monologue speech is organically woven into dialogic speech, and a monologue can acquire dialogical properties. Often communication takes place in the form of a dialogue with monologue inserts, when, along with short remarks, more detailed statements are used, consisting of several sentences and containing various information(message, addition or clarification of what was said). L.P. Yakubinsky, one of the first researchers of dialogue in our country, noted that extreme cases of dialogue and monologue are interconnected by a number of intermediate forms. 1, p. 255. One of the latter is a conversation, which differs from a simple conversation in the slower pace of exchange of remarks, their larger volume, as well as thoughtfulness and free speech. In contrast to a spontaneous (unprepared) conversation, such a conversation is called a prepared dialogue.

The relationship between dialogic and monologue speech is especially important to take into account in the methodology of teaching children their native language.

It is obvious that the skills and abilities of dialogical speech are the basis for mastering a monologue. In the course of teaching dialogical speech, the prerequisites are created for mastering narration and description. This is also helped by the coherence of the dialogue: the sequence of remarks determined by the topic of the conversation, the logical and semantic connection of individual statements with each other. In early childhood, the formation of dialogic speech precedes the formation of monologue, and in the future, work on the development of these two forms of speech proceeds in parallel.

A number of scientists believe that although mastering elementary dialogic speech is primary in relation to monologue and prepares for it, the quality of dialogic speech in its mature, expanded form largely depends on mastery of monologue speech. Thus, teaching elementary dialogic speech should lead to mastery of a coherent monologue utterance and so that the latter can be included in an expanded dialogue as early as possible and enrich the conversation, giving it a natural, coherent character.

Coherent speech can be situational and contextual. Situational speech is associated with a specific visual situation and does not fully reflect the content of thought in speech forms. It is understandable only when taking into account the situation being described. The speaker widely uses gestures, facial expressions, and demonstrative pronouns. In contextual speech, unlike situational speech, its content is clear from the context itself. The difficulty of contextual speech is that it requires constructing a statement without taking into account specific situation, relying only on linguistic means.

In most cases, situational speech has the nature of a conversation, and contextual speech has the nature of a monologue. But, as D. B. Elkonin emphasizes, it is wrong to identify dialogical speech with situational speech, and contextual speech with monological speech. And monologue speech can be situational in nature. 1, p.256

It is important in connection with the discussion of the essence of coherent speech to understand the concept of “colloquial speech”. Children of preschool age master primarily a conversational style of speech, which is characteristic mainly of dialogical speech. Monologue speech in a conversational style is rare; it is closer to the bookish literary style.

The pedagogical literature often emphasizes the special role of coherent monologue speech. But mastering the dialogical form of communication is no less important, since in the broad sense “dialogical relations. it is an almost universal phenomenon that permeates all human speech and all relationships and manifestations of human life.” 18, p.25

The development of both forms of coherent speech plays a leading role in the process of the child’s speech development and occupies a central place in the overall system of work on speech development in kindergarten. Teaching coherent speech can be considered both as a goal and as a means of practical language acquisition. Development different sides speech is a necessary condition for the development of coherent speech, and at the same time the development of coherent speech contributes independent use child of individual words and syntactic structures. Coherent speech absorbs all the child’s achievements in mastering his native language, its sound structure, vocabulary, and grammatical structure.

Psychologists emphasize that in coherent speech the close connection between the speech and mental education of children is clearly evident. A child learns to think by learning to speak, but he also improves speech by learning to think (F. A. Sokhin) 16.

Coherent speech performs the most important social functions: it helps the child establish connections with people around him, determines and regulates the norms of behavior in society, which is a decisive condition for the development of his personality.

Teaching coherent speech also has an impact on aesthetic education: retellings of literary works and independent children's compositions develop imagery and expressiveness of speech, enriching children's artistic and speech experience.

So, in coherent speech, the child’s awareness of speech action clearly appears. Arranging his statement freely, he must realize the logic of the expression of thought, the coherence of the speech presentation.

It should be noted that the ability to speak coherently develops only with the targeted guidance of the teacher and through systematic training in the classroom, but for this you need to know the features of the development of coherent speech in preschool children of different ages.

1.2 PeculiaritiesdevelopmentliaisonspeechesVpreschoolchildhood

The development of coherent speech occurs gradually along with the development of thinking and is associated with the complication of children's activities and forms of communication with people around them. 4, p.135

A child’s speech manifestations in the first year of life constitute the preparatory stage of speech formation. Under the influence of emotional communication with an adult, a child in the first months of life experiences vocal responses (they should be distinguished from the cry of a child, which most often does not have a communication function, but is a reaction to an unfavorable state).

During communication with an adult, the child gets the opportunity to concentrate on the face of the speaker, on the object being shown, begins to respond with a smile, movement, and gradually acquires the need to communicate with the adults around him. From the age of three months, the child begins to repeat the audible sounds of the human voice: gurgles (pronounces short combinations of consonants in vowels - agy, khy, gee), gurgles (pronounces vowels in a sing-song manner - a-a-a... uh-uh... .). In the second half of the year, babbling appears (pronunciation of isolated and repeated syllables, first with hard consonants: ba-ba-ba, ma-ma-ma, yes-da-da, then with soft consonants: dya-dya-dya, tya-tya- cha). 4, p.135.

It is important to note that babbling is already controlled by the baby's hearing. The adult’s task is to obtain from the child the ability to repeat the proposed sound or syllable. Imitation will later become an important means of mastering speech. To voluntarily pronounce sounds by imitation, it is necessary to develop auditory concentration, the ability to master the articulatory apparatus and auditory control. In the practice of raising young children, we have a number of techniques for developing all these qualities. So, for example, moments of absolute silence are created in a group, when a child can listen to an invisible but close source of sounds (human speech, melodic chanting, playing a musical instrument). To induce speech imitation, you should be in the baby’s field of vision, teach the child to voluntarily pronounce first those sounds that are in his spontaneous babble, and gradually add new sounds and syllables that are similar in sound. During classes in the arena with one child, the rest of those present acquire the valuable ability to imitate both his speech and the speech of adults. This significantly helps develop the speech of children in a group.

By the end of the year, continuously pronounced syllables-words appear in the baby’s speech. By the age of one year, a child of the first group of early age should be able to pronounce about 10 words that are easy to pronounce (including simplified ones: tu-tu, aw-aw, etc.). At the initial stages of speech development, the child is first taught to understand the word, then to repeat it randomly when perceiving an object, and finally, with the help of questions, games, and instructions, they ensure that the child uses the word in a meaningful situation.

The child very early masters the word along with its inherent meaning. But the concepts that are denoted by this word and represent generalized images will be assimilated and deepened gradually, with the development of the child, helping him quickly and successfully navigate the surrounding conditions.

At first, a single word has the meaning of a whole sentence for the child. This period also covers the first half of the second year of life. By approximately 1 year 10 months, the ability to use two-word phrases is consolidated, and later - three- to four-word ones. By the age of two, a child’s speech becomes the main means of communication with surrounding adults.

The speech of a young child is situational in nature; she is sketchy and expressive. Such speech, in addition to words, contains onomatopoeia, gestures, facial expressions and is understandable only in a specific situation.

Situational speech persists even in early preschool age. Then gradually the speech becomes coherent and contextual. The appearance of this form of speech is explained by the tasks and nature of the child’s communication with others. The evolving function of the message and the increasing complexity of the child’s cognitive activity require more detailed speech, and the previous means of situational speech do not ensure the intelligibility and clarity of his statements. A. M. Leushina noted that “the content of contextual speech is revealed in the very context of speech and thanks to this it becomes understandable to the listener from a combination of words, sentences, i.e. from the very structure of sound speech.” 4, p.137.

Younger preschoolers improve their understanding of speech (understanding verbal instructions, instructions from an adult, a simple plot literary work). Speech begins to become not only a means of communication, but also a source of knowledge through the verbal explanations of an adult.

More complex and varied communication between a child and adults and peers creates favorable conditions To develop speech, its semantic content is enriched and the vocabulary is expanded, mainly through nouns and adjectives. In addition to size and color, children can also identify some other qualities of objects. The child acts a lot, so his speech is enriched with verbs, pronouns, adverbs, prepositions appear (the use of these parts of speech is typical for a coherent statement). The baby correctly constructs simple sentences using different words and their different orders: Lilya will bathe; I want to go for a walk; I won't drink milk. The first subordinate clauses of time (when...), reasons (because...) appear. 16, p.116

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Theoretical foundations for studying the speech of preschool children (from 3 to 7 years old). Speech and its functions: a means of communication and thinking, controlling the behavior of other people and regulating a person’s own behavior; carrier of consciousness, memory and information.

The development of coherent speech is formed due to the relationship of speech tasks:

• Education of sound culture of speech.
• Formation of the grammatical structure of speech.

Vocabulary work.

The development of the prerequisites for coherent speech depends on the characteristics of children of primary preschool age.

First of all, it is necessary to comprehensively solve the following problems:

• encourage the child to respond to speech addressed to him;
• teach to listen to the teacher; teach to carry out simple instructions according to verbal instructions;
• cause speech imitation (the activation of children’s speech should be closely related to the child’s practical activities, to a visual situation, to play - only in this case do motives arise that encourage the child to speak); accumulate and expand the child’s passive vocabulary.

When does coherent speech develop?

• in working on the sound side of speech, when in addition to exercises on sound pronunciation, an important place is given to intonation, rate of speech, diction, and voice strength);
• in the development of the dictionary, when work is done on the semantic side of the word (because it deepens and clarifies the child’s understanding of the meaning of the word) ;
• in the formation of the grammatical structure of speech, when great importance is attached to working on the construction of different types of sentences, morphology and word formation.

Everyday life provides great opportunities for the development of coherent speech. In our work, we actively use this and create conditions that encourage children to talk. For example, we support the child’s story about the events at home, about what he saw on the street, in one word about everything that shocked and surprised the child.

We also use a technique called an assignment.

Active speech is considered the foundation for the development of coherent speech and is widely used during conversation, looking at toys, pictures, and illustrations. Therefore, we periodically change books, illustrations in the book corner, and introduce new toys. Thus, looking at them activates conversational speech and the desire to discuss what is seen. In this case, the child’s story, as a rule, is addressed to 1 - 2 listeners, so it is easier for the child and easily turns into a dialogue. Such verbal communication has not only an educational, but also an educational effect.

Our main goal is to talk to the child, so that he not only listens to the teacher, but also hears and understands what we want to tell him about, so that in the future he will use his knowledge in communicating with his peers.

In our younger group there are children who speak poorly or do not speak at all. We pay special attention to them, communicate more with them, and purposefully enrich their passive reserve.

Development of speech in the process of organizing routine moments

The development of speech in the process of organizing routine moments includes:

telling children what they will do now (for example, getting dressed)- commenting on children’s actions;

inviting one of the pupils to talk about what he is doing (here the child’s commentary speech is formed) ;

inviting the child to independently tell how he will carry out this or that routine moment;

use of artistic words (rhymes, short poems) to discuss routine issues

Individual work

Individual work with children plays a major role in the development of the prerequisites for coherent speech. Individual work with children included descriptions of toys, pictures, writing joint stories with an adult, and then independently. This work was carried out not only with children who missed a number of classes on speech development, lagging behind other children in the development of communication skills, but also with children who have a high level of speech development. Individual work took place in the morning and evening hours and was aimed at developing the speech abilities of each child; it was offered in the form of a game, in an environment of natural communication between play partners

All the work we do with children is frontal and game forms of education, compiling descriptive and narrative stories, retelling familiar fairy tales, games and exercises, games in the form of dramatizations and dramatizations, board speech didactic games, outdoor games - all this is aimed at solving the main problem. tasks - the development of coherent speech in younger preschoolers.

Thank you for your attention.