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research development

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# study

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Invested sentences, passive sentences, and complex sentences are especially difficult for children with OHP.

Syntax violations manifest themselves at both the level of deep and surface syntax.

At a deep level, syntax violations manifest themselves in difficulties in mastering semantic components (objective, locative, attributive) and in difficulties in organizing the semantic structure of an utterance. At a superficial level, violations manifest themselves in the violation of grammatical connections between words, in the incorrect sequence of words in a sentence.

Chapter 2. Speech therapy work on the formation of vocabulary and grammatical structure in children with general underdevelopment speeches

2.1. METHODS OF Speech Therapy WORK ON THE DEVELOPMENT OF VOCABULARY IN PRESCHOOL CHILDREN WITH GENERAL SPEECH UNDERDEVELOPMENT

When carrying out speech therapy work on the development of vocabulary, it is necessary to take into account modern linguistic and psycholinguistic ideas about the word, the structure of the meaning of the word, the patterns of vocabulary formation and ontogenesis, and the characteristics of vocabulary in preschool children with speech pathology. Taking these factors into account, vocabulary formation is carried out in the following areas:

§ expansion of the vocabulary in parallel with the expansion of ideas about the surrounding reality, the formation cognitive activity(thinking, perception, ideas, memory, attention, etc.);

§ clarification of the meanings of words;

§ formation of the semantic structure of a word in the unity of its main components (denotative, conceptual, connotative, contextual);

§ organization of semantic fields, lexical system;

§ activation of the dictionary, improvement of word search processes, translation of a word from a passive to an active dictionary.

When developing this technique, some techniques and methods described by L. S. Vygotsky, S. N. Karpova, I. N. Kolobova, L. V. Sakharny, N. V. Ufimtseva, G. A. Cheremukhina were used in a modified form , A. M. Shakhnarovich and others.

R. I. Lalaeva, N. V. Serebryakova

CORRECTION

GENERAL SPEECH UNDERDEVELOPMENT

FOR PRESCHOOL CHILDREN

(FORMATION OF VOCABULARY

AND GRAMMARICAL STRUCTURE)

St. Petersburg

BBK 34.17L 11

Chapter 1. Development of lexico-grammatical

speech structure with normal and impaired

speech development

L 11 Lalaeva R.I., Serebryakova N.V.

Correction of general speech underdevelopment in preschool children (formation of vocabulary and grammatical structure). - St. Petersburg: SOYUZ, 1999. - 160 p.; ill.

ISBN 5-87852-109-1

The book presents speech therapy work ondevelopment of vocabulary and grammatical structure in preschool childrenkov with general speech underdevelopment. Spice intendedsheets, as well as a wide range of readers.

ISBN 5-87852-109-1 © R.I. Lalaeva, N.V.Serebryakova, 1999

1.1.

DEVELOPMENT OF VOCABULARY IN ONTOGENESIS

The development of a child’s vocabulary is closely connected, on the one hand, with the development of thinking and other mental processes, and on the other hand, with the development of all components of speech: the phonetic-phonemic and grammatical structure of speech.

With the help of speech and words, the child designates only what is understandable to him. In this regard, words of a specific meaning appear early in the child’s dictionary, and words of a generalizing nature appear later.

Currently, the psychological and psycholinguistic literature emphasizes that the prerequisites for speech development are determined by two processes. One of these processes is the nonverbal objective activity of the child himself, i.e., the expansion of connections with the outside world through a concrete, sensory perception of the world.

The second most important factor in the development of speech, including the enrichment of vocabulary, is the speech activity of adults and their communication with the child.

Initially, communication between adults and a child is one-sided and emotional in nature, causing the child to want to make contact and express his needs. Then communication between adults moves on to introducing the child to sign system language using sound symbols. The child connects to speech activity consciously, engages in communication through language.

This “connection” occurs primarily through the simplest forms of speech, using understandable words associated with a specific, specific situation.

In this regard, the development of vocabulary is largely determined by the social environment in which the child is raised. Age norms vocabulary

children of the same age fluctuate significantly depending on the socio-cultural level of the family, since vocabulary is acquired by the child in the process of communication. A large number of studies have been devoted to the issue of child vocabulary development, in which this process

covered in various aspects: psychophysiological, psychological, linguistic, psycholinguistic.

The early stage of speech formation, including word acquisition, is considered in many ways in the works of such authors as M. M. Koltsova, E. N. Vinarskaya, N. I. Zhinkin, G. L. Rosengart-Pupko, D. B. Elkonin et al.

At the initial stage, the reaction to a verbal stimulus manifests itself in the form of an orienting reflex (turning the head, fixing the gaze). Subsequently, on the basis of the orienting reflex, the so-called second-order reflex to a verbal stimulus is formed. The child develops imitation, repeated repetition of a new word, which helps to strengthen the word as a component in the general complex of stimuli. During this period of development, the first undivided words appear in the child’s speech, the so-called babbling words, which are a fragment of what was heard child words , consisting mainly of stressed syllables

(milk - moko, dog - baka). Most researchers call this stage of child speech development the “word-sentence” stage. In such a word-sentence there is no combination of words according to grammatical rules of this language

, sound combinations do not have a grammatical character. The word does not yet have a grammatical meaning.

Representation words at this stage express either a command (na, give), or an instruction (there), or name an object (kisa, lalya) or an action (bai).

Subsequently, at the age of 1.5 to 2 years, the child’s complexes are divided into parts, which enter into various combinations with each other (Katya bai, Katya lala). During this period, the child’s vocabulary begins to grow rapidly, which by the end of the second year of life is about 300 words of various parts of speech.

The development of words in a child occurs both in the direction of the objective correlation of the word and in the direction of the development of meaning. Analyzing the development of the meaning of a word in ontogenesis, L. S. Vygotsky wrote: “Speech and the meaning of words developed naturally, and the history of how the meaning of a word psychologically developed helps to illuminate to a certain extent how the development of signs occurs, how a child naturally develops the first sign, how, on the basis of a conditioned reflex, mastery of the designation mechanism occurs"(Vygotsky L.S.

Development of oral speech // Children's speech. 1996. Part 1. P. 51).

Initially, a new word appears in the child as a direct connection between a specific word and its corresponding object. The first stage of development of children's words proceeds according to the type conditioned reflexes

At the age of 1.5 to 2 years, the child moves from the passive acquisition of words from the people around him to the active expansion of his vocabulary during the period of using questions like “what is this?”, “What is this called?”.

Thus, first the child receives signs from the people around him, and then becomes aware of them and discovers the functions of the signs.

Despite the fact that by the age of 3.5 - 4 years, the child’s objective attribution of a word acquires a fairly strong mini-character, the process of forming the objective attribution of a word does not end there.

In the process of vocabulary formation, the meaning of the word is also clarified.

At first, the meaning of the word is polysemantic, its meaning is amorphous and vague. A word can have several meanings. The same word can denote an object, a sign, and an action with an object. For example, the word whoops can mean in a child’s speech a cat, anything fluffy (a collar, a fur hat), and an action with an object (I want to pet the cat). The word is accompanied by a certain intonation and gestures that clarify its meaning.

In parallel with the clarification of the meaning of the word, the structure of the meaning of the word develops.

It is known that the word has a complex meaning in its structure. On the one hand, a word is a designation for a specific object and correlates with a specific image of the object. On the other hand, a word generalizes a set of objects, signs, and actions. The meaning of a word is also influenced by its connection with other words: a sad time, a cheerful time, a short time, a time of dreams. The word takes on different shades of meaning depending on the context. So, in sentences: He crossed the street, He crossed the border, He crossed all sorts of boundaries, He entered the second year- word moved takes on different shades of meaning depending on the context.

The word takes on different meanings depending on the intonation. Word Wonderful can denote the highest degree of praise, irony, sarcasm, mockery, depending on the intonation.

The following components of the meaning of a word are identified as the main ones (according to A. A. Leontiev, N. Ya. Ufimtseva, S. D. Katsnelson, etc.):

Denotative component, i.e. reflection in the meaning of the word of the features of the denotation (table- this is a specific object);

Conceptual, or conceptual, or lexical-semantic component, reflecting the formation of concepts, a reflection of the connections of words according to semantics;

The connotative component is a reflection of the speaker’s emotional attitude to the word;

Contextual component of word meaning (cold winter day, cold summer day, cold water in the river, cold water in the kettle).

Of course, not all components of a word’s meaning appear in a child immediately.

In the process of ontogenesis, the meaning of a word does not remain unchanged, it develops. L. S. Vygotsky wrote: “Every meaning of a word... is a generalization. But the meanings of words evolve. At the moment when the child first learned a new word... the development of the word did not end, it just began; it is at first a generalization of the most elementary type and only as it develops does it move from a generalization of an elementary type to increasingly higher types of generalization, completing this process with the formation of genuine and real concepts.” The structure of the meaning of a word is different at different age periods.

Research shows that the child first of all masters the denotative component of the meaning of a word, that is, establishes a connection between a specific object (denotation) and its designation.

The conceptual, conceptual component of the meaning of a word is acquired by the child later as the operations of analysis, synthesis, comparison, and generalization develop. Explaining the meaning of the word table, The child first says: “They eat on it.” Later he explains the word differently table:“This is a type of furniture,” i.e., it relates this word to a more general concept, defines this word on the basis of connections between words in the language system.

Gradually, the child masters the contextual meaning of the word. Yes, baby before school age with great difficulty masters the figurative meaning of words and aphorisms.

According to A.R. Luria, initially, when forming the subject correlation of words, side, situational factors pay great attention, which later cease to play a role in this process.

On early stage development of speech, the subject attribution of a word is influenced by the situation, gesture, facial expressions,

intonation, the word has a diffuse, expanded meaning. During this period, the subject correlation of a word can easily lose its specific subject relation and acquires a vague meaning (E.S. Kubryakova, G.L. Rosengart - Pupko). For example, in the word bear a child can name a plush glove, since but appearance she resembles a bear.

The development of the connection between linguistic signs and reality is a central process in the formation of speech activity in ontogenesis.

On initial stage mastering the signs of a language, the name of an object is, as it were, a part or property of the object itself. L. S. Vygotsky called this period of development of the meaning of the word “doubling the subject.” E.S. Kubryakoiv calls this period the stage of “direct reference”. At this stage, the meaning of a word is a way of consolidating the idea of a given subject in the child’s mind.

At the first stages of acquaintance with a word, a child cannot yet assimilate the word in its “adult” meaning. In this case, the phenomenon of incomplete mastery of the meaning of the word is noted, since initially the child understands the word as the name of a specific object, and not as the name of a class of objects.

In the process of developing the meaning of a word, mainly in children from 1 to 2.5 years old, phenomena of shifted reference, or “stretching” of word meanings (E. S. Kubryakova), “overgeneralization” (T. N. Ushakova), are noted. In this case, the transfer of the name of one object to a number of others, associatively associated with the original object, is noted. The child identifies a feature of an object familiar to him and extends its name to another object that has the same feature. The child uses a word to name a number of objects that have one or more common features(shape, size, movement, material, sound, taste, etc.), as well as the general functional purpose of objects.

At the same time, it is noteworthy that the child combines in one word signs that are psychologically more significant for him at this stage of mental development.

As the dictionary develops, the “extension” of the meaning of the word gradually narrows, since when communicating with adults, children

learn new words, clarifying their meanings and correcting the use of old ones.

The change in the meaning of a word thus reflects the development of the child’s ideas about the world around him and is closely related to the child’s cognitive development.

L. S. Vygotsky emphasized that in the process of child development, a word changes its semantic structure, is enriched by a system of connections and becomes a generalization of a higher type. At the same time, the meaning of the word develops in two aspects: semantic and systemic. The semantic development of the meaning of a word lies in the fact that in the process of child development, the relation of the word to the object, the system of categories in which the given object is included, changes. The systematic development of the meaning of a word is due to the fact that the system of mental processes that stands behind the word changes. For a small child, the leading role in the systemic meaning of a word is played by the affective meaning, for a child of preschool and primary school age - visual experience, memory, which reproduces a certain situation. For an adult, the leading role is played by the system of logical connections, the inclusion of words in the hierarchy of concepts.

According to L. S. Vygotsky, the development of the meaning of a word represents the development of concepts. The process of concept formation begins in early childhood, from the moment of acquaintance with the word. However, only in adolescence do mental prerequisites mature, which create the basis for the formation of concepts. L. S. Vygotsky identified several stages in the development of conceptual generalization in a child. The formation of the structure of concepts begins with “syncretic” images, amorphous and approximate, and then goes through the stage of potential concepts (pseudo-concepts). The meaning of a word thus develops from concrete to abstract, generalized.

L.P. Fedorenko also distinguishes several degrees of generalization of words in meaning.

The zero degree of generalization is proper names and names of a single object. At the age of 1 to 2 years, children learn words by relating them only to a specific object. The names of objects are thus the same proper names for them as the names of people.

By the end of the 2nd year of life, the child masters words of the first degree of generalization, that is, he begins to understand the generalized meaning of the names of homogeneous objects, actions, qualities - common nouns.

At the age of 3 years, children begin to assimilate words of the second degree of generalization, denoting generic concepts (toys, dishes, clothes), conveying in general the names of objects, characteristics, actions and the form of a noun (flight, swimming, blackness, redness).

By about 5 years of age, children acquire words denoting generic concepts, that is, words of the third degree of generalization (plants: trees, herbs, flowers; movement: running, swimming, flying; color: white, black), which are a higher level of generalization for layers of the second degree of generalization.

By adolescence, children are able to assimilate and comprehend words of the fourth degree of generalization, such as state, sign, objectivity etc.

Enriching a child’s life experience, making his activities more complex and developing communication with people around him lead to a gradual quantitative growth of vocabulary. There are significant discrepancies in the literature regarding the size of the vocabulary and its growth, since there are individual characteristics development of vocabulary in children depending on living conditions and upbringing.

According to E. A. Arkipa, the growth of the dictionary is characterized by the following quantitative features: 1 year - 9 words, 1 year 6 months.

-- 39 words, 2 years - 300 words, 3 years 6 months - 1110 words, 4 years - 1926 words.

According to A. Stern, by 1.5 years a child has about 100 words, by 2 years - 200 - 400 words, by 3 years - 1000 - 1100 words, by 4 years - 1600 words, by 5 years - 2200 words .

According to A. N. Gvozdev, in the dictionary of a four-year-old child there are 50.2% of nouns, 27.4% of verbs, 11.8% of adjectives, 5.8% of adverbs, 1.9% of numerals, 1.2% of conjunctions, 0 .9% prepositions and 0.9% interjections and particles.

The vocabulary of an older preschooler can be considered as a national language model, since by this age the child manages to master all the basic models 10

native language. During this period, the core of the vocabulary is formed, which does not change significantly in the future. Despite the quantitative replenishment of the dictionary, the main “framework” does not change (A. V. Zakharova), Analyzing vocabulary children aged 6 to 7 years, A. V. Zakharova identified the most common significant words in children’s speech: nouns (mother, people, boy), adjectives (small, big, childish, bad), verbs (go, talk, say ). Among the nouns in children's vocabulary, words denoting people predominate. A study of children's vocabulary in terms of the prevalence of adjectives showed that for every 100 word uses, on average there are only 8.65% of adjectives. Among the most frequent adjectives that are regularly repeated in children’s speech, adjectives with a broad meaning and active compatibility are identified (small, big, childish, bad, mother’s, etc.), antonyms from the most common semantic groups: designation of size (small - large), ratings (good bad); words with weakened specificity (real, different, general); words included in phrases ( kindergarten, New Year), according to A. V. Zakharova. Pronominal adjectives occupy an important place among the groups of adjectives in the children's dictionary. In the general list, the highest frequency is observed for such pronominal adjectives as such(108), which(47), this(44), their(27), any(22), our(10), all, every(17), mine, most(16).

In the speech of children from 6 to 7 years old, there is a regular repetition of adjectives with the meaning of size (big, small, huge, large, medium, huge, tiny, tiny).

A feature of the structure of the semantic field of adjectives with the meaning of size is asymmetry: adjectives with the meaning “big” are represented much more widely than those with the meaning “small”. When analyzing the speech of children aged 6 to 7 years, more than 40 adjectives are revealed that children use to denote color. Adjectives of this group turned out to be more common in the speech of children than in the speech of adults. Adjectives are most often used in the speech of children of this age.

black, red, white, blue.

When analyzing the dictionary of children of this age, it is noted also the predominance of negative evaluation over positive and active use; comparative degree

adjectives.

Words in the lexicon are not isolated units, but are connected to each other by various semantic connections, forming complex system semantic fields (A. R. Luria and others).

In connection with this, the question of the formation of the lexical-semantic system in ontogenesis is relevant.

As the child’s thinking and speech develop, the child’s vocabulary is not only enriched, but also systematized, that is, ordered. Words seem to be grouped into semantic fields.

A semantic field is a functional formation, a grouping of words based on common semantic features.

In this case, not only words are combined into semantic fields, but also vocabulary is distributed within the semantic field: the core and periphery are distinguished. The core of the semantic field consists of the most frequent words that have pronounced semantic features.

The organization of lexical systematicity in young children and adults occurs differently. In young children, the combination of words into groups occurs mainly on the basis of a thematic principle (for example, a dog is a kennel, a tomato is a garden bed). Adults more often combine words related to the same concept (dog - cat, tomato - vegetable).

A.I. Lavrentyeva, observing the formation of the lexical-semantic system in children from 1 year 4 months. up to 4 years, identifies 4 stages of development of the systematic organization of children's vocabulary.

At the first stage, the child’s vocabulary is a set of individual words (from 20 to 50). In this case, the set of lexemes is unordered.

At the beginning of the second stage, the child's vocabulary begins to increase rapidly. Child's questions about names objects and phenomena surrounding him indicate that in his mind a certain system of words relating to one situation is being formed, their groups are being formed. Naming one word from a given group causes the child to name other elements of this group. A.I. Lavrentieva calls this stage situational, and groups of words - situational fields. Subsequently, the child begins to realize the similarity of certain elements of the situation and combines lexemes into thematic groups. This phenomenon characterizes the third stage of the formation of the lexical system, which is defined as the thematic stage.

The contrast “big - small” replaces at this stage all variants of parametric adjectives (long - small, thick - small), and the contrast “good - bad” replaces all variants of qualitative-evaluative adjectives (evil - good).

A feature of the fourth stage of development of the lexical system in ontogenesis is the overcoming of these substitutions, as well as the emergence of synonymy. At this stage, the systemic organization of the child’s vocabulary approaches in its structure the lexical-semantic system of adults.

The development of lexical systematicity and organization of semantic fields is reflected in a change in the nature of associative reactions.

T. N. Naumova, analyzing the results of an associative experiment conducted with preschoolers 4 and 6 years old, notes high level stereotypical reactions to stimulus words. At the same time, the percentage of stereotypical reactions increases in 6-year-old children compared to 4-year-olds.

According to T.N. Naumova, this phenomenon indicates the active mastery of significant aspects of the meaning of a word by children during this period.

When analyzing children's responses to a noun stimulus, the dominance of opposition operations is noted, which reaches its culmination in 6-year-old children. The same tendency towards a contrastive strategy is observed among reactions to adjective stimuli.

Based on an analysis of the nature of verbal associations in preschool children aged 5-8 years, N.V. Serebryakova identified the following stages of organizing semantic fields.

The first stage is characterized by the unformation of the semantic field. At this stage, the child relies on sensory perception of the surrounding situation and the names of objects surrounding the child (dog, ball) predominate as reaction words. The lexical system has not been formed. The meaning of the word is included in the meaning of phrases. Syntagmatic associations (a dog barks) occupy a large place.

Second phase. At this stage, the semantic connections of words that differ significantly from each other in semantics, but have a situational, figurative connection, are learned. This is manifested in the predominance of thematic associations, which are based on certain images (ideas): house - roof, high - tree, etc. At this stage, the figurative, motivated nature of the connections takes place. The semantic field is not yet structurally organized or formalized.

Third stage. At this stage, concepts and classification processes are formed. In an associative experiment, figurative connections are replaced by connections between words that are semantically close, which differ only in one differential semantic feature, which is manifested in the predominance of paradigmatic associations (tree - birch, high - low). There is a differentiation of the structure of the semantic field, the most characteristic relations of which are groupings and opposition.

In the process of an associative experiment, the following types of verbal associations are identified, which are most typical for children 5 - 8 years old.

1. Syntagmatic associations. This type of association is highlighted in the case when the reaction word and the stimulus word form a phrase, most often consistent (yellow - flower, tree - grows).

2. Paradigmatic associations are those associations when the stimulus word and the reaction word differ in no more than one differential semantic feature (tree - birch, cat - dog, dish - cup).

Paradigmatic associations relate to stimuli in different ways and express different relationships. Among the couple

The following digmatic associations are observed in preschoolers:

a) associations expressing synonymous relationships (courage - courage). These reactions are rare in preschoolers;

b) associations expressing antonymic relations, i.e. relations of opposition (high - low, good - bad);

c) associations expressing similarity relations. In this case, one of the group elements is selected. An example of these relationships can be the names of colors (yellow - red), names of domestic animals (dog - cat), numbers of the natural series (two - three);

d) associations expressing generic relationships (dishes - pan, tree - birch). “Species-genus” relationships in children aged 5-8 years are much less common than in adults. This is probably due to the immaturity of generalization processes in children;

e) associations expressing “whole-part” relationships (house - roof, tree - branch);

3. Thematic associations. These associations, just like the paradigmatic ones, relate to semantic reactions and characterize the relations of one semantic field. Thematic associations are those when the stimulus word and the response word differ in more than one semantic feature.

Thematic associations make up a large percentage of all associations for children aged 5 - 8 years. If paradigmatic reactions indicate the semantic aspect of the meaning of a word, then thematic reactions reflect the pragmatic side of the meaning of the word associated with cognitive experience. Therefore, thematic associations are considered to be the most psychological in nature.

In children aged 6 to 8 years, the following types of thematic associations are observed: a) relations between an object and its location (dog - kennel, dishes - house, tree - crow);

b) the relationship between the object and the action that is carried out with this object (dishes - washing);

c) cause-and-effect relationships (courage - victory). These associations are rare in children;

d) associations of the instrument of action and the object designated by the stimulus word (butterfly - net),

e) the relationship between a feature and an object that has this feature (yellow - the sun, good - people , courage - soldier);

f) relationships between images of action and object (fun - holiday, high - tree, fast - hare).

g) associations based on one common characteristic (butterfly

4. Word-formation associations. In this case, words derived from the desired word are given as reactions. Two subtypes of such associations can be distinguished:

a) stimulus words and reaction words belong to the same part of speech (hare - bunny, talk - talk, quickly - faster). In adults, this subtype of word-formation associations almost never occurs;

b) stimulus words and reaction words refer to different parts of speech (fun - cheerful, high - high, foxy - fox).

Most often, the association to an adverb is an adjective, and to an adjective - a noun, i.e., the reactions are given to the words from which the word is formed in the history of the language;

5. Associations grammatical forms the same word. Most often, plural forms are reproduced as reaction words (table - tables, butterfly

Butterflies, tree - trees).

This type of association, like word-formation associations, almost never occurs in adults due to the fact that adults do not perceive word forms as separate words.

Phonetic associations are such associations when the reaction word is consonant with the stimulus word, but there is no obvious semantic connection between the words (butterfly - grandmother, sing - drink). These associations are rare in children.

Random associations. In this case, between the stimulus word and the reaction word there is no semantic and grammatical connection, as well as sound similarity (quick - pear, courage - notebook, fox - boat).

Most often, in response to a stimulus word, children name objects in the environment.

This type of association is very racial

widespread in children, especially 5-6 years old. This type of association does not occur in adults.

In the process of a child’s speech development, the nature of verbal associations changes. According to N.V. Serebryakova, at the age of 7, children experience a qualitative leap in the formation of lexical systematicity and in the organization of semantic fields. This is expressed in the fact that the ratio of paradigmatic and syntagmatic reactions in the associative field changes significantly. It is known that in an associative experiment in an adult, mainly paradigmatic associations take place, which is a sign of the formation of a semantic field. In children aged 5-6 years, syntagmatic reactions predominate over paradigmatic ones; they occur many times more often. At 7-8 years old, on the contrary, paradigmatic reactions are much more common than syntagmatic ones. In children 5-6 years old, thematic associations are more common. At 5 years of age they occupy 2nd place in prevalence, at 6 years - 3rd place and are more common than paradigmatic ones. It is known that thematic associations express the connections of a word with the periphery of the semantic field; they reflect the connections between objects fixed in experience. They are more psychological than semantic associations. At 7 years of age, thematic associations are observed much less frequently than paradigmatic ones. This indicates that in children 7-8 years old the core of the semantic field is already beginning to form. An analysis of associations among second-graders conducted by N.V. Ufimtseva showed that

junior schoolchildren

A study by T. N. Rogozhnikova using a free associative experiment conducted with subjects from 4 to 28 years old allows us to identify some patterns of development of lexical systematicity.

With increasing age, the percentage of stereotypical reactions to the same stimulus word decreases and the number of different reactions. At the age of 8-12 years, there is a slight decrease in the number of different reactions, and then their growth continues.

With age, children experience a decrease in the number of specific reactions.

The active process of developing the meaning of a word and lexical systematicity does not end at school age, but continues in adults. At different age periods, “not only the sets of lexical-semantic variants of polysemantic words change, but also the degree of relevance of individual lexical-semantic variants for certain age groups varies” (Rogozhnikova T. N. Comparison of associative reactions of children of different age groups in normal and pathological conditions // Psycholinguistic studies in the field of vocabulary and phonetics. Kalinin, 1983. P.139).

Thus, the strategy for searching for associative reactions in children with normal speech and mental development changes with age.

The formation of a child’s vocabulary is closely related to the processes of word formation, since as word formation develops, the child’s vocabulary is quickly enriched by derivative words. The lexical level of a language is a set of lexical units that are the result of an action and a mechanism for word formation.

The word-formation level of a language is a generalized reflection of the way new words are formed based on certain rules for the combination of morphemes and the structure of the derived word. The unit of word formation level is univerbs (model-types). Univerb is a derivative word that implements the formed idea of the model-type of word formation.

The development of word formation in children in psychological, linguistic, psycholinguistic aspects is considered in close connection with the study of word creation in children, analysis of children's word-formation neologisms (K. I. Chukovsky, T. N. Ushakova, S. N. Tseitlin, A. M. Shakhnarovich, etc. .). The mechanism of children's word creation is associated with the formation of linguistic generalizations, the phenomenon of generalization, and the formation of a word formation system.

Due to their limitations, lexical means cannot always express the child’s new ideas about the surrounding reality, so he resorts to word-forming means.

If a child does not know a ready-made word, he “invents” it according to certain, previously learned rules, which is manifested in children’s word creativity. Adults notice and make adjustments to a word created by a child independently if this word does not correspond to the normative language. If the created word coincides with an existing one in the language, others do not notice the child’s word creation (S. N. Tseitlin).

In the process of speech development, the child becomes familiar with language as a system. But he is not able to immediately assimilate all the laws of language, the entire complex language system that an adult uses in his speech. In this regard, at each stage of development, the child’s language is a system that differs from the language system of adults, with certain rules for combining linguistic units. As the child’s speech develops, the language system expands and becomes more complex based on the assimilation of an increasing number of rules and patterns of language, which fully applies to the formation of lexical and word-formation systems.

The result of reflection and consolidation in the consciousness of the systemic connections of language is the formation of linguistic generalizations in the child. In the process of perceiving and using words that have common elements, words are divided into units (morphemes) in the child’s mind. Children's word creation is a reflection of the formation of some and at the same time the immaturity of other linguistic generalizations.

According to T. N. Ushakova, “with the initial formation of generalized verbal structures in conditions

the action of language stereotypes creates opportunities for further self-development of linguistic forms, which is partly expressed in children’s word creativity (Ushakova T.N. The role of word creation in the acquisition of the native language // Materials of the Third Symposium on Psycholinguistics,M..1970, C 125). The main role in children's word creation belongs to the child's active, creative attitude towards words.

According to the hypothesis of G. A. Cheremukhina and A. M. Shakhnarovich, the mechanism of the word-formation level consists of the interaction of two levels: the actual word-formation and lexical.

A study of the nomination process when answering questions in children aged 2 years 10 months. up to 7 years 3 months, conducted by G. A. Cheremukhina and A. M. Shakhnarovich, showed that the word-formation and lexical levels are in dynamic interaction. At different age periods they are used as background or as leading ones when creating a nomination unit.

Children's answers junior group(2 years 10 months - 3 years 8 months) showed that during this period the lexical level predominates, and the stage of mastering the rules of word formation is just beginning.

IN middle group(4 years - 5 years 2 months) noted greatest number words-neologisms, which indicates the predominance of the word-formation level.

Children preparatory group(6 years 1 month - 7 years 3 months) most often used lexical units of the language in the process of nomination, and resorted to word-formation means when there was a lack of time or when the right word was forgotten.

Thus, in the early stages of language acquisition, the leading role belongs to the lexical level, and later the word formation level comes to the fore,

Children's word creation is characterized by the use of regular (productive) word-formation patterns. Having mastered a productive word formation model, the child “generalizes” this model (according to T. N. Ushakova), transfers it by analogy to other cases of word formation, which are subject to less productive patterns, which is manifested in a variety of non-normative word formations. The essence of “generalization”, therefore, is that

similar phenomena can be named in the same way (hare - fox, pig, hedgehog, squirrel, elephant; snowflakes - snowflakes). This phenomenon turns out to be possible due to the fact that the child, analyzing the speech of others, isolates certain morphemes from words and correlates them with a certain meaning. So, highlighting the morpheme -prostrate- from words soap dish, candy bowl, sugar bowl, the child correlates this morpheme with the meaning of a dish, a container for something. And in accordance with this meaning, the child forms words like Solnitsa

Thus, based on the isolation of a word-forming morpheme from a word, model-types are fixed in the child’s mind, in which certain meanings are associated with a certain sound form.

In progress verbal communication the child does not simply borrow words from the speech of others, does not simply passively consolidate words and phrases in his mind. When mastering speech, the child is active: he analyzes the speech of others, identifies morphemes and creates new words by combining morphemes. In the process of mastering word formation, the child thus carries out the following operations: isolating morphemes from words - generalizing the meaning and the connection of this meaning with a specific form - synthesizing morphemes in the formation of new words.

Most often, neologisms in children's speech are a consequence of the fact that the child uses word-forming morphemes in accordance with their exact meaning, but during word formation the correct root element is combined with affixes alien to this root (not accepted in the language). Most often, the child replaces synonymous affixes, uses productive suffixes instead of unproductive ones (solnitsa, sailor, fox, postman, umbrella, sickness, cow, swine, knocked up, remembered, lost sleep).

Another mechanism of word formation underlies neologisms of the “folk etymology” type (dig - shovel, shovel - dig, gore - zarogayu, crackers - mowers, Vaseline - mazelin, compress - mokress, saliva - spit, policeman - streetman).

Neologisms of this type are formed differently. There is no irregularity in the combination of highlighted morphemes. The main feature of these neologisms is the replacement of one

the sound of a word to others. At the same time, there is a change in the etymology of the word, a rethinking of its meaning. This manifests the child’s desire to establish a connection between an incomprehensible word and the meaning of familiar and understandable ones.

This type of neologism indicates the functioning of a system of interword connections, a “verbal network”, in the child’s mind, and the beginning of the establishment of a word-formation paradigm.

The nature of children's word-formation neologisms reveals certain patterns in the initial stage of word formation. In the process of mastering word formation, the following main trends are distinguished:

1) the tendency to “align” the stem, preserving the identity of the root (stem) in the derived word. This tendency is multifaceted, which is manifested in the fact that in derived words alternation, stress change, consonantization of the stem vowel, suppletivism are often not used;

replacing productive word-forming affixes with unproductive ones;

transition from simple to complex both in terms of semantics and in terms of formal symbolic expression.

The sequence of appearance of word-forming forms in children's speech is determined by their semantics and function in the structure of the language. Therefore, semantically simple, visually perceptible, well-differentiated word-formations appear first. So, for example, first of all, the child masters the diminutive forms of nouns. Much later in speech, names of people’s professions, differentiation of verbs with prefixes, and other more semantically complex forms appear.

Thus, mastery of word formation is carried out on the basis of mental operations of analysis, comparison, synthesis, generalization and prefers a fairly wide level of intellectual and speech development

The book presents speech therapy work on the formation of vocabulary and grammatical structure in preschool children with general speech underdevelopment. Intended for specialists as well as a wide range of readers.

Chapter 1. Development of the lexico-grammatical structure of speech in normal and impaired speech development

1.1. DEVELOPMENT OF VOCABULARY IN ONTOGENESIS

With the help of speech and words, the child designates only what is accessible to his understanding. In this regard, words of a specific meaning appear early in the child’s dictionary, and words of a generalizing nature appear later.

The development of vocabulary in ontogenesis is also determined by the development of the child’s ideas about the surrounding reality. As the child becomes acquainted with new objects, phenomena, signs of objects and actions, his vocabulary is enriched. A child’s mastery of the surrounding world occurs in the process of non-speech and speech activity through direct interaction with real objects and phenomena, as well as through communication with adults.

L. S. Vygotsky noted that the initial function of a child’s speech is to establish contact with the outside world, the function of communication. Child activity early age is carried out jointly with an adult, and in this regard, communication is situational in nature.

The second most important factor in the development of speech, including the enrichment of vocabulary, is the speech activity of adults and their communication with the child.

Initially, communication between adults and a child is one-sided and emotional in nature, causing the child to want to make contact and express his needs. Then adult communication moves on to familiarize the child with the sign system of language using sound symbolism. The child consciously connects to speech activity and begins to communicate using language.

R.I. Lalaeva, N.V. Serebryakov believe that the development of a child’s vocabulary is closely connected, on the one hand, with the development of thinking and other mental processes, and on the other hand, with the development of all components of speech: the phonetic-phonemic and grammatical structure of speech.

With the help of speech and words, the child designates only what is accessible to his understanding. In this regard, words appear early in the child’s vocabulary

va specific meaning, later - words of a general nature.

Development of vocabulary, according to R.I. Lalaeva, N.V. Serebryakova, in ontogenesis is also due to the development of the child’s ideas about the surrounding reality. As the child becomes acquainted with new objects, phenomena, signs of objects and actions, his vocabulary is enriched. A child’s mastery of the surrounding world occurs in the process of non-speech and speech activity through direct interaction with real objects and phenomena, as well as through communication with adults.

The initial function of a child’s speech is to establish contact with the outside world, a message function. The activities of a young child are carried out jointly with an adult, and in this regard, communication is situational in nature.

R.I. Lalaeva, N.V. Serebryakov emphasize that the prerequisites for the development of speech are determined by two processes. One of these processes is the non-verbal objective activity of the child himself, that is, the expansion of connections with the outside world through a concrete, sensory perception of the world. The second most important factor in the development of speech, including the enrichment of vocabulary, is the speech activity of adults and their communication with the child. AAAAAAAAAAAAAAAAAAAAAAAA

In this regard, the development of vocabulary is largely determined by the social environment in which the child is raised. Age norms of vocabulary for children of the same age vary significantly depending on social level families, since vocabulary is acquired by the child in the process of communication.

R.I. Lalaeva, N.V. Serebryakov note that at the end of the first and beginning of the second year of a child’s life, the verbal stimulus gradually begins to acquire more and more power. In the initial stage, the reaction to it manifests itself in the form of an orienting reflex. Subsequently, on its basis, a second-order reflex is formed - the child develops imitation, repeated repetitions of the word. During this period of child speech development, babbling words appear.

This stage of child speech development is called the “word-sentence” stage. At this stage, words express either a command or an instruction, or name an object or action.

At the age of 1.5 to 2 years, the child’s complexes are divided into parts, which enter into various combinations with each other. During this period, the child’s vocabulary begins to grow rapidly, which by the end of the second year of life is about 300 words various parts speech.

The development of words in a child occurs both in the direction of the objective correlation of the word and in the direction of the development of meaning.

L.S. Vygotsky, analyzing the development of the meaning of a word in ontogenesis, wrote: “Speech and the meaning of words developed naturally, and the history of how the meaning of a word psychologically developed helps to illuminate to a certain extent how the development of signs occurs, how the first sign naturally appears in a child, how the mechanism of designation is mastered on the basis of a conditioned reflex.”

Initially, a new word appears in the child as a direct connection between a specific word and its corresponding object.

The first stage of development of children's words proceeds according to the type of conditioned reflexes. Perceiving a new word (conditioned stimulus), the child associates it with the object, and subsequently reproduces it.

Thus, at the age of 1.5 to 2 years, a child moves from passively acquiring words from the people around him to actively expanding his vocabulary during the period of using questions: “what is this?”, “What is it called?”.

By the age of 3.5–4 years, the child’s subject-relatedness of a word acquires a fairly stable character, and the process of forming the subject-relatedness of a word continues.

In the process of vocabulary formation, the meaning of the word is also clarified.

At first, the meaning of the word is polysemantic, its meaning is amorphous and vague. A word can have several meanings. The same word can denote an object, a sign, and an action with an object.

The word is accompanied by a certain intonation and gestures that clarify its meaning. In parallel with the clarification of the meaning of the word, the structure of the meaning of the word develops.

The word takes on different shades of meaning depending on the context and depending on the intonation.

In the process of ontogenesis, the meaning of a word develops. L.S. Vygotsky wrote: “Every meaning of a word. represents a generalization. But the meanings of words evolve. At the moment when the child first learned a new word. the development of the word has not ended, it has just begun; it is at first a generalization of the most elementary type and only as it develops does it move from a generalization of the elementary type to an all higher types generalizations, completing this process with the formation of genuine and real concepts.” The structure of the meaning of a word is different at different age periods.

The child, first of all, masters the denotative component of the meaning of a word, i.e. establishes a connection between a specific object (denotation) and its designation.

The conceptual, conceptual component of the meaning of a word is acquired by the child later as the operations of analysis, synthesis, comparison, and generalization develop. Gradually, the child masters the contextual meaning of the word. Initially, when forming the subject correlation of a word, side, situational factors are greatly influenced, which later cease to play a role in this process.

At the early stage of speech development, the subject attribution of a word is influenced by the situation, gesture, facial expressions, intonation; the word has a diffuse, expanded meaning. During this period, the subject reference of a word can easily lose its specific subject reference and acquires a vague meaning.

The development of the connection between linguistic signs and reality is a central process in the formation of speech activity in ontogenesis.

At the initial stage of mastering the signs of a language, the name of an object is, as it were, a part or property of the object itself. At this stage, the meaning of a word is a way of consolidating the idea of a given object in the child’s mind.

In the process of developing the meaning of a word, mainly in children from 1 to 2.5 years old, phenomena of shifted reference, or stretching of word meanings, and overgeneralization are noted. In this case, the transfer of the name of one object to a number of others, associatively associated with the original object, is noted. The child uses a word to name a number of objects that have one or more common characteristics (shape, size, movement, material, sound, taste), as well as the general functional purpose of the objects.