Kinds speech activity and their features.
BASIC CHARACTERISTICS OF VERBAL COMMUNICATION
Plan
1. Speech as a means of communication: concept, functions and structure.
Verbal communication uses human speech and natural sound language as a sign system that mediates information interaction and communication. Speech is the most universal and important means of communication. According to scientists, two-thirds of human communication consists of verbal communication. Moreover, with the help of speech, the meaning of the message is least likely to be lost. True, this should be accompanied by a high degree of commonality of understanding of the situation by the participants in the communicative process. Let's take a closer look at some of these issues.
Concept (term) “speech” used in several meanings.
1. Speech as a special type of human activity, which exists along with other types of activity (labor, cognitive, etc.) and at the same time constitutes a component of all other types of activity.
2. Speech as a type of communication through language, which occurs in audio, written or other form. It is characterized by a set of certain lexical and grammatical means and is determined by the conditions and goals of communication, depending on which business, official speech, poetic speech, professional speech and etc.
3. Types of syntactic structure of a statement (indirect direct speech, abrupt speech, someone else’s speech, etc.).
4. Speech as a result of speech activity - text, article, message, report, etc.
Speech is the external manifestation of language. Language is realized in speech and only through it fulfills its communicative purpose.
Speech is a sequence of language units, organized and structured according to its laws and in accordance with the needs of the information expressed. Unlike language, speech can be assessed as good or bad, clear or incomprehensible, expressive or inexpressive, etc. The speaker (writer), carrying out this activity, uses the means of language for two main purposes: to communicate with other people or to communicate with to myself. Thus, speech as a psychological phenomenon correlates with the categories of thinking, memory, etc.
Functions of speech (language).
Each utterance performs one or another function in the communication process (attracting attention, establishing contact, transmitting information, etc.). Particular functions of specific utterances can be combined into more general ones, which are called functions of speech. Usually there are three main and a number of special functions.
The main functions include:
· communicative or representative(representation - representation; image, image), which is dominant;
· appellate(appeal - appeal, appeal, i.e. influence), which is grammatically most clearly expressed in the vocative form and the imperative mood (Andrey! Come here!);
· expressive(expression - expression and expressiveness).
Among the private functions are:
· phatic carried out through the exchange of ritual formulas, i.e. primarily affecting the area of speech etiquette (Good afternoon. Glad to see you. - Mutually. How are you doing?);
· metalinguistic, i.e. interpretation function, when the speaker or listener needs to check whether they use the same code when communicating; thus, the subject of speech becomes the code itself (Do you understand what I mean? Clarify what you understand by the word happiness?).
In addition, they talk about poetic, emotive, voluntarily and a number of other functions.
However, it is unlikely to find speech messages that perform only one of these functions. The differences between messages do not lie in the exclusive manifestation of any one function, but in their different hierarchy. The verbal structure of a message depends primarily on the predominant function.
Thus, the system of speech functions represents a hierarchical structure. To fulfill its primary function as a means of communication, speech must perform specific functions of communication and message. To implement the latter, it is necessary to formalize thoughts, i.e. a representation function is assumed. Its constituent and subordinate parts are the functions of expression and appeal. In fact, the function of representation is impossible without both of its components, but they are also impossible without it. Thus, in the process of any speech act, private functions are also realized. Moreover, it depends on which function predominates in a particular voice message, depends on the nature of the impact on the interlocutor.
The structure of verbal communication includes:
1. The meaning and meaning of words and phrases. The accuracy of the use of the word, its expressiveness and accessibility, the correct construction of the phrase and its intelligibility, the correct pronunciation of sounds and words, the expressiveness and meaning of intonation play a role.
2. Speech sound phenomena: speech rate (fast, medium, slow), voice pitch modulation (smooth, sharp), voice pitch (high, low), rhythm (uniform, intermittent), timbre (rolling, hoarse). Observations show that the most attractive in communication is a smooth, calm, measured manner of speech.
3. Expressiveness of voice quality: characteristic specific sounds that arise during communication: laughter, grunting, crying, whispering, sighs. Research has shown that in the daily act of human communication, words make up 7%, intonation 38%, non-verbal interaction 53%.
Russian language – 250 million people. Chinese language – 1300 million people. Spanish– 210 million people Hindi and Urdu – 200 million people. Arabic– 127 million people English language– 350 million people Language is a collection of words and systems of their use common to people of the same linguistic community Word + Word = Speech Speech is language in action or verbal communication “EVERY SPEECH SHOULD BE COMPOSED LIKE A LIVING CREATURE - IT SHOULD HAVE A BODY WITH WITH THE HEAD AND LEGS, AND THE TORSOS AND LIMBS SHOULD BE SUITABLE TO EACH OTHER AND IN CONFORMITY WITH THE WHOLE" (Plato) LANGUAGE AS A MEANS OF COMMUNICATION 3
MEANING AND SENSE MEANING AND SENSE OF WORDS, PHRASES OF WORDS, PHRASES (accuracy of use (accuracy of use of the word, its expressiveness of the word, its expressiveness and accessibility, correctness and accessibility, correctness of the construction of the phrase and its construction of the phrase and its intelligibility, correctness of intelligibility, correct pronunciation of sounds , words, pronunciation of sounds, words, expressiveness and meaning, expressiveness and meaning of intonation) SPEECH SOUND PHENOMENA (tempo of speech, modulation of voice pitch, pitch of voice, rhythm, timbre, intonation, diction of speech) STRUCTURE OF SPEECH COMMUNICATION EXPRESSIVE QUALITIES OF VOICE (characteristic specific sounds, arising during communication: laughter, grunting, crying, whispering, sighs, etc.; separation sounds: coughing; zero sounds: pauses, nasalization sounds - “hmm-hmm”, “uh-uh”, etc. ) "A SPEECH IS LIKE A LOVE STORY. ANY FOOLISH CAN START IT, BUT IT TAKES A MASTER TO COMPLETE" (L. McCorft) 5
SPEECH RATE is lively, lively, fast paced, impulsive, self-confidence is calm, slow pace equanimity, prudence, thoroughness noticeable fluctuations in speech rate lack of poise, uncertainty, slight excitability VOLUME OF SPEECH strong voice vitality, arrogance quiet voice restraint, modesty, tact, lack vitality, weakness sudden changes in the volume of speech emotionality and excitement ARTICULATION clear and precise internal discipline, need for clarity and lack of liveliness vague pronunciation compliance, uncertainty, softness, lethargy of will CHARACTERISTICS OF THE HUMAN VOICE 6
HEIGHT falsetto “head voice” is characteristic of a person whose thinking and speech come more from the intellect chest voice thinking and speech are emotional, natural, not created consciously high, shrill voice a sign of fear and excitement MODE AND FLOW OF SPEECH rhythmic with lungs periodic fluctuations richness of feelings, balance, good mood, strict cyclicality, correct speaking, strong awareness of the experience, tension of will, discipline, pedantry, coldness low voice a sign of peace, relaxation, dignity; a rounded, drawn-out manner of speech is characteristic of people who live deeply, fully; emotionally, an angular, abrupt manner of speech characterizes sober, purposeful thinking. READ NOT LIKE A SEXONAR - BUT WITH FEELING, WITH SENSE, WITH DISTANCE 7
CULTURAL DIFFERENCES IN VERBAL COMMUNICATION TYPES OF CULTURES BY CONTEXT LEVEL LOW LEVEL CULTURES Information is contained primarily in the directly transmitted messages HIGH LEVEL CULTURES Information is transmitted indirectly, and others must make inferences about the meaning of the message based on the physical and social context Cultures differ in the way they communicate how many meanings are put into language and how many meanings depend on the context of communication Nordic countries, USA Middle Eastern countries, Asian countries People say what they mean and get straight to the point. For example: “Yes” means: “I confirm, I agree with what you said.” People interpret the meanings of words indirectly. For example: “Yes” means: “In this situation, I would feel embarrassed in front of you if I said “no”, so I will say “yes”, it will be more polite, but I really disagree, and you should know that so that in the future you will not expect me to act as if I agreed with what you said" 9
GENDER DIFFERENCES IN VERBAL COMMUNICATION DIFFERENCES BETWEEN MAN AND WOMAN Women use twice as many intensifiers and general concepts as men Women ask questions more often than men Women use words like “so, terrible”, “completely”, “to some extent” more often perhaps" or "maybe". For example: “That was absolutely wonderful” or “That’s so important”; “It was somewhat interesting that...” or “It might be important that...”. General concepts modify words to soften and weaken the idea conveyed by the original word. Women are much more likely than men to include questions in their speech such as: “Do you think so?” and “Are you sure?” In general, women tend to use questions to get more information and details, and to determine how others perceive information. A woman's speech is rated higher in terms of socio-intellectual status and aesthetic qualities. Women have a high social status, are well-read, and know how to behave, based on the fact that they sense linguistic differences. Men are rated higher in dynamism. This means that people perceive men as strong and aggressive based on their linguistic specificity. 10
HOW TO SPEAK APPROPRIATEly To speak appropriately is to choose language and symbols that are tailored to the needs, interests, knowledge and attitudes of the listeners. OFFICIAL LANGUAGE UNOFFICIAL LANGUAGE JARGON AND SLANG Jargon is technical terminology or characteristic idioms used in special activities or narrow groups. Slang is an unofficial, non-standard dictionary. EXPLAIN AND VULGAR EXPRESSIONS Good morning, audience... Today we will study communication. Communication is the imparting of meaning, information methods, or the introduction of concepts of influence on interpersonal inputs and interfaces hmm? eleven
MEANS OF CONQUESTING THE AUDIENCE REPEAT EXAMPLE, DETAIL, COMPARISON IMAGE (METAPHOR), IMAGARICAL SERIES SHORT STORIES CONTRASTING CALL (EXCLAMATION) QUOTE WORD PLAY HINT INSERT “TAKE FROM ME EVERYTHING I POSSESS, BUT LEAVE GIVE ME MY SPEECH. AND SOON I WILL GET EVERYTHING I HAD" (Daniel Webster) 12
RELATIONSHIP OF RAPPORT AND VERBAL COMMUNICATION Rapport - building trust, harmony and cooperation in relationships RAPPORT IS THE GENERAL CONTEXT AROUND THE VERBAL COMMUNICATION 1. Adjustment to posture 2. Adjustment to breathing 3. Adjustment to movement RAPPORT TECHNIQUES 1. Take the same pose as the interlocutor - mirror your partner's pose. Pose reflections can be direct or cross. Don’t just be a “distorting” mirror, don’t make caricatures, caricatures, “reflect” only the positive or neutral qualities of your partner. 2. There is direct and indirect. Direct - you begin to breathe in the same way as your partner breathes, in the same rhythm. Indirect - You coordinate some part of your behavior with your partner’s breathing rhythm. A very important point is that a person always speaks while exhaling, and if you speak while he is exhaling, it is easy for him to accept and understand, because he perceives this as an illusion of his inner speech! 3. Flash at the same frequency as your partner. “Mirror reflection” of movements and remarks without penetration into their content. Don’t mirror your partner’s hand movements, start them without finishing them! 13
THE CONCEPT OF THE LISTENING PROCESS Listening is a process during which invisible connections are established between people, a feeling of mutual understanding arises, which makes any appeal effective. Information Feedback The speaker encodes information in words The listener extracts information from words SUPPORT Goal: to enable the speaker to express his position. Techniques: silence, uh-huh - assent, echo, emotional reactions, motivation. CLARIFICATION Goal: make sure that you understand the interlocutor correctly. Techniques: clarifying questions, leading questions, paraphrase. COMMENT Purpose: expressing your point of view. Techniques: assessments (if asked), advice (if asked), comments. STEPS AND TECHNIQUES OF LISTENING 14
CHARACTERISTICS OF THE ACTIVITY PROCESS OF A HUMAN ADMINISTRATOR It has been experimentally established that when perceiving speech by ear, a person on average reaches only a 25% level of efficiency in ten minutes. Even in informal conversations, the listener absorbs on average no more than 60-70% of what the interlocutor says. 15
TYPES OF LISTENING Non-reflective listening is the ability to remain silent attentively, without interfering with the interlocutor’s speech with your comments. It is used when the interlocutor shows such deep feelings as anger or grief, is eager to express his point of view, wants to discuss pressing issues. Answers should be kept to a minimum such as “Yes!”, “Well, well!”, “Continue,” “Interesting,” “I understand,” etc. Reflective listening is the process of deciphering the meaning of messages through reflective responses (clarification, paraphrasing, reflecting feelings, summarizing). Clarification is an appeal to the speaker for clarification using key phrases such as: “I don’t understand”, “What do you mean?, Please clarify this.” Paraphrasing is the speaker's own wording of the message to check its accuracy. Key phrases: “As I understand you...”, “Do you think that...”, “In your opinion...”. When reflecting feelings, the emphasis is on the listener reflecting the emotional state of the speaker using phrases: “You probably feel...”, “You are somewhat upset...”, etc. When summarizing, the main ideas and feelings of the speaker are summarized, for which the phrases are used: “Your main ideas, as I understand it, are...”, “If we now summarize what you said, then...”. Summarizing is appropriate in situations when discussing disagreements at the end of a conversation, during a long discussion of an issue, or at the end of a conversation. Interrupting the interlocutor. Jumping to conclusions. Hasty objections Unsolicited advice LISTENING ERRORS 16
Try to restrain the attempt to interrupt the interlocutor. Under no circumstances let the interlocutor understand that he is difficult to listen to. Give the interlocutor time to speak. Repeat the speaker’s statement. Do not focus on speech features interlocutor React calmly to statements Do not be a hypocrite. Don't pretend Don't get distracted Look for the true meaning of the interlocutor's words Follow the main idea, don't get distracted by details Don't monopolize the conversation Adapt the pace of thinking to the speech. While your partner is speaking, try to prepare counterarguments RULES FOR EFFECTIVE LISTENING “LISTENING IS A POLITETENE WHICH A SMART PERSON SHOWS A STUPID PERSON, BUT TO WHICH THIS LATTER NEVER REPLYS IN THE SAME” (Adrian Decourcel) 17
SPEECH CONSTRUCTIONS INDICATING A LIE The following words, phrases, answers and features of speech can indicate the deceitfulness of the interlocutor. Insistent conviction of one’s own sincerity: - I swear by my health... - Honestly, I don’t know... - I give my hand to be cut off... - This is as true as the fact that... - Honestly, it was like this ...Avoiding discussion certain topics, questions, moments: - I can’t remember... - I didn’t say that... - I won’t discuss this... - I don’t see any connection here... - I can’t answer this question... Unreasonable dismissive, defiant or hostile tone: - I don’t know what we’re talking about... - I don’t want to talk to you at all... - I don’t have to answer your questions... Attempts to arouse your sympathy, trust, feeling of pity : - I’m the same as you... - I have exactly the same problems... - I have a family, children... Short denials or indifferent, evasive answers to direct questions: - You said it yourself! - I'm not sure. - Do you respect me? - You are undoubtedly a serious person. - I don’t know anything about this. “YOU SAID ONCE – I BELIEVE, YOU REPEATED AND I DOUBTED, YOU SAID A THIRD TIME AND I REALIZED THAT YOU ARE LIEING” (Eastern wisdom) 18
CRITERIA FOR EVALUATING THE SINCERENESS AND INSINCERITY OF A PERSON'S STATEMENTS 1. Competence and awareness 2. Speech characteristics statements 3. Uniqueness of statements 4. Emotional intensity and persuasiveness of statements 5. Apparent inconsistencies in statements 6. Role position of the speaker 7. Uncertainty, vagueness of connections 8. Excessive, deliberate precision 9. Extremely positive information of the speaker about himself 10. Evasion of a direct answer question (“the question is forgotten”) 11. Repeated repetition of the same statements 12. Sayings 19
ALGORITHM FOR CORRECT LISTENING 1. LET YOUR INTERLOCENT SPEAK 2. SHOW ATTENTION temporarily interrupt your studies; show open-mindedness, be prepared to accept other people’s opinions; don't interrupt, be patient. sit facing the interlocutor; look into the eyes; notice not only the verbal, but also the non-verbal plan of the interlocutor’s speech. 3. DEVELOP CONTACT 4. PARAPHRASE ask the other person to continue; ask clarifying questions; help your interlocutor - supplement his speech with information or theses that can serve as a continuation of his speech. briefly formulate the main idea of the interlocutor; paraphrase and offer perspective on his reasoning; express reasoned doubts or objections; Take into account the feelings of your interlocutor. 20
TECHNIQUES GOOD LISTENERS BAD LISTENERS ConcentrationAttentive to important information. They listen objectively, regardless of emotional significance and in different ways, depending on the significance of the situation. They may not listen to what they are told. They sit lounging, looking out the window and are mentally distracted. They react noticeably to emotional speech. They listen the same way, regardless of the type of information. UnderstandingAttributed to what was said correct value. Pay attention to what the purpose, key points and supporting information are. Ask thoughtful questions. Paraphrase is used. They do not pay attention to the way information is organized. Ignore nonverbal cues. Rarely comprehend the information received. They hear what is said, but are unable to understand it or understand it incorrectly. Memorization Save information. Repeat key information. They make notes. They think they will remember it that way. They rely only on memory. Interpret information accurately, but forget it. Evaluation Listen critically. Separate facts and conclusions. Analyze conclusions. Accept information as it is. They are unable to evaluate what they hear. Empathic Response Speaks words of comfort and support. Give an alternative interpretation. Deaf to joy or sorrow. Change the topic of conversation. SUMMARY 21
Speech as a means of communication
The most important achievement that allowed a person to use universal human experience (both past and present) is verbal communication, which developed through work. Speech is language in action. Language is a system of signs that includes words with their meanings and syntax (a set of rules for constructing sentences)
Speech is the activity of communication - expression, influence, message - through language, speech is language in action. Speech, both one with language and different from it, is the unity of a certain activity - communication - and a certain content, which designates and, designating, reflects being.
More precisely, speech is a form of existence of consciousness (thoughts, feelings, experiences) for another, serving as a means of communication with him, and a form of generalized reflection of reality, or a form of existence of thinking.
Speech is language functioning in the context of individual consciousness. In accordance with this, the psychology of speech is distinguished from linguistics, which studies language; at the same time, the specific object of the psychology of speech is determined in contrast to the psychology of thinking, feelings, etc., which are expressed in the form of speech. Generalized meanings fixed in language, reflecting social experience, acquire in the context of individual consciousness in connection with the motives and goals that define speech as an act of individual activity, individual meaning or meaning, reflecting the personal attitude of the speaker - not only his knowledge, but also his experiences in that their inextricable unity and interpenetration in which they are given in the consciousness of the individual.
The main function of speech in humans is still that it is an instrument of thinking. A word as a concept contains much more information than a simple combination of sounds can carry.
The fact that human thinking is inextricably linked with speech is, first of all, proven by psychophysiological studies of the participation of the vocal apparatus in solving mental problems.
It turned out that all types of human thinking associated with the need to use more or less detailed reasoning are accompanied by an increase in speech motor impulses, and habitual and repeated mental actions are accompanied by its reduction. There appears to be a certain optimal level of variation in the intensity of human speech-motor reactions, at which mental operations are performed most successfully, as quickly and accurately as possible
No matter how important feelings, emotions, and relationships of people are, communication involves not only and not so much the transfer of emotional states, but the transfer of information. The content of information is transmitted using language, i.e. takes verbal or verbal form.
There can be little doubt that knowledge of the basics of oratory is necessary for everyone who participates in public life. The detail of a person whose profession is associated with the constant making of speeches, reading lectures, and reports is simply unthinkable without a thorough knowledge of the principles and rules of oratory.
Public speech can be considered as a kind of work of art, which affects both feelings and consciousness at the same time. If it acts only on the ability of logical perception to evaluate phenomena, without affecting the sensory sphere of a person, it is not capable of making a strong impression. The skill of public speaking consists in the skillful use of common forms of human thinking: logical and figurative. Art is thinking in images - this law can also be applied to oratory. The idea of speech, its content reaches consciousness through the emotional sphere. The speaker's job is to influence the feelings of his listeners. A strong feeling and experience of a person always affects the mind, leaving an indelible impression. Speech is something more than a mechanically produced series of sounds that expresses fleeting observations and moods that occupy the speaker at the moment.
Studying human consciousness and emphasizing its connection with activity, in which it is not only manifested, but also formed, one cannot distract from the fact that man is a social being, his activity is social activity and his consciousness is social consciousness. Human consciousness is formed in the process of communication between people. The process of spiritual, conscious communication between people, carried out on the basis of joint practical activity, is carried out through speech. Therefore, the proposition about the social nature of human consciousness receives concrete implementation in the recognition of the unity of speech or language and consciousness.
Types and functions of speech
There are different types of speech: speech of gestures and sound speech, written and oral, external speech and internal speech.
External speech serves communication (although in some cases a person can think out loud without communicating with anyone), therefore its main feature is accessibility to the perception (hearing, vision) of other people. Depending on whether sounds or written signs are used for this purpose, a distinction is made between oral (ordinary spoken spoken speech) and written speech. Oral and written speech have their own psychological characteristics. When speaking, a person perceives listeners and their reaction to his words. Written speech is addressed to an absent reader who does not see or hear the writer and will read what is written only after some time. Often the author does not even know his reader at all and does not maintain contact with him.
Dialogue speech- this is a conversation, a conversation between two or more people who speak alternately. In everyday and ordinary conversation, dialogical speech is not planned. This is a supported speech. The direction of such a conversation and its results are largely determined by the statements of its participants, their remarks, comments, approval or objection. But sometimes a conversation is organized specifically to clarify a specific issue, then it is purposeful (for example, a student’s answer to a teacher’s questions).
Monologue speech assumes that one person speaks, others only listen without participating in the conversation. Monologue speech occupies a large place in the practice of human communication and is manifested in a wide variety of oral and written speeches. Monologue forms of speech include lectures, reports, and speeches at meetings. A common and characteristic feature of all forms of monologue speech is its pronounced orientation towards the listener. The purpose of this focus is to achieve the necessary impact on listeners, convey knowledge to them, and convince them of something. In this regard, monologue speech is extensive in nature and requires a coherent presentation of thoughts, and, consequently, preliminary preparation and planning.
Inner speech- it is an internal silent speech process. It is inaccessible to the perception of other people and, therefore, cannot be a means of communication. Inner speech is the verbal shell of thinking. Inner speech is unique. It is very abbreviated, collapsed, almost never exists in the form of complete, expanded sentences. Often entire phrases are reduced to one word (subject or predicate). This is explained by the fact that the subject of one’s own thought is quite clear to a person and therefore does not require detailed verbal formulations from him. As a rule, they resort to the help of expanded inner speech in cases where they experience difficulties in the process of thinking. The difficulties that a person sometimes experiences when trying to explain to another a thought that he himself understands are often explained by the difficulty of transitioning from abbreviated internal speech, understandable to himself, to expanded external speech, understandable to others.
Speech performs three functions:
Significative (notations);
Generalizations;
Communications (transfer of knowledge, relationships, feelings).
The significative function distinguishes human speech from animal communication. People associate a word with an idea of an object or phenomenon. Mutual understanding in the process of communication is thus based on the unity of designation of objects and phenomena by the perceiver and the speaker.
The generalization function is due to the fact that a word denotes not only a separate, given object, but also a whole group of similar objects and is always the bearer of their essential characteristics.
The third function of speech is communication, i.e. transfer of information. If the first two functions can be considered as internal mental activity, then this one acts as external speech behavior aimed at contacts with other people. It has three aspects - information, expression and expression of will.
The process of communication and types of verbal communication
In verbal communication between people, business etiquette involves the use of various psychological techniques. One of them is the “stroking formula”. These are verbal expressions like: “Good luck to you!”, “I wish you success!”, “No fluff, no feather!”, brought with any shades.
In the speech etiquette of business people great importance have compliments - pleasant words expressing approval, positive assessment of activities.
The transfer of information may have different shape- this can be a conversation, a conversation, a stupor, and even a lecture. Thus, the types of verbal communications are very diverse. The choice of one or another means depends on the purpose of the statement and the number of participants.
Types of verbal communications: conversation, conversation, interview, argument, less common - discussions, polemics, debates.
Talk- This is a verbal exchange of opinions and information. Conversation is often used as a synonym for conversation. A conversation, conversation, discussion presupposes the presence of 2 or several participants who, in a relaxed atmosphere, express their opinions and considerations on a particular issue. The discussion is conducted on a specific topic and each participant expresses his point of view. Participants in a conversation ask each other questions to find out the other person’s point of view or to clarify unclear points in the discussion. A conversation is especially effective if there is a need to clarify a question or highlight a problem.
Interview- a specially organized conversation on social and scientific topics.
Dispute. The word dispute is used to denote the process of exchanging opposing opinions. A dispute is understood as any clash of opinions, disagreements in points of view on any issue or subject, a struggle in which each side defends its rightness.
In Russian there are other words to denote this phenomenon: dispute. discussion, controversy, debate, debate. Quite often they are used as synonyms for the word dispute.
The word dispute came to us from Latin (disputar - to reason, disputatio - debate) and originally meant the public defense of a scientific essay written to obtain an academic degree. Today the word dispute is not used in this meaning. This word is used to describe a public debate on a scientific and socially important topic.
Discussion(lat. discusso research, consideration, analysis) is a public dispute, the purpose of which is to clarify and compare different points of view, search, identify the true opinion, and find the correct solution to a controversial issue. The discussion is considered effective way beliefs, since its participants themselves come to one or another conclusion.
Discussion is an exchange of views on issues in accordance with more or less defined rules of procedure and with the participation of all or only some of those present at the meeting. During a mass discussion, all members, with the exception of the chairman, are in an equal position. There are no special speakers here and everyone is present not only as listeners. A special matter is discussed in a certain order, usually in accordance with strict or slightly modified rules and presided over by an official.
The general basis of personality development is mastery of speech. Speech depends on the emotional state of a person, his interests, inclinations, and habits. Speech performs a wide variety of functions in human life - communication, transmission of accumulated human experience, regulation of behavior and activity.
The speech development of a preschooler undergoes the following changes:
1. Social – its practical use is improved in the process of communicating with adults and peers.
2. Semantic development (denoting, symbolic) - speech becomes the basis for a qualitative transformation of mental processes and contributes to the development of thinking.
3. There are two stages that naturally replace each other:
Passive mastery of words, when the child understands speech, but does not yet know how to speak;
Active use of speech.
4. Forms of speech activity:
Situational speech;
Contextual, coherent;
Explanatory.
As the child grows up, different character traits are expressed in the peculiarities of his speech: independence, activity, arbitrariness, emotionality, manifestation of word creativity.
With the correct organization of a child’s entire life and activity, speech already at an early age becomes the main means of communication. Imitating the actions of an adult is one of the most important mechanisms for the formation of communication at an early age. If there is a lack of communication at an early age, it is limited, poor, and not rich, it will be difficult for a child to learn to communicate with children and other people; he may grow up uncommunicative and withdrawn.
Communication with peers in preschool age plays no less important role in the development of children than communication with adults. Child development occurs especially successfully in collective activities. The game stimulates communication between children, and therefore speech. Communication with peers differs significantly in children from communication with adults.
When in contact with peers, the child shows almost ten times more expressive facial expressions and bright expressive intonations than in communication between a child and an adult, where he shows a more restrained character.
The next distinctive feature is the non-standard nature of children’s statements and the absence of strict norms and rules. If an adult gives a child communication standards, teaches him to speak properly, like everyone else, then a peer creates the conditions for independent speech creativity.
In contacts with other children, it is much more important for a child to speak out himself than to listen to another child. Therefore, conversations between peers do not work out, children interrupt each other, each talks about his own things, without listening to his partner. When communicating with an adult, a preschooler prefers to listen more than to speak himself.
Communication with peers is much richer in its purpose and functions. From an adult, a child expects either an assessment of his actions or new information, that is, he is controlled and directed by him. When communicating with peers, children can independently manage their partner’s actions, control their actions, impose their own images, organize a joint game, and compare their partner with themselves.
When communicating with children, a child can fantasize, express resentment, pretend, and such a variety of relationships gives rise to a variety of contacts and requires the ability to express in words his desires, moods, and demands.
When communicating with each other, preschoolers use various speech means more fully and actively than when talking with an adult, since the child is a less understanding and flexible partner. It is the peer’s lack of understanding, oddly enough, that plays a positive role in the development of children’s speech. The child tries to coherently and clearly express his intentions, thoughts, and desires. It is the need to be understood, heard by peers, and to receive an answer that makes the speech of preschoolers coherent, complete, and understandable.
Preschoolers who do not have contact with peers experience significant difficulties in communicating with adults, despite an active desire to talk with them.
Thus, for the full development of speech, it is necessary to communicate both with adults and with peers.
Brief description of types of speech
In speech activity, the leading types of speech are distinguished.
External speech - the main means of communication. This is speech for others, spoken out loud, heard and understood by others, aimed at communication or interaction with them. Characterized by relative expansion and saturation.
Inner speech - the main means of thinking. This is speech for oneself, coming from the outside in, devoid of external, audible, sound design, proceeding in the mental plane and carrying out the functions of planning activities and processing information. It is characterized by fragmentation, fragmentation and situationality.
External speech includes speech oral (monologue and dialogic) And written.
Dialogical - this is speech determined by the situation and context (meaning) of the previous statement. Dialogical speech is not only a higher form of verbal communication, but also historically the first. Dialogue is a process of two-way exchange of information; it is a conversation in turns, where for each partner the periods of speaking and listening alternate. Dialogical speech is compressed in time; much of it is only implied due to the knowledge of the situation by the interlocutors.
Dialogue presents significant difficulties for children and is usually very brief. But this form of verbal communication is of great importance, as it contributes to the development social relations in children. Through dialogue, one child attracts another to a common game, activity, and establishes contact with him.
Monologue - this is a relatively expanded form of speech, a consistent, coherent presentation of a system of thoughts and knowledge by one person without relying on the speech of the interlocutor. Typically, a monologue serves the process of one-way exchange of information. A person expresses expression in a monologue, uses facial and gestural means that emphasize the expressiveness of speech information.
Mastering monologue speech should be based on the ability to communicate freely, which develops in dialogue. Therefore, teaching preschoolers a monologue should have a solid foundation. The most important condition in such training is to promote the development of the desire to speak, and for this the child should not feel constrained, be squeezed, or be afraid of his own mistakes. He should be given the opportunity to speak out. Constant corrections of speech either go completely unnoticed, or the child gets bored - he can become completely withdrawn, just so as not to make a mistake. The best way help the child - repeat correctly in the form of summing up everything he said, praise more often, especially for real achievements.
Egocentric speech is a unique combination of monologue and dialogic, internal and external views human speech and a necessary stage in the development of a child’s speech development. These are thoughts and reasoning out loud, carried out in question-answer form, this is a conversation with oneself as with an imaginary communication partner. The function of egocentric speech is related to the function of inner speech. This is “speech for oneself”, in contrast to the socialized speech “for others” when a child talks to a partner.
In the psychological development of a child, egocentric speech is a temporary phenomenon, but necessary, since it is the most important prerequisite for the formation of the planning function of thinking.
Despite its early appearance, at the age of 2–3 years, egocentric speech does not disappear completely and forever. Becoming internal, it is quite common in adults, especially during periods when a person is faced with a particularly difficult task or situation.
Written speech – a way of remembering and reproducing information. This is a speech for the interlocutor, which is a type of monologue speech. It is more extensive than oral monologue speech, but at the same time more arbitrary. This is due to the fact that written speech involves a delay or lack of feedback from the interlocutor: he cannot ask us again, and we cannot judge by his behavior whether he understood us correctly. Written speech does not have any additional means of influencing the recipient of the text, except for the words themselves, their order and punctuation marks that organize the sentence. The perception of written speech necessarily involves the work of imagination, the reader’s adaptation to the text. Written speech requires a high degree of abstraction from a person - this is a double-level abstraction.
1st level of abstraction– I describe the surroundings, call them words, distract myself from my feelings and emotions; I use a word in speech abstracted (abstractly) from the subject. At the same time, the word remains with me.
2nd level of abstraction– I abstract from the sensual nature of the word, I endow it with a sign (the sign also has a sensual nature). I'm writing it down.
It is precisely because of double abstraction that not only children, but also adults have difficulty mastering written language. It is especially difficult for a child to break away from the sensual nature of a sounding word, so he writes by pronouncing it out loud. On the one hand, this seems to interfere with the development of writing technique. But on the other hand, if this connection is interrupted, the child will not be able to rise to the second level of abstraction. Therefore, in preschool age, the child must be provided with the opportunity to firmly master the first level of abstraction. But this must be done gradually, without forcing the learning process. We must try, if possible, to make learning involuntary, playful, and not disrupt the overall development of the child.
Mastering correct speech
Timely mastery of correct speech is of great importance for the formation of a child’s full-fledged personality, for his successful education at school and for future work.
It is known that a child’s speech develops primarily in the process of communicating with others. Therefore, the clear speech of those among whom the child is located is very important, as well as control and proper guidance in the formation of his speech.
In the speech function, which is systemic in nature, there are manifestations that include the interactions of various components of the language: sound pronunciation, vocabulary and grammatical structure.
For the development of the pronunciation side of speech (pronunciation of sounds that make up words, intonation, syllabic structure of words, rhythm and melody of speech, phonemic formation), full activity of the auditory and speech analyzers is necessary.
The perception of speech sounds does not immediately become available to the child. Sound stimuli entering the cerebral cortex are gradually refined and differentiated. In this case, the clarity of articulation of those sounds that are perceived by the child is especially important. The close interaction of the processes of perception and reproduction of sounds contributes to the rapid development of a child’s speech. It is important at this time not only to form the correct pronunciation of sounds, but also to master words of different syllable structures. By comparing his pronunciation with the speech of others, the child, albeit in an elementary form, learns comparison operations; analysis and synthesis.
The accumulation of vocabulary and mastery of the grammatical form of speech is largely determined by the child’s developing subject perception.
At the same time, he not only sees objects, actions, signs, but also perceives their various verbal designations.
Active communication with others contributes to the formation of not only vocabulary, but also grammatical structure speech.
A child's entry into school changes the social situation of his development. It is important that this transition is carefully prepared.
Under normal conditions speech development a child aged 5-6 years, fully communicating with others, masters phonemes quite firmly native language, does not confuse words that differ in one sound, which are similar in sound, but different in meaning. A preschooler who has independently mastered correct pronunciation, after a little training, can consciously capture individual sounds in a sounding word, isolate vowels and consonants from a syllable and a word, differentiate consonants according to the principle of softness and hardness, deafness and voicedness.
Among the wide variety of methods and techniques for developing the speech of preschool children, working with pictures occupies an important place. Pictures are a visual representation of objects, their characteristics, as well as situations, events, and episodes. Using the pictures, it is easy for teachers and parents to conduct a lively, relaxed conversation with children, during which vocabulary is activated.
Pictures from fairy tales provide beneficial material for the development of children's speech. The fairy-tale world captivates, touches the joys and sorrows of the characters, and captures the dynamism of events. The language of fairy tales is rich in figurative and expressive means: comparisons, precise definitions, metaphors, epithets, vivid descriptions.
From fairy tales, children receive their first ideas about time and space; about the connection between man and nature, with the objective world. Fairy tales allow a child to understand what courage and perseverance, good and evil are.
It is necessary to develop children's horizons, teach them communication skills with each other and with people around them, shape their aesthetic and moral feelings, help them master the techniques of competent construction of phrases and teach them to feel the beauty of their native language from a very early age.
This difficult and responsible work should be carried out taking into account child psychology, with the understanding that a child learns even the most complex concepts best through play.
References:
- Shorokhova O.A. Classes on the development of coherent speech of preschoolers and fairy tale therapy. Moscow, 2010.
- Filicheva T.B., Soboleva A.V. Speech development of a preschooler. Ekaterinburg, 1997.
- Ivanovskaya O.G., Gadasina L.Ya., Reading fairy tales with a speech therapist. St. Petersburg, 2007
- Belobrykina O.A. Speech and communication. Yaroslavl, 1998.
- Zatulina G.Ya. Notes complex classes on speech development. M., 2009.
