Features of work on the expressiveness of speech of deaf primary school students. Methods of working on the expressiveness of speech Working on the expressiveness of speech
6. Methods of working on the expressiveness of speech
Very important is the method of working on the expressiveness of speech, in which the child will be able to correctly, clearly, clearly determine the sequence and correctness in the work.
The purpose of the lullaby is to calm the child, to stretch the thread of love that binds mother and child. The lullaby is performed quietly, gently, slightly monotonously, monotonously, but kindness should be heard in the voice. The intonation should be soothing, soothing.
The main purpose of the nursery rhyme is to play with the child, cheer him up, make him laugh, cheerfully teach him how to speak, cheerfully give a moral lesson. This is a fun folk school. The nursery rhyme sets the "scenario" of the game. The main thing in this game is gestures, movement. Gestures are controlled by words: stomp, pull out ... These words must be emphasized. A nursery rhyme can have several parts. "The law of repetition" - the repetition of words, repetition of the same structure of sentences. A nursery rhyme should sound fun.
The main task of the joke (fables) is to make fun of a bad character trait or to show the hero's wit. Its form is dialogue and monologue. The performer must convey a lively, colloquial speech, the character of the hero. The technique of dramatization is used. The humor of the situation should be emphasized. The story is read cheerfully, slyly.
The purpose of fables is to have fun teaching a child to distinguish between reality and fantasy, to develop imagination. When reading, it is necessary to emphasize the words denoting an unprecedented action. Highlight the poetic rhythm. Rhyme, play on words. Fictions are read cheerfully, with humor.
The riddle teaches quick wit. When reading, it is necessary to highlight the words denoting signs, to emphasize the comparison. Read rhythmically, emphasize rhyme. In intonation, it is necessary to convey the question hidden in the subtext, even if the riddle is of a narrative nature.
The purpose of tongue twisters is to teach children to speak cleanly, to overcome difficulties in pronunciation of words native language... The tongue twister is read cheerfully, quickly, in one breath, without pauses. The rhythm is clear. Criteria for evaluating speed speakers: the difficulty of the selected text, the purity and speed of speaking, artistic expressiveness.
The counting-book is performed in a chant, with an emphasis on the rhythm of the counting, fun. It is necessary to emphasize the words indicating the choice: "you drive", "get out" and others.
Expressive reading of small folklore genres is extremely important for stimulating a child's cognitive attitude to the world. The child constantly has to systematize the phenomenon of reality.
6.2 Rules for expressive reading of fairy tales
Fairy tales are one of the favorite works of children. It is very important for the teacher to know the rules of expressive reading of fairy tales in order to interest children:
The tale should be read in a simple, heartfelt, conversational manner, a little melodious, so that the child can grasp its essence.
The proverb is read vividly, interestedly, playfully, in order to interest the listener, evoke emotional feelings, feelings of joy.
The tone of mystery is observed in the beginning and in those places where there are miraculous actions, events, transformations. The voice is muffled, with pauses before the episodes that talk about the extraordinary adventures of the heroes. The positive hero requires a warm, friendly attitude, affectionate, approving intonation. The voice sounds sympathetic if the main character suffers, offended. The negative character corresponds to dry, hostile intonations that convey condemnation, discontent, indignation.
Comic situations in fairy tales (slyness, irony in the voice) stand out with a joking intonation.
After the end of the reading, there is a long pause so that the children can understand and prepare for its discussion.
There is a special charm in fairy tales for children, some secrets of understanding of the world are revealed. They are in a fairy tale on their own. This develops the child's thinking. Heroes of fairy tales become their ideal for children, they strive to imitate them. Fairy tales are very important for the development of children's reading.
The performance of the fable is assumed to be a natural tone close to colloquial speech. The reader speaks directly to the listeners and reports events that seem to have actually taken place.
If the fable has a poetic form, then its reading presupposes the obligatory observance of rhythmic (line-by-line) pauses.
The speech of the heroes is read taking into account the peculiarities of their characters, actions, and appearance. However, you should be careful with their image. You just need to retell, quote the speech of the fable character, but not strive to "play" his role, reincarnated into an image (except for reading by roles)
Reading a fable develops the imagery and emotionality of reading. It is imperative that when a teacher reads a fable, it is advisable to focus on the vision of the image that is directly drawn by the author.
It has attracted and continues to attract the attention of many Soviet and foreign researchers. 2. Methodology for the development of a coherent written speech in senior children of special (correctional) school 8 types 2.1. Modern tasks and the content of reading lessons in the senior grades of a special (correctional) school of type 8 At reading lessons in grades 7-9, the formation of students continues ...
Value priorities in determining the goals and content, forms and methods of building students' learning activities. One of the directions of the methodological renewal of lessons in primary grades is the design of integrated lessons and their implementation on the basis of the integration of educational material from several subjects, united around one topic. It is an interdisciplinary form of the educational process that ...
As well as words and grammatical forms that are significant in terms of literary pronunciation and stress. Chapter 2. Methods for working on accentological errors in speech 2.1 Comparative analysis of programs and textbooks on the problem of preventing and correcting accentological errors Compliance with orthoepic norms in speech is an indicator of the level of native language proficiency. Modern programs ...
To convey the author to his reader, as well as to identify the artistic value of the work. Conclusions on the second chapter. This chapter examined the method of reading a work of art in elementary school in its historical development; describes three main stages of work on a work of art, defined by modern methods. At the same time, the emphasis is on ...
Independent work on the expressiveness of reading and speech.
Qualities of a full-fledged expressive reading skill and ways to improve them.
Learning a full skill expressive reading is an essential prerequisite for successful schooling in all subjects; at the same time, expressive reading is one of the main ways of acquiring information in extracurricular time, one of the channels of comprehensive influence on schoolchildren. As a special type of activity, expressive reading presents extremely great opportunities for the moral, mental, aesthetic and speech development of students.
All of the above emphasizes the need for systematic and purposeful work on the development and improvement of expressive reading skills from class to class.
The process of mastering the technique of expressive reading begins to take shape already during the period of literacy training. How is the skill of expressive reading improved in the future? What learning environment is most conducive to this?
When organizing work on the development of expressive reading skills, the teacher proceeds from the essence of the reading skill (its nature), as well as from the tasks that are set for the classroom reading lessons.
Expressive reading includes components such as visual perception, pronunciation and comprehension of what is read. As students master the reading process, there is an ever greater convergence, an ever more subtle interaction between these components (between perception and pronunciation, on the one hand, and comprehension on the other). The ultimate task of developing the skill of expressive reading is, therefore, the achievement of that synthesis between the separate aspects of the reading process, which characterizes the reading of an experienced reader. The more flexible the synthesis between the processes of comprehension and what is called a skill in expressive reading, the more perfect the reading proceeds, the more accurate and expressive it is.
The skill of expressive reading, as a complex skill, takes a long time to develop. There are three stages in the process of forming this skill: analytical, synthetic, or the stage of the emergence and formation of an integral structure of action, and the stage of automation. Analytical falls on the period of learning to read and write. For the synthetic stage, the visual perception of the word and its pronunciation almost coincide with the awareness of the meaning. Moreover, the understanding of the meaning of a word in the structure of a phrase or a sentence is ahead of its pronunciation, that is, expressive reading is carried out according to a semantic guess. Students switch to synthetic reading in the third grade. In the years that followed, expressive reading became more and more automated. This means that the very process of expressive reading is less and less realized by students. Recently, in the methodological literature, much attention has been paid to the question of the interdependence of the formation of the skill of expressive reading and the formation of skills to work with the text.I believe that in reading lessons it is necessary to organize work on the work so that the analysis of the content is simultaneously aimed at improving the reading skill (tasks were aimed would be on a conscious expressive reading of the text). For the formation of a full-fledged skill of expressive reading and in a short time, the systematic performance of exercises in expressive reading (including sequential training in expressive reading to oneself and independent work on it) has a positive effect.
Expressive reading is one of the characteristics of the skill correct reading... The expressiveness of reading as a quality is formed in the process of analyzing the work and independent work with it. Expressively read the text independently denotes, found in oral speech a means by which you can truthfully, accurately, in accordance with the intention of the writer, convey the ideas and feelings embedded in the work. This means is intonation.
Intonation is a set of jointly acting elements sounding speech, the most important of which are stress, tempo and rhythm of speech, pauses, raising and lowering the voice. These elements interact, support each other and all together are conditioned by the content of the work, its ideological and emotional "charge", as well as the goals that are set by the reader at a given moment.
The most important conditions for mastering the basics of expressive speech are: 1) the ability to distribute your breathing in the process of speech, 2) mastering skills correct articulation each sound5a and clear diction,
3) mastering the norms of literary pronunciation. These conditions are important not only for expressive reading, but in general for expressive speech (I mean, first of all, storytelling). I believe that this circumstance must be taken into account and teaching expressive reading should not be considered in isolation from expressive narration (any oral statement of the student should be expressive). And in order to teach a child to read expressively, you first need to teach him to speak expressively.
Right expressing your thoughts and feelings means strictly adhering to the norms of literary speech. Talk exactly - to be able to choose from a multitude of words (synonyms) that are close in meaning to those that most clearly characterize an object or phenomenon and in a given speech are most appropriate and stylistically justified. Talk expressively - means to choose figurative words, that is, words that evoke the activity of the imagination, inner vision and emotional assessment of the depicted picture, event, character.
The expressiveness of speech can be expressed in different forms. The writer, poet uses unusual syntactic phrases (figures) or words in a figurative meaning (tropes), which enhance the effectiveness of the figurative structure of the work; with their help, the paintings depicted by the writer come to life in the imagination. Actually. Any component of speech can create figurative representations, and the figurative system of a work can update words, transform stylistic means. Raising and lowering the voice, stopping in speech, the power of a specially emphasized, meaningful word, the pace of reading or utterance, Additional coloring - a tone expressing joy, pride, sadness, approval or censure - all these are expressive means of sounding speech.
How to teach children to use these tools?
Work on the development of the expressiveness of the speech of children should begin with learning how to control their breathing during pronunciation and the correct use of their voice. The voice is known to be characterized by the following features: strength, pitch, duration (tempo), sound color (timbre). Students can be taught to independently read (speak) loudly or quietly, depending on the content of the text, choose a fast, medium or slow pace of reading (speech), give the voice one or another emotional coloring.
In whatever form sound speech is carried out: in the form of expressing one's thoughts, in the form of expressive reading of a work of art, that is, the transmission of someone else's text, the basis is always the thought, feeling, intentions of the speaker.
Only under this condition is a bright, lively, concrete idea of the content achieved readable work.
A work of art is a work of art, it is an expression by a writer, a poet, of his attitude to reality. But the artist expresses his attitude to reality, reproducing the phenomena of interest to him, figuratively, that is, in the pictures of the depicted life, with all its inherent properties, preserving the logic of the relations he depicts. The idea of the work is embodied in its immediate content. Understanding the content, the specific perception of the images and pictures of the read work and provides the expressiveness of the reading, its emotional perception by the listeners, and, consequently, a deep impact on them.
Exercises and assignments for independent work, which will help students acquire a special flair for language, the ability to control their reading and speech, contribute to the development of practical skills of expressive reading and storytelling and their improvement.
By acquiring skills in the process of performing exercises and assignments based on highly artistic texts that are diverse in content and style, students can enrich their knowledge with additional information about art, culture, social life, and improve their artistic taste.
And the expressiveness of speech, and practical material, mastered in the process of independently completed tasks, will create favorable conditions for the successful development of the speech of primary schoolchildren.
The development of expressive reading and speech skills is understood as the development of 1) speech technique (breathing, voice, diction);
2) literary pronunciation and stress;
3) intonation, its components (stress: phrasal and logical, pauses, tempo, rhythm, melody of speech, timbre);
4) in-depth analysis of the work, its images and highlighting the idea of subtext.
I offer some assignments and exercises to develop expressive reading skills for independent work of students with mandatory follow-up testing.
Independent work on technique of speech.
Speech technique is understood as a set of skills and abilities through which language is realized in a specific speech environment (meaning breathing, voice, diction).
Breath.
It is the basis of external speech. The purity, correctness and beauty of the voice and its changes depend on correct breathing. Breathing is arbitrary (inhalation - exhalation - pause) and involuntary (inhalation - pause - exhalation). The development of correct voluntary breathing during reading and speaking is achieved by training, that is, by appropriate exercises. Initially, training exercises with students are conducted under the guidance of a teacher. Further, the same exercises can be given for self-fulfillment.
Exercises.
1. Stand up straight without straining. Pay special attention to that. To avoid tension in the shoulders and neck, slightly turn the shoulders.
Make a small exhale, hold the inhale for a while (until you want to exhale)
Inhale quietly through the nose with the mouth closed, inhale smoothly (5 sec.).
Retain air in the lungs (2-3 sec.) To prepare for exhalation.
Exhale, opening your mouth, as with the sound [a], sparingly, smoothly, without jerks (4-5 sec.).
Relax your abdominals.
2. Tasks are the same as in exercise 1, only the duration of exhalation gradually increases, starting from 1 sec. and up to 10 seconds, no more (train daily).
3. Exercises are the same, but with the account. For example, inhale (3 sec.).
Counting out loud (1, 2, 3 ... 5).
Get air (1 sec.).
Counting out loud (1,2,3 ... 6).
4. Exercises are the same, but with speech.
For example, when reading poetry, observe short stops (verse pauses) at the end of each verse line. K. Chukovsky "Telephone".
5. Read the text in advance. Read it aloud with proper breathing. Pronounce the words clearly.
6. Control exercise. Prepare the text for reading aloud: familiarize yourself with its content; note the inhalation stops. Read the work aloud to classmates, observing the rules of breathing.
Each voice has a different timbre. The voice distinguishes the height (pitch), duration (pace), flight , forming the melody of speech.
When improving their speech, the reader or storyteller should not strain their voice too much. Only in this case it can acquire shades of expressiveness: softness, warmth, or, conversely, sharpness, coldness.
Exercises.
Check the audibility of your voice at a distance (flight). Observing the rules of breathing, say the text loudly, collected, slowly. Smoothly, measuredly. Draw in air with lower breathing at the pauses indicated by the vertical line [!]. breathe in before the start and at the pause mark.
Read the text softly at first, then medium, finally loudly; define. With what strength of voice should this passage be read. Repeat reading.
Read the text, changing the level of the pitch in accordance with the meaning of the poetic texts.
Read the text at different rates: slow, medium, and fast. Which tempo is more appropriate for this passage?
Change the tempo of the sound (duration of sounds) in accordance with the meaning of the statement (change of activity, tempo mobility of the voice).
Control exercise. Check out the content of the text. Read it aloud, observing the rules of breathing, changing the strength, tempo and level of pitch of the voice, change the color of the voice in connection with the content of the work.
Diction.
The reader or storyteller must pronounce every word. Clarity and purity of pronunciation is developed by systematic exercises in articulation, which can be improved in the lessons of the Russian language and literary reading, as well as in extra classes with a school speech therapist.
Exercises.
1. Performing on the development of articulation, the correct pronunciation of various groups of sounds.
3. Read the text. Pronounce sounds and words cleanly, clearly, energetically. Observe the rules of breathing and pronunciation (diction).
4. Prepare the text to read aloud. Take air on pauses, use it sparingly. Speak fluently, at medium volume, clearly articulating all words and sounds.
Control exercise. Read the text, observing the rules of breathing and pronunciation (diction). Choose your main tone and voice strength. Change the rate of speech and melody depending on the content of the text.
Literary pronunciation and stress.
The concept of "pronunciation" includes the sound design of individual words or groups of words, individual grammatical forms
The set of norms of literary pronunciation adopted in a given language is called orthoepy.
It is important to learn to follow its rules for both children and the teacher when reading, telling and talking.
Listening to the exemplary speech of masters of the artistic word can be of great help in mastering orthoepy. In this regard, it is useful to listen to the performances of reciters, artists (possibly in a gramophone record). It is interesting to record your speech on tape so that, after listening to it, you can get it corrected or improve your pronunciation. The theater is the guardian of the purity of literary pronunciation. When visiting him
you can set a goal for children - to listen carefully to the speech of the actors with its further analysis. Special exercises are also needed.
Stress is the selection by some phonetic means of one of the syllables in the composition of a word or a single word or a whole combination. These means are strengthening the voice, raising the tone in combination with increasing the duration, the strength of the voice, the volume. The stress in the Russian language is free, it is mobile and different places. Attention should be paid to some of the difficult stressing cases.
Exercises.
Read the examples silently, pay attention to the highlighted letters, parts of words and phrases. Read the examples aloud a second time, observing the rules of literary pronunciation.
Read the words. Put accents in them (use the reference dictionary to check).
Write down the words, form the required grammatical forms, put the stress, check the stress in the dictionary.
Read the text aloud, observing the spelling rules.
Control exercise. Read the text, observing the correct pronunciation and stress.
Intonation and its components.
Artistic images of stories, fairy tales, poems have a deep impact on children and contribute to understanding the surrounding reality.
How to convey to the children the content of the artistic works of our richest literature and folk poetry? Through the perception of speech by children.
Sounding oral speech is easily perceived if it is meaningful, correct and expressive intonation. But the perception of speech, as well as the speech itself, must be taught to children.
What is intonation? Intonation is understood as a complex complex of jointly acting elements (components) of sounding speech. In any statement or part of it (sentence), the following components can be distinguished:
Strength determining the dynamics of speech and expressed in stress;
Direction determining the melody of speech and expressedin voice movementby sounds of different heights;
Speed determining the tempo and rhythm of speech and expressed in the duration of the sound and stops (pauses);
Timbre (hue) that determines character sounding (emotional coloring of speech). All these components are the sound shell of speech, its sound is the material embodiment of the content, the meaning of speech.
Exercises.
Read the text. Divide each sentence into semantic groups - phrases. Mark the boundaries of phrases with [!]. in each phrase, highlight the word that is stressed by the phrasal stress, underline it with a dotted line (---------). Read each sentence aloud in meaning groups (phrases).
The task is the same as in exercise 1. After the markup, read the text aloud; pronounce the words clearly, correctly, observing the spelling rules of pronunciation.
read the text to yourself. Divide it into parts according to content. Depending on the topic and content, underline words that have logical stress. Read the text aloud according to the markup.
Highlight in the text the words on which logical stress is required or desirable when reading or telling. Read the text using accents of this kind where necessary.
Read the text. Indicate, where necessary, phrasal and logical stresses, divide each sentence into speech units, put pause signs. Prepare to read aloud by observing the rules of pronunciation and stress, as well as the rules of speech technique (breathing, diction, altitude, mobility and voice strength).
Prepare to read the text aloud: make markup in those places where the main idea of the work is expressed.
Read the text. Mark up pauses for reading aloud. Read the first time at a slow pace, the second time at a medium pace, and the third time at a fast pace. Which one is the most appropriate for the content of a passage in the work? Read aloud at your chosen pace, with rhythm and pause.
Read the text. Determine the theme and the main tone of the piece. On behalf of whom is the story being told? Prepare for expressive reading of the text by increasing the emotional coloring of the reading.
Control exercise. Read the text expressively.
The movement of the voice over sounds of different heights constitutes the melody of speech. One of the main qualities of speech - flexibility, musicality - depends on how easily the voice transitions from the average pitch, which is constantly inherent in the reader, to a lower and higher one. When preparing a text for reading or pronouncing it aloud, the author's punctuation marks help the reader.
Exercises.
1. Read the sentences. Draw their melodic drawings, indicating the movement of tone with lines (rise or fall) under the sentence record.
2. Read the text. Mark the movement of the tone under the lines in the form of a diagram. Indicate all types of pauses, determine the rate of speech. Read the text, respecting the intonation.
3. Control exercise. Read a passage of text, adhering to the norms of speech melody: lower your voice on the final phrase, raise your voice on the stressed word of a question, exclamation, or unfinished sentence. In difficult cases, pronounce the sentence in several versions, choose the appropriate one, read it. Mark up text in difficult-to-pronounce places.
Workflow for expressive reading
(frontally and independently) in the lesson.
Preparing children for listening. This includes psychological preparation, and the creation of conditions conducive to the perception of the work being read, and the organization of children. If necessary, the teacher makes explanations, sets the goal of reading a story, fable, fairy tale or poem.
Reading a work by a teacher or children. In the course of reading, illustrations, pictures, educational tables and other visual aids that concretize or generalize images of a work of art can be used.
Exchange of impressions and conversation on the content of the read. This can include direct statements of children, questions about the text read, transfer of content, various kinds creative work related to the text read (sketching, modeling, inventing the end of the work, etc.).
Generalization of the ideas received by children about a particular area of reality, which is reflected in fiction, which is carried out on the teacher's questions, in his story, supplementing or deepening the topic of the conversation or the work read.
Teaching independent work on expressive reading provides for a preliminary acquaintance with all means of expressive speech (pause, logical stress, etc.).
Independent preparation for expressive reading can be conditionally divided into three stages:
a) reading to oneself and finding out the specific content of the work, analyzing the motives of behavior actors, the establishment of the idea of the work, etc., in other words: comprehension of the ideological - thematic idea of the work, its images in unity with artistic means;
b) self-marking of the text: putting down pauses, logical stresses, determining the pace of reading;
c) independent reading exercise (it is possible to repeat reading until it is possible to convey the author's thoughts, his attitude to the depicted events and characters).
So, when teaching expressive reading, the leading is not imitation of the model, but understanding the text, the students' own attitude to the events about which the author talks, empathy with the heroes of the work. However, I consider it necessary to emphasize the special role of expressive reading and telling of the teacher for the formation of the skill of expressive reading of students. Pupils primary grades should always hear the expressive speech of the teacher. In this sense, the expressive reading and speech of the teacher is an example of the accepted use of linguistic means. Therefore, it is important for the teacher himself to observe lexical, grammatical, stylistic and phonetic norms and teach children to independently work with the text of works in preparing it for expressive reading or storytelling.
"Teremok"
Russian folktale
There is a teremok in the field. A little mouse is running past. I saw the teremok, stopped and asked:
Terem-teremok! Who lives in the mansion? Nobody responds. The mouse entered the teremok and began to live there.
A frog-frog galloped to the tower and asks:
I am a little mouse! And who are you?
And I'm a frog frog.
Come live with me! The frog jumped into the teremok. They began to live together.
A runaway bunny is running by. He stopped and asked:
Terem-teremok! Who lives in the mansion?
I am a little mouse!
I, the frog-frog!
And who are you?
And I'm a runaway bunny.
Come live with us! Hare gallop into the teremok! The three of them began to live.
A little fox-sister is walking by. She knocked on the window and asked:
Terem-teremok! Who lives in the mansion?
I am a little mouse.
I am a frog frog.
I am a runaway bunny.
And who are you?
And I am a little fox sister.
Come live with us! The chanterelle climbed into the teremok. The four of them began to live.
A top-gray flank came running, looked through the door and asked:
Terem-teremok! Who lives in the mansion?
I am a little mouse.
I am a frog frog.
I am a runaway bunny.
I, little fox sister.
And who are you?
And I'm a top-gray barrel.
Come live with us!
The wolf climbed into the teremok. The five of them began to live. Here they live in the house, singing songs.
Suddenly a clumsy bear walks. The bear saw the little house, heard the songs, stopped and roared at the top of his lungs:
Terem-teremok! Who lives in the mansion?
I am a little mouse.
I am a frog frog.
I am a runaway bunny.
I, little fox sister.
I, a top-gray barrel.
And who are you?
And I'm a clubfoot bear.
Come live with us!
Bear and climbed into the teremok. Climb-climb, climb-climb - I could not get in and says:
I'd rather live on your roof.
You’ll crush us.
No, I won't crush you.
Well, get in there! The bear climbed onto the roof and just sat down - fuck! - the teremok collapsed.
The little tower crackled, fell on its side and fell apart. Barely barely had time to jump out of it a mouse, a frog, a frog, a bunny, a runaway, a little fox, a little sister, a spinning top, a gray barrel - all safe and sound.
They began to carry logs, to saw boards - to build a new teremok.
They built better than before!
FAIRY TALE "REPKA"
Grandfather planted a turnip and says:
Grow, grow, turnip, sweet! Grow, grow, turnip, strong!
The turnip grew sweet, strong, big, big.
My grandfather went to tear the turnip: pulls, pulls, cannot pull.
The grandfather called the grandmother.
Grandma for grandfather,
Grandfather for a turnip -
Grandma called her granddaughter.
Granddaughter for grandmother,
Grandma for grandfather,
Grandfather for a turnip -
They pull, pull, they cannot pull.
Granddaughter called Bug.
A bug for a granddaughter
Granddaughter for grandmother,
Grandma for grandfather,
Grandfather for a turnip -
They pull, pull, they cannot pull.
Beetle called the cat.
Cat for the Bug,
A bug for a granddaughter
Granddaughter for grandmother,
Grandma for grandfather,
Grandfather for a turnip -
They pull, pull, they cannot pull.
The cat called the mouse.
A mouse for a cat
Cat for the Bug,
A bug for a granddaughter
Granddaughter for grandmother,
Grandma for grandfather,
Grandfather for a turnip -
Pull-pull - and pulled the turnip.
INTRODUCTION
The problem of the formation of oral speech and, in particular, its pronunciation side is considered in various fields of science: in physiology (I.P. Pavlov, I.M.Sechenov); in psychology (LS Vygodsky, AN Leontiev, AA Lyublinsky, BD Elkonin); in psychophysiology (NI Zhinkin, MM Koltsova); in linguistics (L.R. Zinder); in psycholinguistics (A.A. Leontiev); in surdopedagogy (E.I. Andreeva, N.I.Belova, F.A.Rau, F.F. Rau, N.D.Shmatko, etc.).
Achievements of a certain general educational and professional level and their social rehabilitation largely depend on the successful solution of this problem.
In the domestic deaf pedagogy, a system has been developed for the formation of oral speech in schoolchildren with hearing impairments (its perception and reproduction) under conditions of intensive development of auditory perception (E.P. Kuzmicheva, 1991; F.F.Rau, N.F.Slezina, 1989, etc. ). But, despite the achievements in the field of the formation of the pronunciation side of oral speech in deaf children, in most cases the quality of the pronunciation of students does not satisfy specialists, parents, the public and the students themselves. She is not very expressive, without emotional coloring, monotonous and uninteresting. For the formation of expressiveness of speech, an important section is the development of speech perception in deaf children and the reproduction of its intonation structure.
When performing this task, special attention should be paid to the formation of the phonetic side of speech, since it is extremely important for a more complete oral communication with hearing people, the intensification of the educational process. The study of the expressiveness of the speech of deaf students and the peculiarities of working on it is the relevance of the topic we have chosen.
The object of the research is the oral speech of deaf primary school students.
The subject of the research is the peculiarities of work on the expressiveness of oral speech of deaf students.
The purpose of our research is to study the features of working on the expressiveness of oral speech of deaf students.
In accordance with the set goal, the tasks of the study can be designated:
Analyze the concept of the expressiveness of oral speech, summarizing the work of scientists from different branches of science.
To study the quality of the expressiveness of oral speech in children with hearing impairments:
a) the formation of the ability to reproduce verbal stress;
b) the idea of the development of speech breathing, which ensures the fusion of the pronunciation of words and the state of the child's voice;
c) the formation of the ability to reproduce words at a normal pace.
d) the formation of the ability to segment phrases with pauses.
To identify the reasons for the lack of expressiveness of oral speech in children with hearing impairments.
However, setting such tasks, it is necessary to take into account the age characteristics of children and program requirements in order to adequately assess the state of their pronunciation.
Methods used in our work:
methods of studying scientific sources: general, special, pedagogical, psychological, linguistic, medical.
Organizational method: studying the state of hearing, the levels of speech development of children based on the analysis of medical and pedagogical documentation.
Observation method during the experiment.
Method of mathematical data processing.
The ascertaining method as a method for studying the rhythm of the word of deaf students.
It should be added that the problem of the formation of the expressiveness of speech in the special literature is almost not reflected. However, primary school is an important stage in the formation of children's speech expressiveness. The more firmly the skills are formed, the more successful the child's further education will be. That is why the study of the expressiveness of speech is of particular importance and relevance.
CHAPTER 1. THEORETICAL BASIS OF THE STUDY PROBLEM
.1 The role of oral speech in human life
Considering the expressiveness of speech, we cannot help but understand what is oral speech in general. Speaking of speech, we will mean speech activity. From the point of view of psychology (A.A. Leont'ev, L. S. Vygotsky) speech is considered as 3 aggregate acts: speaking, perception and understanding. It is in speech activity that the sound system is realized. This implementation can be carried out in various forms: with the help of sounds (oral speech), graphic signs (written speech), dactyl (dactyl speech). In our life, oral speech plays a major role. The priority of oral speech is associated with the convenience and accessibility of its use.
With the help of a limited number of sound forms (phonemes), we can designate everything (there are 42 phonemes in Russian). All other forms of speech are secondary to oral speech.
Oral speech performs a number of significant functions:
Communicative form (communication).
Language first emerged from the need for communication. Oral speech is the most accessible, without additional means we can communicate and perceive it. A child is born already with a program for oral speech.
A tool of knowledge. With the help of oral speech, a person learns the language, with the help of which humanity fixes its knowledge.
A tool of intellectual activity. The pinnacle of human development is the formation of his verbal and logical thinking. The basis for verbal-logical thinking is the auditory and kinesthetic images that are formed in the cerebral cortex in the course of oral speech activity.
The child develops first visual-practical thinking, then speech.
In a deaf person who does not know oral speech, the process of forming the development of verbal-logical thinking will lag behind the hearing child. However, the function of an instrument of mental activity in a deaf person can be compensated for by written speech and dactylology. The second function can also be completed by written speech, but it will be slowed down.
The communicative need is not compensated for, and without oral speech, complete integration does not take place, which leads to difficulties in socialization - the world for a deaf child is limited. The communicative function is the most powerful.
1.1.1 General characteristics of oral speech
Oral speech has certain sound means for expressing and distinguishing meaning. These means form the phonetic system of the language. The main elements of the phonetic system are phonemes, word stress and intonation. According to the definition of phoneticists (Zinder, MI Matusevich), a phoneme is the smallest sound unit of a language. The phoneme performs 2 functions - forming (thanks to phonemes, each word has its own sound appearance) and semantic distinctive (using phonemes, words and morphemes KIT - KOT are distinguished). Each phoneme has its own acoustic and articulatory properties, which can be modified in the speech stream (for example: beauty [кръс l ta]). In phonetics, variants of phonemes are called allophones. The main variant of phonemes is revealed in isolated pronunciation or in a stressed syllable.
SYMBOL - according to psycholinguists and phoneticians, it is such a particle of language that represents a certain reality for the speaker and for the listener. The syllable does not perform any functions and does not make sense, but it all starts with the syllable. It has been established that a syllable is the smallest naturally pronounced and perceived unit of a language. In the syllable, the maximum acoustic and articulatory fusion of sounds is observed. The pronunciation of a syllable is carried out by a single muscular tension and, while working on the expressiveness of oral speech, it is necessary to take into account such a phenomenon as a syllable, and to form the ability to pronounce not separate sounds, but the fusion of sounds in a syllable.
In the speech stream, sounds are combined into words due to the presence of syllables and word stress. Each word, thanks to the verbal stress, has its own rhythmic structure. According to psychophysiologists A.A. Leontyeva, L.A. Chistovich is precisely the rhythmic structure of words that helps to recognize them with poor audibility. The number of stressed syllables in a phrase helps determine the number of words. Word stress is performed by:
Word Forming Function - With this function, sounds sound like words.
Sense-distinguishing function - LOCK - LOCK, SAWS - SAWS, etc.
Russian verbal stress is characterized by diversity and mobility.
A significant component of the phonetic system is also intonation, with the help of which words are combined into syntagmas and phrases. Syntagmas are words combined in meaning (good weather), i.e. phrases. Intonation in phonetics is considered in two aspects:
The communicative aspect. In this aspect, intonation has the following meanings:
a) intonation is a means of dividing speech into sentences
b) intonation serves to distinguish between types of sentences
c) intonation is a means of actual reading of a sentence with the help of logical stress (you cannot be pardoned to be executed)
d) intonation is a means of dividing a phrase into syntagmas (different stress + intonation = different meaning)
e) to indicate the end of the utterance.
Emotional aspect. In this aspect, intonation is viewed as an expression of emotions, as the speaker's desire to influence the listener.
All sounds have their own acoustic characteristics. Acoustically speaking, sound is the vibrations of air particles. All sounds, both speech and non-speech, are divided into tones and noises. Tones are formed due to harmonious vibrations (musical instrument, pronunciation of vowel sounds), noises are formed due to non-harmonious vibrations (noise, crackling, thunder, pronunciation of consonants). The sound source in speech apparatus are the vocal cords and larynx. Noise sources are various obstructions from the tongue, lips, teeth and soft palate.
Each sound is distinguished by characteristics:
strength (intensity)
duration of sound
Frequency is a measure of the number of vibrations per second produced by sound. The more vibrations per second, the higher the sound is perceived, and vice versa.
The human ear perceives sounds with a frequency of 12-14 Hz to 24-28 thousand. Hz. Also, sounds are divided into low-frequency (up to 500 Hz), mid-frequency (from 500 - 3000 Hz) and high-frequency (from 3000 to 8000 Hz). Auditory sensitivity to frequencies depends on age, so: with age, the sensitivity to distinguishing high frequencies decreases. According to L.V. Egorova, children 1.5 - 2.5 years old normally perceive sounds that are louder (stronger) by 17-28 dB in comparison with the perception of adults. The norm is reached by the age of 12-14. The higher the sensitivity threshold, the worse, i.e. hears only high sounds, but does not hear low sounds. The intensity of the sound helps to perceive intonation and ensures intelligibility of pronunciation. The frequency response of speech sounds is most significant in distinguishing one sound from another.
The strength (intensity) of sound is a physical concept, it is the amount of energy passing through 1 cm2 S in 1 sec. In man S, the eardrum. Strength is an objective indicator of the loudness of sounds; it can be fixed. It is measured in dB. Loudness is the subjective perception of the strength of a sound. The volume depends on the amplitude of the vibration of the sound wave. The human ear perceives sounds from 0 to 120 dB. 0 dB is commonly called the threshold of hearing for frequencies of 1000Hz. The barely audible sound is the sensitivity threshold for that sound. The area of unpleasant pain sensations in the perception of sound is called the discomfort threshold. For 125Hz sound, the discomfort threshold occurs at 80 dB. The difference between the threshold of hearing and the threshold of discomfort is called dynamic range. Timbre is the color of sound, thanks to which we can distinguish sound sources when we perceive sounds of the same strength and frequency. Overtones, which depend on the resonator - the pharynx, larynx, nasopharynx, oral cavity, betray the timbre coloring of the sound. The timbre characteristic is significant for the perception of the emotional aspect of intonation. Duration of sound - means the time duration of sound. Important for word stress, rhythmic organization and intonation.
Sound power (loudness), timbre and pitch are all closely related to the voice. Loudness ensures intelligibility of speech. Height is intelligibility and serves for articulation. Timbre provides both articulation and intelligibility. All of these components are very important for the expressiveness of a deaf person's oral speech.
Conclusion: summarizing all of the above, it can be noted that for the correct organization of work on the expressiveness of speech, it is necessary to take into account each component of the acoustic system of oral speech.
1.1.2 Formation of oral speech of hearing children and children with hearing impairments
The formation of the phonetic side of oral speech in a hearing child is provided by the activity of the auditory and speech-motor analyzers with some participation of the visual one. Under conditions of normal development, hearing plays the main role in the perception of someone else's speech, which serves as a model for which a child beginning to speak, and a leading role in the joint activity of the auditory and speech-motor analyzers in control of his own pronunciation. Perceiving the speech of others, imitating it, the child gradually masters those subtle auditory and speech-motor differentiations that are necessary for a complete understanding of speech and correct pronunciation. The formation of pronunciation was studied by A.M. Gvozdev, A.D. Salakhova, V.I. Beltyukov.
It is known that the function of the auditory analyzer develops at a rapid pace: the unborn child reacts to loud sounds... From 2 months - on intonation, about a year - begins to reproduce the rhythmic structure of the word, by 2 years - according to N.Kh. Shvachkin's children can distinguish by ear all the phonemes of their native language.
At the humming stage (3 months), the child pronounces various complexes of sounds. These sounds do not depend on the auditory perception of the speech of others; the sounds appear on the basis of innate coordination associated with the acts of sucking, swallowing, breathing, i.e. everything turns out unintentionally ... At the same stage, the child, as a result of auto-imitation, for the first time begins to develop a relationship between the work of the speech organs and the corresponding auditory stimuli (the child begins to imitate himself). The deaf also have humming and imitation, but the hearer repeats on the basis of auditory perception, and the deaf on vibration in pronunciation.
An intensive process of accumulation of sounds occurs after 6 months, echololic reactions appear: the child makes attempts to imitate the speech of others, already on the basis of the auditory perception of the speech of others. The significance of babbling is that
Babbling provides general exercise of the articulatory apparatus.
On the basis of autoecholism and echolia, motor-acoustic connections are established.
A hearing child learns speech through imitation. When, at the stage of babbling, the child passes from self-imitation to imitation of the speech of others, the development of his own speech enters a fundamentally different phase. It is from this moment that the formation of the phonetic system that is characteristic of the given language begins.
Imitating the speech of the speakers, the child gradually, from the whole variety of sounds that were in his babble, fixes in his own pronunciation the sounds inherent in his native language. Reproduction of atypical sounds and their combinations, without meeting any reinforcement, is inhibited. The speech of the people around them serves as a model for beginners to speak, according to which he builds his own.
At the stage of forming his own pronunciation, the child begins to perceive words and phrases more subtly and differentiatedly. In the transitional moment from babbling to one's own pronunciation, a depletion of the sound composition of the child's speech is observed. Some children have a period of dumbness. This phenomenon is closely related to psychological factors: the child is faced with the need for unmotivated use of sounds.
The timing of mastering sounds is very individual, but should be completed by 6 years. Girls learn the sounds of their native language faster than boys. The sound composition of the language is acquired in the process of mastering the pronunciation of words and phrases. Boys and girls learn words in the same way.
At the time of the formation of pronunciation, children, as a rule, hear better the sounds that they can pronounce, i.e. the speech-motor analyzer pays a certain attention to the auditory perception.
As noted in the works of V.I.Beltyukov, K.A. Violations, not counting defects in sound pronunciation, are a slowed down tempo of speech, a violation of its timbre, and incorrect pauses. In the speech of deaf children, the main elements of the intonational structure of the language are not sufficiently developed, and in some cases the main elements of the intonation structure of the language are not formed: the natural sounding of the voice, various modifications of its melodic pattern, dynamic changes, verbal and logical stress, normal speech tempo.
Violations of these structures lead to the fact that even with a sufficiently good sound composition of the speech of a deaf student, it sounds unnatural, it is not clear enough for the hearer. This significantly complicates the oral communication of the deaf with the hearing. Ensuring the maximum expressiveness of the pronunciation of a deaf person and thereby bringing speech closer to the living speech of others is one of the most important and difficult tasks of a special school. In this regard, it is very important to search for ways to improve the pronunciation side of oral speech by students with hearing impairments.
An important condition for mastering the sound structure of a word is the simultaneous development of all its main components in the pronunciation of children and, first of all, rhythm in combination with fusion, smoothness and expressiveness, as well as the most important norms of orthoepy. Reliance on auditory and auditory-visual perception of the sample of the word uttered by the teacher makes it possible to use natural paths imitation. At the same time, it is absolutely necessary for the teacher to speak normally, without exaggeration, in compliance with the norms of orthoepy, the correct rhythm of speech and expressiveness. Perceiving the correct sample of a word or phrase visually-auditory, children reproduce it, controlling their pronunciation, gradually improving it, bringing it closer to the norm. Under this condition, the child masters the stereotype of the normalized pronunciation of a word.
Oral speech of a deaf person is considered complete only when all pronunciation skills are automated. Each skill of pronunciation of this or that element of oral speech must be consolidated separately and in conjunction with others. The formation of this skill as a whole should be carried out simultaneously with the development of the tempo of speech, verbal stress, spelling, intonation. When assessing the phonetic design of a deaf person's speech from the point of view of those who perceive it, along with the degree of its intelligibility, one should also bear in mind such a criterion as the measure of the natural sounding of speech, i.e. a measure of its convergence to the usual pronunciation of normally hearing and speaking people. This includes the quality of the voice, and the sound quality of phonemes, and observance of stress, orthoepic norms in words, and phrasal intonation with all its components (melodic, dynamic and temporal), the rate of speech and its general expressiveness. Considering the extremely important role that oral speech plays as a way of communication between the deaf and others, it should be considered that one of the main tasks of teaching the deaf to pronunciation is to ensure sufficient expressiveness of their oral speech.
It can be concluded that the assimilation of sounds in pronunciation is normally carried out in accordance with their articulatory properties, and listening in accordance with acoustic properties. There is a close interaction between hearing and pronunciation at the time of the formation of the actual pronunciation with the leading role of the auditory analyzer, because the auditory analyzer performs the function of monitoring and stimulating.
For deaf children, since an essential prerequisite for the reflex pronunciation of words and phrases perceived visually, aurally, and visually, is the identity of its pronunciation with the speaker's pronunciation, it seems important to observe the voiceless word stress, intonation and orthoepic norms in speech.
1.1.3 Sensory base of hearing impaired children
The perception of phonetic elements of speech (FF Rau, NF Slezin) - phonemes, verbal stress, intonation - constitutes the sensory base (sensory basis), which provides the ability to understand the addressed spoken word. Learn pronunciation skills and control the correctness of your own pronunciation.
Evaluating the sensory base that a deaf person has for mastering oral speech, it is necessary to find out what possibilities in relation to the perception of phonetic elements of speech are given to a deaf person by various analyzers. The role that a particular analyzer is capable of performing directly or using a particular auxiliary means may be different.
The analyzer can play the role of the main channel for the perception of coherent oral speech by the deaf and serve to one degree or another as a psychophysiological basis for the formation of pronunciation. Most deaf children have some form of hearing loss. The features of the perception of phonetic elements of speech with the help of hearing depend on their size and character.
Only a few of the conditionally included in group I deaf children are able to hear a loud voice sounding near the ear. At best, this allows you to catch the stressed vowel phoneme in the word, which is not enough even for the true perception of the verbal stress, for the unstressed vowels that make up the necessary background for the stressed and determine together with it syllabic structure, as well as the general rhythmic contour of the word are beyond hearing.
Children belonging to group II hear a loud voice near the ear, and some of them are able to distinguish between individual vowels. With sufficient voice volume, such children, after the necessary training, begin to more or less confidently distinguish by ear the syllabic rhythm of words and word stress. They confidently catch the division of a phrase into syntagmas with the help of pauses, as well as logical stress. Thus, for the deaf of this group, the pause and dynamic components of intonation are available. Outside of their auditory perception, only its melodic component remains.
Deaf children in group III hear a voice of conversational power at the auricle and distinguish 2-3 vowels. All this, combined with the rhythmic structure of words available to their ears, makes it possible to distinguish between individual familiar words and phrases. These children quite confidently distinguish between the melodic component of the narrative and interrogative intonation.
Phonetic elements of speech are best perceived by the deaf group IV. They hear a voice at a conversational volume in the immediate vicinity of the ear, as well as at a distance of 2 meters. These children can distinguish phonemes by ear with much greater success: however, in general, this ability remains rather limited. Recognition of vowel phonemes appears to be comparatively more accessible. Deaf people of group IV have the widest possibilities for perceiving the syllabic and rhythmic structure of words, as well as all the phonetic elements of phrasal intonation.
The boundaries of auditory perception are greatly expanded when using sound amplifying equipment.
With the help of a visual analyzer, a deaf person can perceive some movements of the speaker's speech organs. Best of all, of course, the movements of the lips and lower jaw are visible. The movements of other speech organs are available to visual perception to a much lesser extent than the movements of the lips, or are not available at all. The position of the tongue can only be seen partially. But in cases of need for didactic purposes with a wide open mouth, you can show the position of the tongue.
Such phonetic elements as stress and intonation are poorly perceived with the help of sight, and the melodic component of intonation is not perceived at all. Thus, we see that the capabilities of the visual analyzer in the perception of sounding speech in conditions of direct communication are very limited.
With the help of the skin analyzer, the perception of a number of phenomena accompanying the reproduction of certain phonetic elements of speech is provided. With a deaf hand applied to his own larynx, a deaf person can feel the vibration of the larynx when the vocal folds vibrate. In this way, the deaf is able to distinguish between voiced and unvoiced sounds. With the help of skin sensitivity, the stream of air exhaled when pronouncing is also perceived.
Thanks to the skin analyzer, the deaf receives information about the work of the speech organs that is not available to the visual analyzer. But by itself this information is clearly incomplete, indistinct, insufficient to characterize this or that phonetic element and cannot serve as a sufficiently reliable basis for mastering the pronunciation.
Despite the fact that analyzers form the sensory base for the assimilation of oral speech by the deaf, its formation is impossible without imitation! Imitation is a type of orientation-research activity, as a result of which a child, tracing the actions of an adult, perceiving speech, receives a certain standard, a measure, which he trims his own actions. In the formation of pronunciation for hearing children, auditory-muscular imitation plays a huge role, which is called by Sechenov - an imitation reflex. This reflex is innate. The presence of a speech-motor analyzer imitation is the basis for the occurrence of speech kinesthesias, which are basic for mastering pronunciation.
Speech kinesthesia is a complex sensitivity that occurs during the work of speech organs as a result of the summation and interaction of three types of stimulation:
from mucous membranes;
muscle sensitivity;
irritation that occurs in the nerve endings of the joint bags.
These kinesthesias are analyzed in the cerebral cortex, imprinted in long-term memory, and serve as the basis for signaling system II. The motor-powered analyzer has its own characteristics in comparison with other analyzers - it perceives signals arising in the body itself. The motor speech analyzer begins to develop only from the moment the pronunciation begins, before that the motor speech analyzer is inactive and its sensitivity is not developed. The impetus for the development of one's own speech is the perception of the speech of others and the speech-motor analyzer develops under the influence of one's own speech and under the control of the auditory analyzer. As a result of the commonwealth of the auditory and speech motor analyzers, afferent complexes are formed in the cerebral cortex, which form action acceptor (Zhinkin, Anokhin). It performs a controlling function and ensures the smooth flow of oral speech.
Since none of the analyzers of a deaf person can take on such an exhaustive role in information about the phonetic elements of speech, either in perception or in control, which is normally played by the auditory analyzer, a polysensory approach is used in teaching deaf pronunciation, in which, as far as possible, all deaf analyzers.
1.2 Expressiveness of oral speech and its constituent components
According to B.N. Golovin - the expressiveness of speech refers to such features of its structure that support the attention and interest of the listener or reader; accordingly, speech possessing these features will be called expressive. If speech is constructed in such a way that by the very selection and placement of language means, the sign structure affects not only the mind, but also the emotional area of consciousness, maintains the attention and interest of the listener or reader, such speech is called expressive.
Intonation has a special relation to the expressiveness of speech. Intonation is a movement, in the process of unfolding speech, the pitch of its sound, strength, tempo, timbre and its division by pauses. Thus, intonation is a very complex phenomenon, despite the fact that the listener perceives it as something integral, undivided and therefore “simple” (Golovin BN).
Each of the intonation terms (pitch, tempo, timbre, strength, pauses), being a component of the whole, also exhibits some autonomy. For example, with the same height pattern, you can give a change in timbre: Where are you going? - the pitch movement will go from bottom to top. However, timbre (and strength) can vary in different conditions and in different people. Intonation allows expressing not only the logical meaning of the statement, but also its emotional and volitional "connotations". That is why the intonation of a statement constantly invades our mental life - at work, in a store, at home. Our intonation is a mirror of our emotional life, the movements of our soul; the culture of feelings and emotional interpersonal relations is inextricably linked with the culture of intonational "design" of statements.
The composition of the expressiveness of speech includes:
verbal stress - from an acoustical point of view, by it we mean the selection of any of the syllables of a word, using the intensity, pitch or duration of the sound.
logical stress - or syntagmatic stress, not on the last stressed vowel of the syntagma (Bondarko L.V.)
intonation is a significant component of the phonetic system, with the help of which words are combined into syntagmas and phrases.
Tempo is one of the factors affecting the intelligibility of the spoken language of deaf people. A slow pace delays the thought process.
Conclusion: each component of the expressiveness of oral speech is very important for the euphony, emotional coloring of our speech. All aspects are interrelated and this relationship is taken into account when developing methodological techniques and content of work on pronunciation.
1.2.1 The development of expressiveness of speech in children is normal
Many researchers were involved in the study of children's speech: A.N. Gvozdev, E.M. Khvatsev, N.Kh. Shvachkin. and etc.
Research conducted by E.M. Khvatsev, indicate that immediately after birth, the child involuntarily makes screams like "uh", "uh", etc. They are caused by all kinds of irritants that are unpleasant for the baby's body: hunger, cold, wet diapers, uncomfortable position, pain.
The cry of a healthy child, in a calm, vigorous state, is moderate in strength, pleasant to the ear, not tense. This scream exercises the vocal organs, including the respiratory organs, since when screaming, as in speaking, the exhalation is longer than the inhalation.
By the beginning of the second month, the baby already happily "hums", emitting indistinct, grunting sounds like "gee", "khy", and from the third month in a good mood they begin to "walk": "agu", "boo" and later: " mam, amm "," aphid, dl ". In the humming, one can already distinguish rather clear sounds of speech.
With age, humming is replaced by babbling, which appears as a result of imitation of the speech of adults. The child, as it were, amuses himself with the pronounced sounds, enjoys them, and therefore willingly repeats the same thing (ma-ma-ma, ba-ba-ba, na-na-na, etc.). In babbling, you can already clearly distinguish some quite correct sounds and syllables of speech.
Shouting, humming, babbling is not yet speech, that is, a conscious expression of thoughts, feelings, desires, but by their intonation, timbre, the mother guesses about the state of the child and his needs.
Repeatedly repeating the sounds, the child exercises his organs of speech and hearing, and therefore every day he pronounces these sounds and their combinations more and more often. There is training, a kind of preparation for pronouncing the sounds of future speech. The child gradually begins to distinguish and understand various expressive shades in the speech of the mother and the adults around him by the voice and the rhythm of words. This is how the child's primary speech communication with people is established.
The child listens more and more to the speech of the adults around him, begins to understand some of the frequently spoken words addressed to him, and then, by the end of the first year, not only understand, but also, imitating, pronounce separate, often heard words.
The psychological feature of the sound expressions of a child of the first year is that the main carrier of the meaning of speech is not a word, but intonation and rhythm, which are accompanied by sound. Only with the appearance of a word does the semantic meaning of sounds begin to appear. Through the word, the child masters the system of sounds of the language. The child becomes sensitive to the sound of the words of adults, and from time to time he is guided in mastering the sounds of the language mainly by hearing, now by articulation. However, the child does not immediately master the system of sounds of the language. In the field of speech expression and perception, his rhythmic and intonational mood is still clearly manifested. Cases were repeatedly noted when a child, grasping the syllable composition of a word, pays little attention to the sounds of this word. The words pronounced in these cases by children, for the most part, very accurately answer the words of adults in the number of syllables, but in the composition of sounds they are extremely different from them.
The upbringing of rhythm and intonation is not only a problem of improving the expressiveness of speech itself. As the classics of pedagogy and psychology have repeatedly noted, rich rhythmic speech contributes to a general mental development child and makes learning easier. KD Ushinsky noted the importance of rhythm for teaching writing.
Thus, the question of the education of expressive speech is associated with the general learning process. The richer and more expressive the child's speech, the deeper, wider and more diverse his attitude to the content of speech; expressive speech complements and enriches the content of his speech.
1.2.2 Rhythmic-intonational side of speech of deaf children entering school
Consider what skills of speaking deaf children come to school with. As a rule, all children enrolled in kindergarten, they know how to separate a syllable from a number of syllables, pronounce vowels and syllables long and short, reproduce syllable combinations together and non-confusingly. The ability of children to change the tempo of speech, the strength and pitch of the voice, to reproduce different rhythms, to convey intonation are extremely different.
Some children know how to pronounce at different rates not only syllables, but also words and phrases, while others realize this ability only on syllabic material. Many children can gradually speed up and slow down the tempo of speech, and some are not available. The same applies to changing the strength of the voice.
The greatest difficulties arise when reproducing the pitch of the voice in children with deafness and severe hearing loss. With purposeful long-term work, even deaf preschoolers can at least slightly lower and raise their voice relative to their fundamental tone, which is individual for each child. But many children realize this only on the material of syllables and the simplest words. Some children (especially hearing impaired) successfully cope with both a gradual increase and decrease of the voice when pronouncing vowels and syllables, and with the reproduction of a voice of normal pitch, low and high simple speech material.
Most children are able to reproduce rhythms with simple syllable combinations such as Tata, tATA, but not all of them can pronounce rhythms at different rates, with different volumes, and even more so with a gradual acceleration of the tempo (or strengthening of the voice) and its slowing down (weakening of the voice).
In the transmission of the intonational coloring of speech, children entering school have significantly different capabilities. If work in this direction was purposefully carried out in the preschool period, then children, reproducing speech material with one or another intonation, first of all, express it with facial expressions, postures, gestures and some voice modulations. Some children, and, first of all, hearing impaired ones, have a fairly intoned speech.
How well or badly the children entering school have mastered the ability to reproduce the rhythmic and intonational side of speech can be found out on frontal exercises.
For this, it is proposed to perform a number of exercises using a variety of movements of speech rhythmics, accompanied by the pronunciation of a simple, accessible, including in terms of sound, speech material. In particular, the following skills are checked:
Separate a syllable from a number of syllables:
step in place, pronouncing papa, stamp your foot - pa.
Pronounce syllables long and short:
a) smoothly spread the arms from the chest to the sides - a_ (drawn out), sharply close the face with your hands - a (briefly);
b) tense arms, bent at the elbows at chest level with palms away from you, slowly push forward and spread apart - m_a_, sharply lower the hands down - ma.
Pronounce syllables together and non-confusingly:
clap the thighs with lowered hands - tatatata (together), clap your hands in front of the chest - that, that, that, that (nonsense).
Change the rate of speech:
a) depict a big bear walking slowly, a mother-bear walking at a normal pace and a running bear cub;
b) walk in place, pronouncing the tatata syllables and gradually speeding up the movements and, accordingly, pronounced syllables, and slowing down;
c) pronounce simple speech material at a slow, normal and fast pace, while, in addition to the tempo, children are encouraged to change the pitch of their voice.
a) spread the lowered arms to the sides a_ (quietly), spread the arms to the sides of the chest - A_ (normal volume voice), spread the arms raised above the head - A (loud); repeat this exercise, pronouncing the syllables papopu, and then the words "mom" with different vocal strengths;
b) spread your arms to the sides below, slightly higher, at the chest, at shoulder level, above your head, gradually increasing your voice when pronouncing the word "mother", perform an exercise in reverse order, weakening the power of the voice.
a) spread your arms to the sides - O_ (low voice), spread your arms to the sides of your chest - O_ (voice of normal height), stand on your toes, spread your arms raised above your head -o_ (high voice); repeat this exercise, pronouncing the syllable combinations of papopu with different voice pitches;
b) depict an airplane that scatters across the airfield and takes off, flies high, and then sits down, while pronouncing the vowels A or Y with a gradual increase and decrease in voice.
Play rhythms:
a) slap off simple rhythms such as Tata, Tatata, Tatata, Tatata, TataATA and repetitive rhythms such as Tatata-Tatata-Tatata, Tatata-TA-Tatata TA-Tatata-TA; walk in place at a slow, normal and fast pace, pronouncing a repetitive rhythm such as tataATA-tataATA and striking your hips with your hands on the stressed syllable;
b) repeat the previous exercise, gradually speeding up and slowing down the pace of its implementation;
c) reproduce by slapping or conducting the rhythms of syllable combinations, words and phrases such as:
TooTuti - shoes, shoes,
TATOT TATOT - compote, compote,
ThetataTetata is a girl, a girl
TatutatataTO - it's warm outside.
Convey elements of intonation:
a) depict, imitating the actions of the teacher, various feelings:
B) play out with the help of toys a simple scene that children can understand, for example: a puppy is lost, barks plaintively - af-af and says: Where is my mom? Where is my mom? I'm lost. Mom, come to me! Mom, I'm here! a mother dog appears, the puppy rejoices: AF-AF-AF !!! Hooray! Mum has come home! Here is my mom! Mom found me! I'm glad!
Children perform each exercise together with the teacher, repeating the material 2-3 times in chorus. Then the children pronounce it one at a time. In case of an error, the teacher gives the correct model, i.e. repeats the exercise himself and with the child, and, finally, one child again. The exercises get progressively more difficult. If this or that child did not cope with the task, then more complex material is not offered to him.
1.2.3 Work on the expressiveness of the oral speech of students with hearing impairments
Deaf speech usually differs sharply from speech normal person... She lacks intelligibility, expressiveness, euphony: she is monotonous, often unnaturally rough. A deaf person, like a speech machine, pronounces sound after sound, without connecting the elements into a single whole. This is largely due to the wrong teaching method. True, no art of teaching can replace a deaf person who lacks hearing, his speech will not be the same as is characteristic of hearers. However, this does not mean that the speech of a deaf person cannot be made more natural, free, more harmonious, expressive and intelligible. The success of teaching oral speech depends largely on the quality of the teacher's work, his methodological skill and general theoretical training.
The traditional method of teaching the deaf oral speech assumes the unity of analytical and synthetic approaches, i.e. combination of work on elements (sounds, syllables) with work on the whole (word, phrase). However, in the practice of schools, it is often necessary to observe the predominance of the analytical approach over the synthetic one. As a result, children, being able to pronounce individual sounds, syllables, often do not know the pronunciation structure of words and phrases. This serious lack of work is reflected in the expressiveness of speech of deaf children. Under the existing methodological system of teaching deaf oral speech, work on the rhythmic-syllable structure of the word, as well as mastering the norms of orthoepy, are carried out as special tasks and are often postponed to a later period. The speech of a deaf teacher must meet all the norms of orthoepy. When teaching deaf children, he should use both business and conversation styles.
Let us consider separately several components that make up the expressiveness of speech.
Verbal stress. Work on word stress
This technique and methods of work are taken from the developments of K.A. Volkova, F.F. Rau, N.F. Slezina.
Word stress is one of the three elements of the phonetic system of the Russian language. It, together with the number of syllables, is the bearer of its rhythm. Thanks to stress, words are emphasized in speech, as well as the distinction between words and their forms. Therefore, the correct verbal stress is an essential condition for expressiveness, intelligibility, natural sounding. With verbal stress, one of the syllables is pronounced louder and with a longer vowel sound. In the Russian language, verbal stress also acts as one of the meaningful means. We often come across words that have the same sound composition. Miscellaneous meaning such words are determined by the place of stress. Word stress is characterized by the following features. First of all, it is misplaced. In different words, it can be in different syllables. Its second feature is mobility. This means that within the same word, it can move from one syllable to another.
Deaf students will experience certain difficulties in mastering stress. Working on this topic, a deaf teacher needs, first of all, to teach children the technique of highlighting the stressed syllable. And the correct formulation of stress in words. A deaf student should not only be able to highlight one of the syllables of a word by voice, but also know which one is the first, second or third. It should be achieved that the child has the flexibility of stress.
They begin to develop the technique and the correct formulation of verbal stress from the first years of the children’s stay at school. They master the mobility of stress from the IV class. Learning the technique of emphasizing a stressed syllable begins with syllabic material. Students learn how to correctly reproduce different rhythms. First of all, the attention of schoolchildren is drawn to a more intense voice and a prolonged pronunciation of a vowel sound. In this case, one should rely on the tactile-vibrational sensation of the child, his visual perception and auditory sensations. Other saved analyzers are also used. The proposed rhythm is slammed off, while the stressed syllable of the word is highlighted with a clap of greater intensity. In addition to slamming, tapping and conducting are used.
Working out the technique of highlighting a stressed syllable at a certain rhythm is combined with teaching the correct pronunciation of words corresponding to a given rhythm: tA-ta - parta, school. A dictionary is taken, which the children already own. You need to start with syllables, and then move on to words.
Work on verbal stress is closely related to the formation of conducting skills in the student. In this case, the rhythm is produced by the movement of the hand in the air. A more energetic hand movement is used to indicate the stressed syllable. There are two types of conducting. The first is that the movement of the hand is accompanied by each syllable of the spoken word. The stressed syllable stands out with a more intense and prolonged movement. The second type of conducting is that only the stressed syllable is accompanied by the movement of the hand. It is recommended to teach conducting on the basis of syllables, words, phrases and coherent texts. The success of mastering verbal stress largely depends on the repetition of verbal material.
Work on verbal stress is in progress on individual lessons, in the classroom on speech technique, on speech exercises. It is interesting to note that in conditions of frontal and individual work with a teacher, students observe verbal stress much better than in conditions of testing.
Logical emphasis in the work on the expressiveness of oral speech.
Mastering logical stress involves the ability to highlight it by increasing the volume of pronouncing the corresponding word. Teaching logical stress to have the goal of communicating the speech of the deaf with elementary expressiveness and, in part, making it easier for them to master conscious reading, since, having learned to look for the stressed word in a sentence, they more easily grasp the meaning of what is being read.
The work on logical stress is carried out in two ways. On the one hand, children, purely practically, following the instructions of the teacher, learn to pronounce certain phrases, memorized verses and prose texts with the correct logical stress. In doing so, they are guided in a ready-made way. Mastering the ability to highlight the stressed word in a phrase is achieved in the same way that it is used over word stress. In both cases, an enormous role belongs to the residual hearing of deaf schoolchildren, with the help of which they easily learn to increase the loudness of the pronunciation of words bearing a logical stress. In addition, students can perceive logical stress with the help of tactile and vibrational sensations.
On the other hand, deaf schoolchildren learn to independently emphasize logical stress in phrases, and, above all, in questions and answers. During the exercises, it is useful to highlight stressed words not only with your voice, but also by underlining them in the text. For example: What is the weather today? Today is cloudy. A good technique for working on logical stress is to ask questions to different words phrases followed by an answer to them. Words on which the logical emphasis falls can be highlighted by the voice of the teacher in the question and the students in the answer. You can also use the written text. These methods of work can be carried out on the basis of visual-auditory, visual-tactile-auditory perception of the phrase pronounced by the teacher orally or orally-dactyly.
A useful type of exercise is the emphasis on logical stress in coherent prose texts perceived by students visually and audibly and only by ear. It is very useful to work on logical stress in connection with exercises in dialogical speech.
The meaning of intonation and work on it.
Purposeful work on the formation of perception and reproduction of the intonational structure in deaf schoolchildren is one of the most important ways to improve their oral speech.
Work on speech intonation presupposes the formation of more and more differentiated perception and reproduction of basic intonational structures (tempo, fusion and pauses, melodic contour of phrases) in deaf children. Also, the development of students' skills to convey the meaning and emotional content of an utterance by a combination of speech and non-speech means that contribute to communication - the appropriate facial expression, posture, natural gestures adopted in speech etiquette. The formation of an intonation structure among students is carried out both in free communication (primarily when imitating the speech of hearers, expressiveness, emotionality, corresponding to the norms of pronunciation), and in special classes - individual, musical-rhythmic, in the auditory office, as well as during phonetic exercises on general education lessons and extracurricular activities.
Preparatory work on teaching the basic elements of intonation includes exercises for the development of listening perception and reproduction of voice modulations in pitch (even intonation, raising, lowering the voice within the main range), strength, in the formation of the fusion of speech and pauses, changes in tempo, stress (verbal and logical). When working on intonation, much attention is paid to the formation of students' skills to pronounce the same speech material, giving it a different emotional sound in accordance with the new situation (fun, menacing, stern, sad, joyful).
Also, children learn from the material of one phrase in different ways to combine the elements of intonation: change the logical stress ( let's go for a walk , let's go for a walk ), rate of speech, change intonation construction(interrogative, affirmative, exclamation forms). When carrying out such exercises, it is especially important for the student to be aware of the speech situation.
In grade 1, preparatory exercises include teaching perception (by ear and auditory-visual) and reproduction:
merges and pauses,
short and long pronunciation of vowel sounds,
stress in two-, three-syllable words; logical stress,
First-graders learn to speak emotionally, at a pace approaching normal, pronounce short phrases together, divide longer phrases with a pause into semantic syntagmas, highlight logical and syntagmatic stress. Children are encouraged to imitate the teacher to reproduce elements of the melodic contour of phrases.
In grade 2, these skills are consolidated and expanded. Second-graders learn to speak emotionally and expressively, pronounce phrases at a normal pace, together or dividing a pause into semantic syntagmas, highlighting logical and syntagmatic stress, reproducing the available elements of the melodic contour, and also adequately use expressive facial expressions.
In grade 3, the main attention is paid to developing the skills of listening comprehension and reproducing the rhythmic-melodic structure of phrases in declarative and interrogative sentences, as well as in evaluative sentences with the maximum high degree sign, action, condition. Third-graders independently use adequate paralinguistic means when communicating (expressive facial expressions, natural gestures, in accordance with speech etiquette).
Work on the formation of intonation is carried out using various methodological techniques and technical means. In the classroom, imitation of the teacher's speech pattern, perceived by students visually and audibly (with the help of hearing aids), is widely used, teaching to distinguish, recognize and recognize the main elements of intonation by ear, phonetic rhythm. Also used are vibro-tactile sensations, graphic aids, dramatization of typical situations verbal communication etc. Effective work on intonation is facilitated by the use of visual devices that help students independently exercise control over the reproduction of basic intonation structures in speech. The organization of teaching deaf schoolchildren to perceive and reproduce intonation presupposes continuity in different forms of work. Planning is carried out jointly by the class teacher, teachers leading individual and music-rhythmic classes, and the educator.
Orthoepy as part of the expressiveness of speech.
Orthoepy - a set of pronunciation rules for any language.
This includes pronunciation: unstressed O as A (water, window); voiced consonants at the end of words and before the deaf as deaf (nosh, voice, loShka, yupka); combinations t and t in verbs like CA; double consonant as one long sound (class); the endings of adjectives -ОGO, - ITS as -ОВА; -EVE.
The norms of Russian orthoepy have been developing for a long time. They were based on the Moscow dialect.
When teaching the deaf the norms of orthoepy, it is necessary to solve two main tasks:
give children knowledge of the rules,
teach them to consciously use them in oral speech.
The role of the correct orthoepic design of speech is enormous, and only the orthoepically correct speech of a deaf person can serve as a reliable means of communication for him (F.A.Rau, F.F.Rau, K.A. Volkova, etc.).
Compliance with orthoepic norms affects the rate of speech of a deaf person, since it is known that orthoepic pronunciation is at the same time the most economical, tat, as in many rules of orthoepy, physiological laws of speech are manifested, thanks to which word pronunciation is carried out with a minimum expenditure of neuromuscular energy ... Compliance with orthoepic norms also has a certain effect on thought processes, since incorrect pronunciation of words and phrases complicates the thinking process. Compliance with orthoepic norms is desirable from a purely aesthetic point of view: the speech of the deaf person becomes more harmonious. When selecting speech material, it is necessary to be guided by the following requirements: speech material should be familiar to students, often used in everyday colloquial speech. Words can be partly represented by subject pictures, partly written on cards. Phrases are also presented recorded on separate cards. In the written speech material, a graphic designation of verbal stress is required. When teaching deaf students the correct pronunciation, various superscript orthoepic signs, brackets, letters are used. Their application is determined by the degree of familiarity of students with the word and phrase. When entering new words, a superscript is used in the form of a letter. As students master the word, a dash begins to be used as a superscript orthoepic mark, then the word is offered for reading without a superscript mark. The program of the school for deaf children requires that already from grade 3, students have developed the ability to pronounce words on their own in compliance with orthoepic norms.
In the process of teaching the deaf the norms of orthoepy, it is necessary to use various types of work:
Reading speech material. The material is read from the board, posters, cards. Initially, a superscript is used in the form of a letter designation, and then in the form of a dash.
Naming specific items and pictures. The pictures can depict a situation, individual objects, actions.
The placement of superscripts by students in words written on the board or in notebooks on speech technique.
Schoolchildren inventing examples for one or another rule of orthoepy.
A large place (especially in the older years of study) should be allocated to such a type of work as independent narration: about a book read, about a movie watched, on a given topic or a picture, etc. This, as a rule, contributes to the complete automation of a number of orthoepic skills.
1.3 Formation and development of expressiveness of speech through singing
The voice lends itself to rehabilitation more easily than hearing. You can teach how to use the voice of a completely deaf child, but his speech will be poor intonation, not emotionally colored. Its expressiveness, timbre richness is favorably influenced by musical speech, i.e. singing.
The proximity of the sensory basis of musical and speech intonations suggests that the ability of auditory perception of elementary musical structures developing in students contributes to an increase in auditory attention to speech intonation, the development of the ability to listen more consciously to its structure, to feel differences in the dynamics of the sound of a voice, its melody, tempo-rhythmic organization of speech.
The development of a singing voice can begin with the singing of phonetic rhythmic syllables. Singing strengthens the vocal cords, helps to increase the range of the voice - from one sound to one and a half octaves, the emotional and timbre coloration of the voice is enriched, diction and breathing improve.
All music is primarily a language of feelings. Vocal music lighter, more accessible reveals feelings through a verbal and poetic image, forming the emotional image of the human soul. Children with hearing impairments who perceive the speech of the interlocutor visually and auditory, as a rule, do not catch by ear the intonation richness of speech, especially the most subtle, quiet intonations and emotions. They hear more easily and imitate bright, stormy emotions that form a nervous, but shallow character.
When working on a musical fairy tale, for example, the students' awareness of its content, learning to identify musical fragments by ear, working on the plastic expression of the musical image, the use of decorations and costumes - all this helps the deaf child to emotionally enter the role, encourages him to expressive oral speech, the desire to convey the emotional state of the hero by a combination of speech and non-speech means (facial expressions, posture, expressive plastics).
In the process of learning folk and children's songs, tunes, special exercises for the development of the voice, purposeful listening to the music, the difference between the main musical expressive means(the pitch and rhythmic organization of the melody, the nature of sound science - smoothly or abruptly, tempo, etc.) help children learn to reproduce the rhythm and tempo of music, dynamic shades, logical stress during declamation. The expressiveness of the music adjusts to emotional performance. When learning songs, much attention is paid to working on diction, breathing, natural, free sounding of the voice. When singing a poetic text, a deaf child easily assimilates the metro-rhythmic warehouse native speech.
Especially useful are folk lullabies, jokes, children's songs, which historically formed from the intonations of the ancient chanting dialect and contain the correct, and sometimes variant accentuation of the native speech. With singing, the transcription of vowel sounds is easier and more natural to remember. All this has a beneficial effect, ultimately, on the quality of speech of a deaf child.
1.4 Emotional-expressive coloring of speech
Speech revives the use of words with a bright emotional and expressive coloring. Such words not only name concepts, but also reflect the speaker's attitude towards them. For example, admiring the beauty of a white flower, you can call it snow-white, whitish, lily. These adjectives are emotionally colored: in them a positive assessment distinguishes them from the stylistically neutral word "white". The emotional coloring of a word can also express a negative assessment of the called concept (a blond one speaks of an ugly person with blond hair, whose appearance is unpleasant to us). Therefore, emotional vocabulary is called evaluative.
The depiction of a feeling for speech also requires special expressive colors.
Expressiveness (from lat.expression expression) means expressive, expressive expressive. In this case, special stylistic assessments are added to the nominative meaning of the word, which enhance its expressiveness. So, instead of the word "good" we use more expressive beautiful, wonderful, delightful, etc .; one might say I do not like, but sometimes we find stronger words: I hate, despise, torture disgust. In such cases, the lexical meaning of the word is complicated by expression. Often, one neutral word has several expressive synonyms, differing in the degree of expressive tension (cf. misfortune - grief - disaster - catastrophe; violent - unrestrained - indomitable - violent - furious).
Bright expression highlights words solemn, rhetorical, poetic. A special expression distinguishes the words playful, ironic, familiar. Expressive shades distinguish between words disapproving, dismissive, contemptuous, demeaning, vulgar, abusive. Expressive coloring in a word is layered on its emotional-evaluative meaning, and in some words expression predominates, in other words expression predominates, in others emotional coloring. This is not difficult to determine by trusting your linguistic instinct.
Expressive vocabulary can be classified by distinguishing: 1) words expressing a positive assessment of the named concepts, and 2) words expressing their negative assessment. The first group will include words high, affectionate, desperate playful; in the second, ironic, disapproving, abusive, etc.
It is necessary at all lessons, especially reading, speech development, to ask children - “say differently, say kindly, come up with gentle words, choose beautiful words”, ie to enrich and teach to use a synonymous dictionary.
The importance of oral speech for deaf children is extremely high. Oral speech for them acts as a means of communication, a base of language proficiency, an instrument of thought.
Speaking as a means of communication ensures the integration of deaf students into society.
For the correct organization of work on the expressiveness of speech, it is necessary to take into account such components of the acoustic system as frequency, strength (intensity), timbre, duration of sound.
Each component of the expressiveness of oral speech is very important. All of them are interconnected and this relationship is taken into account when developing methodological techniques and content of work on pronunciation.
The question of the formation of expressive speech is associated with the general learning process. The richer and more expressive the child's speech, the deeper, wider and more diverse his attitude to the content of speech; expressive speech complements and enriches it.
Now, we consider it necessary to move on to the description of the practical part of this work.
CHAPTER 2. ORGANIZATION AND RESEARCH TECHNIQUE
Before proceeding directly to the description of our experiment to study the expressiveness of speech in children with hearing impairments, we consider it necessary to provide data on the characteristics of the children participating in the experiment, to characterize the speech material on the basis of which the study was conducted, and also to describe the methods of scientific research. used in the experiment.
speech child hearing impairment
2.1 Characteristics of speech material
The study of pronunciation, namely, the expressiveness of speech, of children with hearing impairments was carried out on the basis of words and phrases. We consider this to be the most appropriate, since on the basis of words and phrases, one can get an idea of the formation of the phonetic system of oral speech in a child: the quality of pronunciation of all sounds of the Russian language, the ability to reproduce verbal and logical stress. You can also get an idea of the development of the child's speech breathing, that is, whether he pronounces words together, and about the state of the child's voice. Speech material was specially selected, taking into account its saturation with all the sounds of the Russian language.
Material for researching the placement of word stress.
To study the question of the correct placement of word stress, the child is offered exercises on the material of syllables with different types stress.
Exercise number 1
The cards contain syllables:
dad dad dad dad dad dad
dad dad dad dad dad dad
The experimenter says twice the first line behind the screen and asks the child to name the line he just said and repeat the syllables. The work is carried out with each line. If the child copes with the task, he is asked to slap the rhythm, thereby complicating the task.
Exercise number 2
To check the stress, words were selected that varied in syllable-rhythmic structure: three-syllable words - drum / __ __ __ /, car / __ __ __ /, apple / __ __ __ /.
Exercise number 3
Determination of the number of syllables and stressed syllables in words. A table is made on the card:
??`_ ____ `__`_ __ ____ `_ ____ __ _`
The child has cards on the table with the image of birds (magpie, crow, sparrow, titmouse, swallow, chicken, rooster).
Experimenter: I will speak the words that represent the pictures in front of you. After I pronounce the word, you will show the corresponding picture, name the number of syllables in the word and which syllable is stressed.
If the child does not cope with the task, he is offered cards with written words.
Exercise number 4
Selection of words for a given rhythm. The experimenter asks the child to name two-syllable, three-syllable words with an emphasis on the second syllable. The child must choose the appropriate words. If the child finds it difficult, he is offered the following cards with the words:
Duty.
Similarly, work is carried out with words with an emphasis on the first or third syllables.
Material for researching the articulation of the phrase by pauses.
On the cards, the child is offered:
Our cat is / is a little fat //
Our mouse / very little //
Oh / I'm hot //
Oh / I'm hot //
It's hard to carry gifts //
The child should read these phrases, pauses correctly. If the child does not complete the task, then the experimenter offers to read the sentences with pauses already placed. If it is difficult for the child to complete this task, then he repeats the sentences in conjunction with the experimenter.
Material for the study of orthoepy.
As a rule, we start working on orthoepy from grade 5. But in order to bring children to an understanding of orthoepy and its rules, it is possible in reading lessons, speech development to allocate time to work with tablets with words with superscripts, in individual lessons in a hearing room. Also, all speech material in classrooms should be accompanied by superscripts.
Exercise number 1.
There are words on the cards. The child is given the task - to place the superscripts correctly:
CityCow
ToothNotebook
DogOak
You can ask the child to explain why he put this or that sign.
Exercise number 2.
Children are offered cards with a fragment of a poem - to place superscripts and read correctly:
Snow flies, whirl,
The streets are white.
And puddles turned
Into transparent glass.
If the child finds it difficult, he is asked to read the text with the signs already affixed.
The research is carried out as follows.
Exercise number 1.
The child is offered a sign with the task:
"Let's sing"
a A A a A a A. A. A.
o O O o O o O. O.
do w w w w w w w w w w w w w w w w w w w w w w w w w w w w w w w w w w w w w w
and and and and and and and I.I.
Exercise number 2.
Quest card offered - read it quietly:
Hush - hush - hush
The pigeon sat on our roof.
Exercise number 3.
The story cannot be broken
Vova built a house for the doll. The house is big and beautiful.
Petya came running and broke the house. Vova said: "You can't break it."
Pete is ashamed. He said: "Excuse me, Vova."
If difficulties arise (the child's voice fades out quickly, he makes an additional intake of air), we use tactile-vibration control. We focus the child's attention on the constant, smooth vibration of the larynx. First, cross control is used, then the child controls only himself.
Material for the study of intonation.
Children are invited to act out a scene, having previously read and discussed with the teacher the "difficult" places of the dialogue.
Exercise number 1.
Cat, and cat, do you like potatoes?
Ugh! I don't like potatoes!
And what do you like?
Mouse, fish, milk!
Mouse ... Fu!
Very tasty!
Exercise number 2.
Oh, Lisa, what have you got?
Cheese! Can't you see what?
Fox, give me a bite!
No, I want it myself!
Fu, greedy!
Based on the work done and this studied literature. We can single out guidelines for working on the expressiveness of the speech of deaf children.
CHAPTER 3. ANALYSIS OF THE RESEARCH
To study the pronunciation of children, we organized a study, the method of which is described above. Let's consider the obtained experimental data.
Characteristics of the children participating in the experiment.
In our study, 5 people took part - pupils of the 2 "B" class of boarding school No. 1 of the Vyborg district of St. Petersburg. for children with hearing impairments. There are 3 girls and 2 boys in the class.
Based on the study of the personal files of the subjects, we identified the following causes of hearing impairment: hereditary hearing loss (3 people) and acquired hearing loss (2 people).
During the experiment, we found that children with hearing impairments often get sick.
It is also necessary to note the peculiarities of the hearing state of the children participating in the experiment. The children in the class are mostly of the same age. Most children have III-IV degrees of sensorineural hearing loss, the so-called border children.
The first two of the listed subjects (Irina and Nadya) were assessed as "strong" in terms of pronunciation quality, the third and fourth (Nastya and Vadik) - as "average" and the last (Alyosha) - as "weak". But despite these data, Vadik's memory was much higher than, for example, Nadia's, and Alyosha's attention and perseverance was better than Nastya's. Irina lived with her parents in the village for a long time, did not study anywhere, nevertheless, in the first year of study she caught up with the speech development of the other children, and at the moment her speech development is an order of magnitude higher.
Classroom imitativeness is good. In terms of its psychophysical state, the class is even. All subjects have a sufficient level of thinking development for this stage of learning. Alyosha K. is a little behind in his development, who has the smallest residual hearing, which has a bad effect on his level of speech development.
The operative type of memory in the subjects is well developed, which contributes to the successful completion of tasks during the experiment. Long-term memory is also well developed.
The experimental group varies quite a bit in terms of attention. Nadia J. and Ira R. have a fairly stable attention, easily switch from one task to another. Distribute attention evenly to all tasks. Concentrate well on setting and explaining the assignment. Slight fatigue was observed at the end of the experiment.
Nastya K. and Vladik K. differ from previous students in a slightly reduced level of concentration of their attention. In the first half of the experiment, activity and good stability of attention were observed. By the end, fatigue and decreased switchability appeared.
The situation was more difficult with Alyosha K., whose attention is characterized as unstable. He gets tired quickly, has difficulty switching from one task to another, poorly concentrates attention on the installation.
To study the expressiveness of children's speech, we organized a study, the method of which is described above. Let's consider the obtained experimental data.
3.1 Generalization of experimental data on the problem under study
Let's start with the analysis of the assimilation of the syllable-rhythmic structure of oral speech. The mastery of the syllabic-rhythmic structure of oral speech involves the formation in children of the ability and skills of a continuous, with observance of the accent of pronunciation. The curriculum for teaching deaf children of primary school age sets the task of forming and consolidating the skills of continuous pronunciation of words, with emphasis in them. During the ascertaining experiment, we will consider the fulfillment of these software requirements.
Analysis of the quality of pronunciation fusion allows us to conclude that children make mistakes when pronouncing speech material. These include the word-by-word pronunciation of words and the word-by-word pronunciation of phrases. You can also identify a direct relationship between the residual hearing of the child and the possibilities of continuous pronunciation of words.
Observations by E.I. Leonhard, N.F. Slezina, N.D. Shmatko show that children can correct their pronunciation by imitating the speech of the teacher. Taking this fact into account, we checked the fusion during self-pronunciation (I), imitation (II) and even when reading the tablets (III).
The analysis results are shown in Table 2.
The table shows that with independent pronunciation, children make fewer mistakes than when pronouncing by imitation. Most of the mistakes were made when reading the tablets, which testifies to the insufficient formation of the reading skill. It is also necessary to note the predominance of the syllable pronunciation: in I - 45%, in II - 53%, and in III - 57%.
We have established a direct relationship between the rate of pronunciation and the quality of pronunciation fusion. Excessive delay in slow motion predisposes a child with hearing impairment to monotonous, syllable, and sometimes verbal pronunciation of words.
Next, we turn to the analysis of the acquisition of the skills of pronunciation of speech material with stress by children with hearing impairments. Pronunciation of words with pronounced stress is one of the software requirements. The information we received on this indicator is given in the table.
These tables show that the speech of the tested children is dominated by equipressed pronunciation (27%). There are cases of incorrect stress (9%). Correct accent is 64%.
Least of all mistakes were made by children when pronouncing the words of one-part words. Most mistakes were made when reading three-part words. This is explained by the shortcomings in the work on the fusion of pronunciation, since the stressed syllable does not stand out in the syllable and subsonic pronunciation. Hence, we can conclude that the formation of a continuous pronunciation of words is closely related to the formation of pronunciation with stress.
Also, during the experiment, we noticed that the ability to pronounce words with stress directly depends on residual hearing in children.
Now let's look at the analysis of the division of a phrase by pauses.
The correct division of speech with the help of pauses is one of the essential factors contributing to the expressiveness of the speech of deaf children.
In children of the experimental group, short speech breathing is observed, associated with insufficiently economical consumption of air in the process of sound pronunciation. This circumstance, as well as the slower, compared with the usual, rate of speech of deaf schoolchildren forces them to segment speech into more fractional segments, which are distant from each other by respiratory pauses.
Depending on the prevailing type of division, students were divided into three groups, the first of which was characterized by correct division (43%). The second is by word-by-word (26%), and the third is by word-by-word (31%).
It should be noted that the correct division of the phrase is more common in the speech of children with hearing impairments, and the more often, the more significant these residues.
In conclusion, we consider it necessary to dwell on the characteristics of the state of the voice of children, the defects of which also affect the quality of pronunciation.
Table 5
Thus, we can conclude that half of the examined children have some kind of voice defects. Positive influence the formation of a normal voice is influenced by: the use of residual hearing during correction and the consistent and systematic work of the deaf teacher.
Summarizing the results of the study from the point of view of its expressiveness, we can reflect them in the table.
The expressiveness of oral speech of children of the experimental group,%
Table 6
F. Child's name Expressiveness of speech is normal Average level of expressiveness Low level of expressiveness Nadya Zh. * Irina R. * Nastya K. * Vladik K. * Alyosha K. *
Thus, the study of the state of expressiveness of speech showed that, on average, the expressiveness of speech of children of this group has a low level:
5% of children have expressive speech;
5% - average level expressiveness of speech;
% - low level of expressiveness of speech
Our studies have shown that the reasons affecting the expressiveness of speech are as follows:
violation of sound pronunciation,
violation of verbal stress,
violation of the pause division of phrases.
The mastery of oral speech of children with hearing impairment is greatly influenced by the degree of their hearing loss.
The analysis of the quality of oral speech of the children of the experimental group showed that the program requirements for the formation of the syllable-rhythmic structure of speech are not fully met: in the speech of children, the syllable, equipressed pronunciation prevails.
Deficiencies are also noted in the articulation of the phrase using pauses, which in most cases do not express its division into syntagmas.
Children still do not use the rules of orthoepy correctly enough, in some cases problems arise even with familiar materials: they do not deafen voiced consonants at the end or beginning of a word (so that a tooth), in some cases they do not use the rules of unstressed o (dog, window, board).
The clearly low indices of all the components of speech expressiveness that we have considered determine the fact that only 1 student has expressive speech, 1 child has an average level of expressiveness, while the remaining 3 students have a low level.
As a result of the experiment, we concluded that it is necessary to intensify work in all areas related to the expressiveness of speech, which will change the pronunciation of children towards an average and high indicator.
3.2 Features of work on the expressiveness of oral speech of deaf students
Analyzing the work carried out, we consider it necessary to note that all the components of the expressiveness of speech must be formed and consolidated systematically in all types of speech activity, musical and individual lessons, to include certain elements in organizational issues before the start of the lesson.
Considering that the important components of the expressiveness of speech are word stress, voice, the ability to divide phrases with pauses, etc. when working on the development of expressiveness, attention should be paid to those aspects that would help to form a high indicator. To do this, you need to use exercises aimed at working on the main components .. We offer exercises for the formation of verbal stress:
Exercise # 1.
The cards contain syllables:
sasasasasasasasasasasasasasasasasasasasasasasasasasasasasasasasasasasasasasasasasasasasas
sasasasasasasasasasasasasasasasasasasasasasasasasasasasasasasasasasasasasasasasasasasasas
The teacher says twice the first line behind the screen and asks the child to name the line he just said and repeat the syllables. The work is carried out with each line. If the child copes with the task, he is asked to slap the rhythm, thereby complicating the task.
Exercise number 2.
Selection of words according to a given rhythm.
The teacher asks the child to name two-syllable, three-syllable words with an emphasis on the third syllable. The child must choose the appropriate words. If the child finds it difficult, he is offered the following cards with the words:
Pencil
Similarly, work is carried out with words with an accent on the second or first syllables.
Exercise number 3.
Arrangement of stress in words in the auditory perception of what was said by the experimenter.
The teacher reads a series of words off the screen. Students determine by ear which syllable is stressed:
Cowfinger
Schoolgirls
Pen-pencil
Teacher machine. To consolidate the correct division of the phrase with pauses, we recommend the following exercise:
Exercise number 1
Girl Nika / loves strawberries. //
And I / I love strawberries - /
I can eat a lot of it. //
The child should read the poem, pauses correctly. If the child does not complete the task, then the experimenter offers to read the poem with pauses already set. If it is difficult for a child to complete this task, then he repeats the poem in conjunction with the teacher .. To work on the voice.
Exercise # 1.
2, 3, 4, 5, 6, 7, 8, 9, 10.
The child should call the numbers on the plates in a voice of normal strength.
Exercise number 2.
DADDAPAPA ... dad ... pa pa PA ____ pa pa PA ______. We offer an exercise for the development of intonation:
Exercise number 1
depict, imitating the actions of the teacher, various feelings:
Pain - ah-ah, bobo, it hurts, it hurts, my stomach hurts, etc.;
Joy - A_, hurray! Mama! Mum has come home!
Question - Huh? Where? What is there? Mama? Where is Dad? Dad is at home? Why?
Request - a_, ah, give, help, come to me;
Condemnation - a_, ah-ah, ay-ay-ay, fu !, bad, wrong;
Fatigue - O_, oh, I'm tired, I'm tired, etc.
Exercise number 2.
Bear, and Bear. You are strong?
Yes, I am very strong!
Let's be friends with you!
Okay, I agree! I will not give you offense.
In the cards for work, all orthoepic rules are observed, the stress is affixed. Invite children to accompany all actions with appropriate gestures and movements.
CONCLUSION
The study of the expressiveness of the speech of deaf students showed that the expressiveness of pronunciation is low. She is not very expressive, without emotional coloring, monotonous and uninteresting. For the formation of expressiveness of speech, an important section is the development of speech perception in deaf children and the reproduction of its intonation structure.
The results of the study showed that the reason for this is serious deficiencies in the phonetic design of speech, concerning the pronunciation of phonemes, word stress and intonation, spelling, tempo, etc.
We found that pronunciation deficiencies in deaf students are far from equally significant in terms of their negative impact on expressiveness.
We have found that the greatest damage to the expressiveness of speech is caused by the absence of intonation in speech, and also, to a lesser extent, expressiveness suffers from deficiencies in stress. Even less significant are the shortcomings of phrase articulation.
The expressiveness of oral speech is achieved in the process of correct pronunciation of sounds, adherence to the norms of orthoepy, verbal and logical stress, tempo, etc. Therefore, accounting must be carried out comprehensively.
The study concludes that the expressiveness of the speech of deaf students is insufficient. None of the factors influencing the expressiveness of speech, namely, stress, voice, tempo, are fully formed in children.
Particular attention should be paid to the tempo of speech, the strength of the voice, the persuasiveness of the tone, as well as the features of oratory: posture, gestures, facial expressions.
Work on the expressiveness of speech should be carried out during the entire educational process. The class teacher conducts special frontal exercises to automate intonation skills formed in individual lessons and in rhythm lessons and in the auditory room, during speech exercises.
The teacher of the auditory room and the teacher of rhythmics, first of all, work not on the sound side of speech, but on the rhythmic and intonational side; at the same time, material that is already well known to children is given.
Only when working as a single team, jointly responsible for the result of the work, in which each member has their own special functions, can good results be achieved in working on the expressiveness of the speech of students with hearing impairments, which will further ensure their use of oral speech as a means of communication in the society of hearing people ...
BIBLIOGRAPHY
1.Andreeva E.I. Psychological foundations teaching deaf children the pronunciation of L., 1977.
2.Beltyukov V.I. Interaction of analyzers in the process of education and assimilation of oral speech M., 1977.
.Bondarko L.V. The sound system of the modern Russian language M., 1977.
.Bryzgunova E.A. Sounds and intonation of Russian speech M., 1969.
.Volkova K.A. Methods of teaching the deaf pronunciation M., 1980.
.Golovin B.N .. Fundamentals of the culture of speech ... Publisher " graduate School", 1980.
.A.A. Leontiev Word in speech activity M., 1965.
.Leonhard E.I. Formation of oral speech and the development of auditory perception in deaf schoolchildren M., 1971.
.Speech therapy / edited by L.S. Volkova M., 1989.
.Matusevich M.I. Modern Russian language. Phonetics. M., 1976.
.Development of auditory perception and teaching pronunciation for children with hearing impairments / comp .: E.P. Kuzmicheva, N.F. Slezina, M., 1986.
.Rau F.F. On the mechanism of perception of oral speech in normal and impaired hearing // Defectology 1972 № 6 p. 23
.Rau F.F. Teaching the deaf and dumb the pronunciation of M., 1960.
.Rau F.F. Guidelines for teaching the deaf and dumb the pronunciation of M., 1960.
.Rau F.F. Formation of oral speech in deaf children M., 1981.
.Rau F.F. Oral speech of the deaf M., 1973.
.Rau F.F. , Slezina N.F. Methods of teaching pronunciation at the school of the deaf M., 1981.
.Salakhova A.D. Development of the sound side of speech of the child M., 1973.
.Slezina N.F. Formation of pronunciation in deaf schoolchildren M., 1984
.Slezina N.F. The use of technical means in teaching the deaf pronunciation M., 1975.
.Deaf pedagogy / ed. M.I. Nikitina, M., 1989.
.Oral speech of the deaf and hearing impaired / ed. Rau F.F. and V.I. Beltyukova, M., 1965.
.Chumanova Works on the rhythm of poems // Defectology 1977. No. 1
.Shmatko M.D. Continuity in the system of work on the pronunciation of children with hearing impairments in preschool and school institutions // Defectology 1999 № 5
.Shustrova L.G. Deaf students adherence to orthoepic norms from grades 5 to 8 // Defectology 1975 № 4
.Yakhnina E.Z. Ways to improve the pronunciation side of oral speech of deaf schoolchildren Message 1 // Defectology 1994 No. 3
ANNEX 1
Table 1 - Auditory-verbal development of students in the experimental group
F. name Age Hearing impairment Speech development Nadya J. 8 years III-IV degree of hearing loss according to Neumann ONRirina R. 12 years Bilateral deafness of group III average Nastya K. 8 years III-IV degree of hearing loss according to Neumann Average Vladik K. 9 years III-IV degree of hearing loss Ale Neumann 8 years hearing loss according to Neumann
Table 2 - Fusion of pronunciation of words by children with hearing impairment of young age (in%)
Pronunciation order Pronunciation. I Independent pronunciation. II Pronunciation by imitation. III Pronunciation by reading the tablets. Continuously by syllables by sound 46% 45% 9% 38% 53% 9% 31% 57% 12%
Table 3 - Compliance with stress during pronunciation of words by children with hearing impairments in the experimental group (in%)
Observance of stressSingle words Two-part words Three-part words Correct stress Monotonous pronunciation Equally stressed pronunciation 69% 9% 22% 60% 9% 31% 62% 9% 29%
Table 4 - Dividing phrases by pauses
Correct Incorrect segmentation By wordwise Word by word 43% 26% 31%
StrengthHeightTembrNDefectNDefectNDefect 85% 15% 63% 37% 53% 47%
Table 6 - Expressiveness of speech of the deaf
Level of expressiveness of speech The number of children at one level or another. Expressive speech 12.5% Average level 12.5% Low level 75%
APPENDIX 2
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An important quality of children's speech is expressiveness. " Expressiveness of speech- the ability to clearly, convincingly and at the same time, as concisely as possible, express their thoughts and feelings; the ability to act on the listener and the reader by intonation, choice of words, construction of sentences, selection of facts, examples, ”wrote NS. Christmas.
Expressiveness of speech they call her that quality in which the expressed judgment is associated with the attitude of the speaker towards it... The expressiveness of speech is based on the conscious transmission of thought.
In connection with upbringing sound culture speech should be talked about phonetic and intonation aspect of expressiveness.
According to S. L. Rubinstein, the speech of a small child often has vivid expressiveness, but it is involuntary, unconscious, expressive moments are manifested as impulsive emotionality. To achieve conscious expressiveness, careful work is needed.
A.M. Leushina outlined three steps in the development of expressive speech.
Early childhood speech has an emotional function... The emotionality of speech is a reflection of the attitude to the world, the child does not control it.
As the child learns the demands of adults masters the means of intonation expressiveness and starts knowingly use them... This step is not limited by age, it depends on the teacher.
Most high step characterized by the transition from intonational expressiveness to linguistic. The child learns means of figurative speech: metaphors, epithets, comparisons for figurative transmission of thought. This stage also has no definite age limits. It appears towards the end of preschool childhood and develops throughout life.
Without the ability to pronounce sounds correctly, children's speech will not be expressive. However, being able to pronounce all the sounds correctly, the child can speak indistinctly, carelessly, inexpressive due to poor diction. Therefore, from a young preschool age, it is necessary to teach a child distinct, intelligible pronunciation of every sound, words and phrases.
Expressive speech also depends from correct breathing, sonorous voice, clear diction, normal tempo corresponding to the purpose of the statement. The ability to regulate the strength and pitch of the voice contributes to the development of its flexibility and mobility. The ability to use a different tempo of speech is gradually formed.
Often in the process of speech, children who do not know how to breathe, the ability to gradually spend air, lose the sonority of their voices, crumple words, end a phrase prematurely, start speaking while inhaling, “choke”.
Young children speak slowly because they find it difficult to cope with pronunciation of phrases and words. As the skills of using the articulatory apparatus develop, the prerequisites are created for the formation of a natural tempo of speech.
Thus, improving the sound side of speech: clarity of pronunciation, sonority and mobility of the voice, the ability to use the tempo and rhythm of speech, correct breathing is necessary stage of preparation for expressive speech.
Education of expressiveness of speech.
Speaking on the education of expressiveness of speech, We mean two sides of this concept:
1) natural expressiveness everyday speech of children;
2) arbitrary, conscious expressiveness when transmitting a premeditated text (a sentence or story composed by the child himself on the instructions of the teacher, retelling, poem).
The expressiveness of a preschooler's speech is a necessary characteristic of speech as a means of communication, it manifests the subjectivity of the child's attitude to the environment. Expressiveness arises when a child wants to convey in speech not only his knowledge, but also feelings and attitudes. Expressiveness is a consequence of understanding what is being said.
Emotionality is manifested primarily in intonations, in the underlining of individual words, pauses, facial expressions, expression of the eyes, in the change in the strength and tempo of the voice.
A child's easy speech is always expressive.... This is the strong, bright side of children's speech, which we must consolidate and preserve.
More difficult to form arbitrary expressiveness... NS Karpinskaya notes that, while maintaining the immediacy of performance, one should gradually and carefully develop in children the ability to voluntary expressiveness, i.e. to the expressiveness arising as a result of conscious striving, volitional efforts.
V middle group on assignment, children can learn to convey the intonation of a question and answer, the most vivid feelings (joy, surprise, displeasure) that they have experienced many times in their experience.
In older groups demands are increasing: children should already express more diverse and subtle feelings (tenderness, anxiety, sadness, pride, etc.).
A very important task is the development of the child's independence, creative initiative when reading by heart and retelling.
In older children, simultaneously with their own emotionality of speech, it is necessary to form the ability to hear the expressiveness of the speech of others, that is, to analyze by ear some of the qualities of speech (how the poem was read - cheerfully or sadly, jokingly or seriously, etc.).
Introduction …………………………………………………………………. …… ..3
1. Development of expressiveness of speech in normally speaking preschoolers ... ..4
2. Formation of ideas about intonational expressiveness in impressive speech ……………………………………………………………… ..9
3. Formation of intonation expressiveness in expressive speech ... .12
Conclusion ……………………………………………………………… ...… ..16
List of used literature ………………………………………… ... 17
Introduction
Expressiveness of speech is one of the urgent problems our society. Scientific research conducted in 2011 by academician L.N. Gluchenko, show that 80% of citizens of the Russian Federation have an acute question of improving the expressiveness of their speech
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1. Development of expressiveness of speech in normally speaking preschoolers
Many researchers were involved in the study of children's speech: A.N. Gvozdev, E.M. Khvatsev, N.Kh. Shvachkin. and etc.
Research conducted by E.M. Khvatsev, indicate that immediately after birth, the child involuntarily makes screams like "uh", "uh", etc. They are called of all kinds .............................................
2. Formation of ideas about intonational expressiveness in impressive speech.
Stage I - the formation of ideas about intonational expressiveness in impressive speech.
The tasks of this stage: to acquaint children with the variety of intonations of human speech, which is achieved by changes in pitch, strength, timbre, voice modulation; show, ................................................ ......................
3. Formation of intonation expressiveness in expressive speech
Stage II - the formation of intonational expressiveness in expressive speech.
The tasks of this stage: the formation of intonational structures in expressive speech.
A system of exercises should be selected for conscious perception and use of prosodic elements on early stages learning.
These exercises contribute to the development of strength, range, expressiveness of the voice. Work ................................................. ..
Conclusion
The role of the intonation side of speech is extremely important. First of all, it provides the design of phrases as integral semantic units, and, at the same time, provides the transfer of information about the communicative type of utterance, about emotional state speaker.
It is the preschool age that is most favorable ......................................
List of used literature
1. Almazova E. S. Speech therapy work to restore the voice in children. - M. 2013 .-- 346 p.
2. Vvedenskaya M.A. Culture and art of speech. - M .: Phoenix. - 2012 .-- 576 p.
3. Gorbushina L.A. Expressive reading and storytelling to preschool children, Moscow: Education, 2014, 144 p.
4. Gorbushina L.A. Teaching expressive reading for primary schoolchildren. - M .: Education. - 2010 .-- 160 p.
5. Ermakova I.I. Correction of speech and voice in children and adolescents. - M .: Education, 2012. - 365 p.
6. Efimenkova L.N. Formation of speech in preschoolers. - M .: Education, 2013.- 467 p.
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