SPECIFICS OF THE FORMATION OF VERB VOCABULARY IN CHILDREN WITH GENERAL UNDERDEVELOPMENT OF SPEEC

ABSTRACT

The article describes specifics and characteristics of verb vocabulary in children with general underdevelopment of speech. The assimilation of vocabulary in children occurs in preschool age, so this age is necessary to use for work on its formation.

АННОТАЦИЯ

В статье описывается особенности и характеристика глагольного словаря у детей с общим недоразвитием речи. Усвоение словаря у детей происходит в дошкольном возрасте, поэтому этот период необходимо использовать для проведения работы по его формированию.

Keywords: verb vocabulary, general underdevelopment of speech, word formation, formation, development, vocabulary.

Ключевые слова: глагольный словарь, общее недоразвитие речи, словообразование, формирование, развитие, лексика.

The study and improvement of verb vocabulary of children with general underdevelopment of speech is relevant in the practice and theory of speech therapy. The development of vocabulary solves the problem of accumulation and clarification of ideas, formation of concepts, develops the meaningful side of thinking since the mastering of lexical meaning occurs on the basis of analysis, synthesis, generalization. The richness of the vocabulary is a sign of well-developed speech and an indicator of a high level of intellectual development. Besides, the poverty of the vocabulary prevents full communication, as well as the general development of the child. Therefore, timely vocabulary development is one of the most important factors in preparation for schooling. The purpose of the work is to describe the peculiarities of the verb side of speech in children with general underdevelopment of speech. Verb vocabulary is the basis of phrasal speech. Without verbs, it is impossible to construct a sentence or express a thought.

The formation of verb vocabulary in preschoolers with general underdevelopment of speech has been studied by various researchers. The interest in this problem is revealed in many works (Levina R.E., Tumanova T.V., Filicheva T.B., Chirkina G.V., Shakhovskaya S.N., etc.).

General underdevelopment of speech means that various speech disorders in which children have impaired formation of all components of the speech system relating to its sound, meaning, with normal hearing and intelligence. Scientists distinguish three levels of speech development reflecting the typical state of language components in preschool children with general underdevelopment of speech. The first level of speech development is the active vocabulary of children that consists of a small number of everyday words, can be regarded as one-word sentences. The second level of speech development is the child's speech activity increases. Communication is carried out through the use of a constant, although still limited and distorted stock of common words. The third level of speech development is extended phrase speech with elements of lexical-grammatical and phonetic-phonemic underdevelopment. When assessing the performance of the task to identify the level of verb vocabulary development, a number of indicators characterizing each level of children's verb vocabulary possession are taken into account. A high level is the correct and independent completion of the task. The average level is determined by the child’s skills when the child, without assistance, performs more than half of the proposed tasks. The low level of skills is determined when the child performs less than half of the proposed tasks. During the consideration the verb vocabulary of children with general underdevelopment of speech, it can be found that the active and passive vocabulary is poor, there by children know and use in their speech the words that are available for them and which they most often meet in their speech. Children's vocabulary is not saturated with a variety of verbs, the selection and naming of close words is an action is at a low level. Most children replace the names of actions with names close to the situation and appearance. Children have great difficulties in selecting complements to verbs, because they have unformed vocabulary and semantic fields. When examining grammatical forms of verbs, namely word formation and word formation, children make a large number of agrammatisms. The making mistakes in distinguishing singular and plural forms of verbs; in understanding perfect and imperfect verbs; there are difficulties in mastering retelling, composing stories, using verbs of everyday meaning; replacement of actions with gestures or the word "does", not enough words denoting qualities, signs, states of objects and actions. Insufficient understanding of changes in the meaning of words expressed by prefixes, suffixes, difficulties in changing verbs in number and gender.

In the process of word search, children with general underdevelopment of speech often lose the purpose of the task, contrast words by irrelevant, situational features. Children of the older preschool age in most cases correctly select synonyms for words they know well, making only isolated mistakes. At the same time, children with speech pathology of the same age make mistakes when selecting synonyms, in a large number of cases children refuse to answer. Children with general underdevelopment of speech, as a rule, reproduce only one synonym per stimulus word. A variety of mistakes patterns are observed. Instead of synonyms, children with general underdevelopment of speech reproduce semantically similar words; similar-sounding words; words connected with the stimulus word by syntagmatic links; forms of the original word or related words. Not always correctly children with speech pathology can explain the meaning of a verb. General underdevelopment of speech, manifested by inaccurate knowledge and use of some words, inability to change and form words. Not knowing a word, children use another word for a similar object. The inability to use word formation methods results in a very limited ability to vary words. The very task of word conversion is often inaccessible to children. This is very evidenced of the selection of single-root words. These and similar examples show that the means of phonetic expression of meanings and the morphological composition of words are not yet sufficiently subsumed. Given the heterogeneity of preschoolers with general underdevelopment of speech by psychological, pedagogical and medical indicators and features of the cognitive sphere, such children require a differentiated approach to diagnosis and speech therapy work on the formation and development of verb vocabulary.

In the process of organizing correctional and speech therapy work on the formation and development of verb vocabulary in children with systemic speech disorders, it is necessary to take into account the state of speech and non-speech prerequisites that ensure the formation of speech activity. Stages of work:

- development of passive and active verb vocabulary;

- the development of synonymy and antonymy of verbs;

- forming the skill of verb formation;

Correction tasks including exercises, games, and text, and picture material are used in correctional work with children. This allows ensuring not passive perception of verb forms by the child, but active, creative participation of each child. In each individual case, the corrective-developmental work was not a tedious training for children, but an interesting and exciting process. Correctional classes with children with general underdevelopment of speech turn into bright and emotional actions, mesmerizing children's attention. We can conduct specially designed didactic exercises with methodical support in all types of children's activities. There's a corridor and at the end of the corridor is a child who doesn't speak, so the specialist's job is to get to child. You will be able to reach the child while using different methods. And everyone can walk differently, so the children will be different, respectively your gait along this corridor will always be different. And if there are no walls in the corridor, then it is not a corridor, but just a huge field in which the specialist can get lost, can go in another direction away from the child and there will be no result. When there are clear boundaries - a right wall and a left wall - you will never lose your way.

References:

1. Zhukova N.S. [Overcoming the general underdevelopment of speech in preschool children]. - N.S. Zhukova, E.M. Mastiukova, T.B. Filicheva. - Ekaterinburg: KnigoMir, 2011. - 320 p. [in Russian].
2. Lalaeva R.I. [Correction of general underdevelopment of speech in preschoolers] - R.I. Lalaeva, N.V. Serebryakova - SPb: Soyuz, 1999. - 160 p. [in Russian].
3. Milyutina L.V. [ Features of verb lexicon and verb formation skill in preschoolers with general underdevelopment of speech] - L.V. Milyutina, O.D. Mikhailova., Logoped in kindergarten. - 2009. - № 8 (43), 22-27p. [in Russian].
4. Filicheva T.B. [Elimination of general underdevelopment of speech in preschool children] - T.B. Filicheva, G.V. Chirkina. - Moscow: Iris-Press, 2008. - 224 p. [in Russian].