PREFACE
This textbook is addressed to teachers and psychologists whose activities are related to the development of speech in children and adolescents, and primarily to speech pathologists involved in the formation of speech in conditions of general and speech dysontogenesis (disturbed, deviant development). This manual is devoted to one of the most important sections of the new field of scientific knowledge - psycholinguistics, namely the theory of speech activity. Knowledge of the fundamentals of the theory of speech activity, in our deep conviction, is a prerequisite for the professional training of all specialists who, in practice, carry out the solution of one of the main tasks of education and upbringing - the formation of speech as a specifically human type of mental activity in the course of personal and social development of a person. The idea of creating a textbook on psycholinguistics was formed by each of its authors quite a long time ago, at least since the time when the educational course “Fundamentals of the Theory of Speech Activity” (in university practice immediately designated by the memorable abbreviation “ OTRD"). At the end of the 90s of the last century, at the suggestion of V.A. Kovshikov, the authors decided to combine their efforts in this direction, and a few years later the initial version (manuscript) of the textbook was ready - the first textbook on psycholinguistics for speech pathologists students in the domestic educational literature. Unfortunately, the sudden death of Valery Anatolyevich did not allow this work to be completed, since its final stage - the final “joining” of the chapters and sections of the book written by each of the authors, their combination into a common text of the manual - was not completed. And yet, this book was able to see the light of day thanks to the help of the ACT - Astrel Publishing House and, first of all, the leading editor of the Educational Projects department, E.E. Shevtsova, to whom we would like to express special gratitude and gratitude. The publication of this book is a tribute to the memory and deep respect of V. A. Kovshikov, a colleague and senior comrade, one of the prominent domestic specialists in the field of theory and practice of speech therapy. Valery Anatolyevich was a bright and extraordinary personality; He directed all his great creative potential and irrepressible energy to solving pressing problems and needs of practical speech therapy, remaining its devoted Knight and servant until his very last days. V.A. Kovshikov’s personal contribution to the theory and methodology of domestic speech therapy is recognized by all leading specialists in this field of correctional pedagogy. The authors of this manual are “pupils” and representatives of different “schools” of domestic speech therapy – St. Petersburg (Leningrad) and Moscow. These two leading “scientific and methodological centers” of Russian speech therapy for several decades of their existence were in a certain “opposition” to each other, which was reflected in the differences in conceptual approaches to many problems in the theory and practice of speech therapy. It was natural to expect a lack of “complete mutual understanding” in the views on the psycholinguistic interpretation of speech activity among the authors of this manual, which actually happened at the initial stage of joint work. It should be noted that some “differences in views” among the authors of this book were successfully overcome, and quite lengthy “scientific discussions” led to a “consensus” that satisfied both authors. The main circumstance that determined this was the very interested attitude of the authors to psycholinguistics and unity in their view of its role in the professional development of a teacher-defectologist. Psycholinguistics is a science that emerged relatively recently, in the early 50s. last century. Having emerged “at the junction” of two “oldest” branches of scientific knowledge – psychology and linguistics (linguistics), psycholinguistics, in a relatively short period of its existence, has become one of the main “speech science” and linguistic sciences. The emergence of this new field of science was objectively determined by the needs of social development of human society, in particular the need for scientific knowledge of the nature of human mental intellectual activity (A.A. Leontyev, 2003, etc.). Speech as a higher mental function, which is one of the components of intellectual activity, and language as the main means of speech activity and the implementation of thinking processes, have long been the subject of special attention of psychologists and linguists. Thanks to a number of theoretical and experimental studies in the “bowels” of these sciences, quite a large amount of epistemological and factual material has been accumulated and generalized, characterizing the specific - psychological and linguistic - patterns of language acquisition and the formation of human speech ability during ontogenesis, the peculiarities of the implementation of speech communication in the human society. Despite the significant progress achieved in psychology and linguistics in the study of speech and the process of using language in verbal communication, by the middle of the 20th century it became obvious to specialists dealing with these problems that psychologists and linguists need to combine their efforts in solving these problems. There is an urgent need to create a “universal” scientific theory that objectively reflects the dialectical unity of language and speech in the processes of speech communication, explaining the diversity of manifestations of speech activity and its connection with the processes of mental, analytical and synthetic human activity. An important issue was also the development of a new methodology for scientific research, combining the most modern and promising methods of theoretical and experimental research into the phenomena of language and speech. For the first time, such a methodology for scientific knowledge of speech activity and studying the nature of language signs was developed by the outstanding Russian scientist Lev Semenovich Vygotsky, one of the founders of psycholinguistics (42, 45, etc.). Scientific discoveries of L.S. Vygotsky, his promising and profound scientific concepts about the nature of the phenomena of language and speech, the dialectical unity of the processes of thinking and speech, the patterns of speech formation and language acquisition during ontogenesis served as a scientific and theoretical basis for the emergence of psycholinguistics as an independent field of scientific knowledge. Without any exaggeration we can say that the works of L.S. Vygotsky and other representatives of Russian psychological and linguistic schools (P.P. Blonsky, S.L. Rubinshtein, A.R. Luria, A.N. Leontiev, L.V. Shcherba, V.V. Vinogradov, etc.) came the most important scientific prerequisite for the emergence of psycholinguistics. At the same time, it cannot be denied that the leading role in the emergence of psycholinguistics as an independent science belonged to American scientists - psychologists and linguists, primarily C. Osgood, J. Carroll and T. Sibeok. Despite the fact that the recognition of psycholinguistics as a serious science in the domestic scientific community took place only in the early 60s. XX century, the domestic psycholinguistic school developed quite intensively and soon moved to a leading position. The achievements of Russian psycholinguistics have received recognition throughout the world. This happened largely due to the fact that domestic psycholinguistics drew its development from the enormous scientific potential of the domestic psychological and linguistic school, which delegated its best representatives to this science (A.R. Luria, P.Ya. Galperin, V.A. Artemov , N.I. Zhinkin, E.F. Tarasov, P.M. Frumkina, A.K. Markova, etc.). The scientific material accumulated by psycholinguistics over the half-century period of its existence on the patterns of the formation and implementation of speech activity, the processes of speech communication, the use of language signs for the implementation of speech and mental activity, without a doubt, should be the property of every specialist involved in the formation of speech or the restoration of speech ability (in case of acquired speech development disorders). This knowledge is of particular importance for a correctional teacher (primarily a speech therapist), whose main goal of professional activity is the formation of speech in conditions of general and speech dysontogenesis. Knowledge of the psycholinguistic patterns of speech activity and its formation during ontogenesis constitutes, in our opinion, the basis of the “basic” theoretical training of a speech therapist. The need for the active introduction of psycholinguistic knowledge into the theory and methodology of speech therapy work, as well as the importance of mastering this knowledge by speech pathology students, has been repeatedly pointed out in their works by leading theorists and methodologists of domestic speech therapy - T.B. Filicheva, G.V. Chirkina, L.S. Volkova, B.M. Grinshpun, R.I. Lalaeva, O.S. Orlova, S.N. Shakhovskaya and others. Under the guidance of R.I. Lalaeva and with the participation of the above-mentioned specialists, a textbook on psycholinguistics was prepared - the first textbook of this kind for special education teachers. A number of interesting methodological materials related to the introduction of psycholinguistic knowledge into the practice of speech therapy work are contained in the manual prepared under the guidance of L.B. Khalilova at the defectology faculty of Moscow State University (179). Domestic psycholinguistics, as one of its creators, A.A. Leontyev, points out, for almost a quarter of a century after its inception, it developed primarily in the direction of developing a theory of speech activity. I would like to especially emphasize that the methodological arsenal of psycholinguistics (in comparison with other “speech” sciences) allows us to most fully and exhaustively study the patterns and specific features of the formation and functioning of speech activity. It should be noted that the most important task of speech correction and speech therapy work is the students’ full mastery of the means of performing speech activity, the main of which are language signs. Mastering the system of the native language in the conditions of “speech” dysontogenesis is the second most important area of the professional activity of a correctional teacher. At the same time, psycholinguistics can provide the correctional teacher not only with the necessary theoretical knowledge, but also with a comprehensive methodology for psycholinguistic research of the specific features of speech activity operating with language signs. It is important to note that psycholinguistics (like no other field of scientific knowledge) helps the correctional teacher correctly understand the place and role of “language” work in the overall system of correctional education. It gives a clear idea that language ability (the ability to adequately use language signs in the process of speech communication) is an integral part of the general speech ability. This provides a special, professional view of the entire system of correctional and speech therapy work. The most important subject of research in psycholinguistics is speech as a psychophysiological process of generating and perceiving speech utterances. Over the past three to four decades, psycholinguistics and neurolinguistics have accumulated a large amount of theoretical and experimental material on the problem of studying the processes of speech production and speech perception, reflecting the basic laws of the process of realizing speech activity. This material is important for correctional teachers involved in the formation (or restoration) of speech in children and adults. The two main directions of “speech” work are the formation of expressive speech (processes of speaking and writing) and impressive speech (processes of speech perception). The study of the patterns and features of the course of these speech-thought processes and their violations in the pathology of cognitive activity is also the subject of research in psycholinguistics. Thus, the theory of speech activity, using the methodology of theoretical and experimental analysis, explores those aspects of human intellectual mental activity that are primarily of interest to a correctional teacher (in particular, a speech therapist) and which are the object of his special pedagogical influence.
Unfortunately, the problem of actively introducing psycholinguistic knowledge into the theory and methodology of correctional speech therapy work is still far from resolved. It must be admitted that over the last decade, more attention has been paid to the problem of creating educational and popular scientific literature on psycholinguistics in the higher education system. During this period, several textbooks and teaching aids were published (works by A.A. Leontyev, I.N. Gorelov and K.F. Sedov, PM Frumkina, A.A. Zalevskaya, V.P. Belyanin). At the same time, there are still very few special textbooks on psycholinguistics for teachers-defectologists. [1 - In addition to the above works edited by R.I. Lalaeva and L.B. Khalilova can only be called the textbook by V.P., published in 2005 by the same AST-Astrel Publishing House. Glukhova (57).] The proposed textbook “Fundamentals of the Theory of Speech Activity” suggests, to a certain extent, filling the lack of special educational literature on psycholinguistics. This manual is addressed to correctional teachers - students of the faculties of special pedagogy and psychology, as well as practitioners whose professional task is the formation of speech in conditions of general and speech dysontogenesis. In addition, we hope that this book will also be of interest to specialists working in the field of practical correctional psychology. In the proposed manual, those problems and aspects of the theory of speech activity that, in our opinion, are of decisive importance for the professional training of a correctional teacher are selected as the subject for coverage. The sections of general psycholinguistics that we have chosen for consideration contain theoretical and subject-methodological knowledge, which form the basis for the training of a specialist involved in the formation and correction of speech in children and adults. Knowledge of the patterns of formation and implementation of human speech activity studied by psycholinguistics, the traditionally established “norms” and rules for the use of language signs in speech-thinking activity are a necessary theoretical basis for the practical development by a correctional teacher of the methodology of correctional speech therapy work. This manual is based on the material developed by the authors for a course of lectures on the academic disciplines “Fundamentals of the Theory of Speech Activity” and “Psycholinguistics” for students of the defectology faculty of Moscow State Pedagogical University named after. M.A Sholokhov and the Faculty of Special Pedagogy and Psychology of the Russian State Pedagogical University named after. A.I. Herzen (St. Petersburg). V.A. Kovshikov wrote chapters 2 (§ 1–4), 7 (§ 1–6) and § 5 and 6 of part II of chapter 9; V.P. Glukhov – chapters 3, 4 (except § 1), 6 and 8. The remaining sections of the manual were prepared jointly by the authors. The basis of the lecture course was the scientific and theoretical concepts of speech activity by leading domestic psycholinguists - A.A. Leontyev, N.I. Zhinkin and I.A. Winter. A.A. Leontiev, the founder of the Russian school of psycholinguistics, is a leading theorist of modern psycholinguistics. The indisputable merit of AA Leontiev is not only the creation of a theoretical concept of speech activity, but also his deep scientific analysis of the development of psycholinguistic thought in foreign and domestic science. His comprehensive critical analysis of the main scientific concepts created by the leading psycholinguistic schools of the world, his vision of the problems of modern psycholinguistics and the prospects for its development have been and remain the standard for all leading specialists working in the field of this science. I.A. Zimnyaya is a representative of another Russian scientific school, a student and follower of N.I. Zhinkina. At one time, she developed and scientifically substantiated her own, original concept of speech activity, the undoubted advantage of which is its pronounced methodological orientation. The general principles of scientific analysis of facts and phenomena of speech activity are subordinated in this concept to the needs of language teaching and the formation of speech activity. Of course, this manual reflects the conceptual approaches to solving key problems of psycholinguistics of a number of other prominent scientists - psychologists and psycholinguists (A.R. Luria, L.S. Tsvetkova, T.V. Akhutina, A.M. Shakhnarovich, V.P. Belyanin and etc.). Taking as a basis the principle of “methodological conditionality and direction” of psycholinguistic research, we tried to make a “practical” way out of psycholinguistic theory into the methodology of correctional and speech therapy work: each section of this manual contains methodological conclusions and guidelines for the organization and substantive content of “speech” work , arising from certain psycholinguistic patterns of speech activity. When drawing up methodological recommendations, the authors relied on their own experience in speech therapy practice and research work, the subject of which is the formation of speech in children with systemic underdevelopment. The work experience of our colleagues – practicing speech therapists – was also used. It should be emphasized that this manual primarily pursues educational goals aimed at solving the problem of “basic” theoretical training of future speech therapists-practitioners, as well as expanding the range of psycholinguistic knowledge among practicing specialists. We see another function of our book in increasing interest in psycholinguistics among students-defectologists, in forming in them a personal need to master psycholinguistic knowledge, without which not a single correctional teacher can become a true professional in their field. V. P. Glukhov
Ethics of Listening
Communication implies the presence of an interlocutor, and therefore it is important not only to speak correctly, but also to listen. There are also certain rules regarding the hearing:
- if someone addresses you with a speech, you must interrupt what you are doing and listen to him;
- treat the speaker with respect and patience;
- do not interrupt the speaker, do not insert any comments;
- verbally and non-verbally emphasize interest in communication;
- it is necessary in a dialogue to skillfully combine the role of the listener and the role of the speaker;
- You should not answer questions asked to another interlocutor or react to speech addressed to another.
Note 2
We can conclude that ethics in speech communication requires an assessment of the listener’s speech position and correct interaction with it. Ethics implies the co-creation of speakers. Ethics in speech communication characterizes the degree of preparedness of the speaker and his maturity.
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§ 1. Subject of psycholinguistics
Psycholinguistics is a science that studies the psychological and linguistic aspects of human speech activity, the social and psychological aspects of the use of language in the processes of speech communication and individual speech and mental activity. The subject of research in psycholinguistics (LP) is, first of all, speech activity as a specifically human type of activity, its psychological content, structure, types (methods) in which it is carried out, forms in which it is implemented, and the functions it performs. As noted by the founder of the national school of psycholinguistics A.A. Leontiev, “the subject of psycholinguistics is speech activity as a whole and the laws of its complex modeling” (120, p. PO). Another important subject of study of psycholinguistics is language as the main means of speech and individual speech-cognitive activity, the function of the basic signs of language in the processes of speech communication. “In psycholinguistics, the focus is constantly on the connection between the content, motive and form of speech activity and between the structure and elements of language used in a speech utterance” (PO, p. 16). Finally, another main subject of PL research is human speech, considered as a way of implementing speech activity (speech as a psychophysiological process of generating and perceiving speech utterances; various types and forms of speech communication). [2 - Zimnyaya I.A. Linguistic psychology of speech activity. – M., 2001.] The presence of not one, but several subjects of PL research is due to the specifics of this area of scientific knowledge, the fact that psycholinguistics is a “synthetic”, complex science that arose on the basis of a peculiar and unique unification, partial merging of two ancient human sciences civilization – psychology and the science of language (linguistics). The identification of the psychophysiological process of generation and perception of speech as the main and independent subject of LP is found in the works of a number of domestic and foreign researchers, and this approach received the most complete scientific justification in the works of I.A. Zimnyaya (1984, 2001, etc.). In one of his works of the last period, A.A. Leontyev points out that the goal of psycholinguistics is “to consider the peculiarities of the mechanisms of speech generation and perception in connection with the functions of speech activity in society and with the development of personality” (132, p. 298). In connection with this, the subject of LP “is the structure of the processes of speech production and speech perception in their relationship with the structure of language” (131, p. 144). In turn, psycholinguistic research is aimed at analyzing a person’s linguistic ability in relation to speech activity, on the one hand, and to the language system, on the other (120, 133, etc.). There is still no single, generally accepted definition of the subject of psycholinguistics research in domestic and foreign science; in different directions and schools of psycholinguistics it is defined differently. At the same time, some domestic researchers and many higher education teachers use a generalized definition of the subject of psycholinguistics proposed by A.A. Leontyev: “The subject of psycholinguistics is the relationship of personality with the structure and functions of speech activity, on the one hand, and language as the main “formative” of the image of the human world, on the other hand. different” (133, p. 19). The object of study of psycholinguistics is: a person as a subject of speech activity and a native speaker, the process of communication, communication in human society (the main means of implementation of which is speech activity), as well as the processes of speech formation and language acquisition in ontogenesis (during the individual development of a person). As A.A. points out. Leontiev, “the object of psycholinguistics is always a set of speech events or speech situations. This object is common to it with linguistics and other “speech” sciences” (133, p. 16). At the same time, the most important object of study of PL is the subject of speech activity - a person who uses this activity to master the surrounding reality (ideal and material). Research methods of psycholinguistics, as well as methods of other speech sciences, can be divided into three large groups: general methodology; special (i.e. concrete scientific) methodology; special (specific scientific) research methods. The general methodology is philosophy, understood as a worldview, as a certain general path of thought towards scientific truth and, accordingly, as a general “style of thinking”. [3 - Leontyev A. N. Activity. Consciousness. Personality. – M., 1977.] Every researcher in any field of scientific knowledge must choose one or another philosophical concept (materialistic or idealistic; mechanistic or dialectical; sensualist, pragmatic, positivist, personalistic, etc.). The authors of this manual sought to consider the scientific facts of psycholinguistics in the structure of dialectical philosophy. This, in particular, is expressed in the fact that speech activity is considered taking into account its characteristic diverse and changing internal connections (for example, the diverse connections of all operations of speech activity - semantic, syntactic, lexical, morphological, morpho-syntactic, phonemic and phonetic - on all levels of generation and perception of speech) and external connections, i.e. connections of speech activity with the social, speech and non-speech environment, etc. At the same time, we proceeded from the fact that philosophy (a belief system, worldview) itself does not directly reveal facts (and laws) of a specific science, in our case psycholinguistics, but in a certain way pushes towards this. A special methodology consists of the laws of science, its theory, hypotheses, scientific concepts, axioms and concepts, methodological principles, etc. Let us consider the basic principles of psycholinguistics.
The first principle (or leading conceptual position) on which psycholinguistics relies is the presence of an organic connection between speech activity and non-speech activity; conditionality (determinism) of the first type of activity by the needs and goals of life and activity (primarily social) of a person and human society as a whole. The place of speech activity in the system of human activity.
The second fundamental methodological principle of psycholinguistics is the recognition of speech activity as a complex functional organization as its main property. Speech is a functional system, i.e. goal-oriented, aimed at achieving a certain result. [4 - More information about speech as a functional system is discussed in Chapter 8 of this manual, dedicated to the processes of speech generation and perception. (Approx. author V.G.)] This system is diverse and unstable. It (on a temporary and permanent basis) combines certain characteristics of its constituent operations (semantic, syntactic, lexical, morphological, morpho-syntactic, phonemic and phonetic) to achieve the specific goal of one or another (speech or non-speech) activity that is performed in specific situation of speech communication (7). The nature of these temporary associations depends on many external and internal conditions: on the nature and goals of the activity being carried out, the situation in which the activity takes place, on the personal characteristics of the speaker (the individual receiving the speech), his knowledge of culture (in the broad sense of the word), on the linguistic context, etc. For example, in some cases we use spoken language, and in others we use written language; in different situations of speech communication we speak extensively or extremely succinctly (“collapsed”), use literary language or a “slang” version (for example, youth, professional), etc. Thus, the content (meaning, sense) and form of speech activity in are largely determined by non-speech activities and the conditions in which non-speech and speech activities are performed. PC. Anokhin, an outstanding Russian physiologist, philosopher and psychologist, proposed a universal scheme of a functional system (with the highlighting of structure-forming “blocks”): Universal scheme of activity as a functional system (according to P.K. Anokhin)
The role of speech etiquette
Etiquette in any society develops gradually and is a system of rules of behavior, permissions and prohibitions, which ultimately determines moral standards.
Etiquette and speech have a close relationship. Speech etiquette is the verbal expression of behavioral etiquette. Definition 1
Speech etiquette is a certain order of speech behavior established in a particular society.
It allows, due to the accumulated linguistic wealth, to express a non-conflict, friendly attitude towards people. Speech etiquette has already formed communication formulas that can be used every time the need arises. Moreover, in each individual situation a certain choice is made, which is based on showing respect for the interlocutor.
Finished works on a similar topic
- Course work Ethics of speech communication 420 rub.
- Abstract Ethics of speech communication 240 rub.
- Test work Ethics of speech communication 200 rub.
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