Verbal abilities. The development of verbal abilities of children in the lessons of the Russian language. What is verbal and non-verbal intelligence

Diagnostics of verbal abilities

The urgent need for a prompt solution of the practical problems of psychodiagnostics is associated with the wide spread of psychological and pedagogical counseling, in particular, in the field of education and upbringing of students. However, sometimes this leads to the fact that diagnostic methods are constructed taking into account such existing forms of activity and types of relations of the subject that are accessible only to the ordinary understanding of the subject himself and the diagnostician. From the point of view of private practical tasks, they are quite suitable and reliable, however, in those cases when it is necessary to analyze the internal structure of the diagnosed activity processes, actions and relationships, their limitations appear. Therefore, in order to have detailed information about the structure, and, accordingly, about the dynamics of the phenomenon under study, it is important that these methods can work at the level of general practical problems.

As a rule, these or those individual deviations of the subject's activity only in rare cases turn out to be in accordance with all other parameters of the diagnosed phenomenon. In the presence of detailed structured information, it is possible to direct corrective efforts to really defective elements of the structure of the diagnosed phenomenon, without wasting time and energy on correcting and correcting those elements that are actually within the normal range. At the same time, one could rely on those characteristics of the individual's activity that make it possible to attribute him to the group of average or even the best students, despite the fact that his activity as a whole does not meet the requirements. Such information is not only a formal indication of the level of development of the diagnosed phenomenon, but also characterizes the internal causes of this condition. The proposed approach, of course, does not yet fully correspond to the true content of the concept of "zones of proximal development", but it represents a certain step in this direction.

We will take the liberty of illustrating the foregoing on the example of a specific study conducted in the department educational psychology Pedagogical Institute them. Ya. A. Komensky ChSAN, during which some differences were found in the level of intellectual abilities of primary school students, depending, in particular, on microsocial conditions. It was also found that these differences are mainly due to the peculiarities of the development of the verbal ability of students; it is characteristic that it was on its basis that the intellectual abilities of students were evaluated by teachers, and the teachers themselves did not even realize this. All these data were obtained using the Amtower test, which, although it provided information about the differences, did not show in any way what caused them.

Since any ability is the result of the internalization of the corresponding form of activity, its level of development is determined by the completeness of the internalization of the mental processes that ensure this activity; in particular, in the case of verbal ability, its level is determined by the development of those processes that, in their totality, have a decisive influence on such characteristics of speech activity as its coherence, expressiveness, logicality, etc.

Based on a study of the vast literature, we analyzed the concept of "verbal ability" in order to establish which processes are relevant for it. The main problem was that the direct speech activity of a person is a complex of various cognitive and communicative processes, which, of course, go beyond the scope of the verbal sphere itself, since in communication between people there are also phenomena non-verbal nature. Thus, the verbal ability, and especially its cognitive aspect, is lost in a whole series of synchronous activity processes, which in natural communication do not lend themselves to diagnostic definition at all. Therefore, for diagnostic purposes, it was necessary first of all to single out from this complex those individual components that are most relevant to the verbal ability as a whole.

Verbal ability includes a number of particular cognitively oriented processes, and above all, the process of designation. Sometimes this sign-symbolic function of speech activity is not quite accurately referred to as the “naming process”.

In many ways, the "naming process" is due to the peculiarities of the thinking process and represents a kind of transition from non-verbal content to verbal content, and it is directly related to the volume of the individual's vocabulary: when decoding - with the volume of a passive dictionary, when encoding -- active.

However, the dictionary is a set of different lexical units, ordered in an artificial way. In live speech, these units are not used as independent ones, but, on the contrary, as elements of much more complex semantically, syntactically, and grammatically organized "structures. The method of constructing such structures is still the subject of discussion, but there is assumption, what this process has a probabilistic character.

From a diagnostic point of view, this circumstance is very important, since it allows you to objectively and fairly accurately establish the degree of coherence of speech, which is undoubtedly one of the most important components of verbal ability and in its natural form - in the process of communication - cannot be measured objectively, as it largely depends on the topic, the environment in which communication takes place, and the relationship between the participants in the communication process. In this case, it is possible to use the method of free word associations, the mutual connections of which are primarily probabilistic and, thus, can quite reliably indicate the richness and speed of word reproduction in the speech process. [3,209].

Due to the still unresolved dispute regarding the functional priority of the semantic or syntactic-grammatical levels of the probabilistic organization of a sentence (statement), both methods have to be used: a) free paired associations, which primarily emphasize semantic connections between words; b) associative addition of incomplete sentences, which involves the use of already syntactical-grammatical connections between words.

In the course of ontogenesis, with an increase in the child's speech experience, the automatism of the probabilistic organization of the utterance develops, since the mental-volitional processes of this organization are reduced. This, however, does not mean the reduction of the mental processes themselves, which are associated with the content of the statement. The latter, on the contrary, deepen, and the logical structure of the utterance becomes more and more complex in the process of ontogenesis. Therefore, in the study of verbal ability, of course, one cannot ignore the processes of verbal thinking, which manifest themselves - albeit partially - in the so-called process of naming.

We think that when setting up and conducting the research, it was not superficial verbalization that was meant, but searches and an explanation of those processes that

which constitute the human verbal ability as a whole, having in mind, first of all, the cognitive and only then the communicative (following from the cognitive) meaning.

All these considerations served as a general theoretical basis for the development of eight diagnostic methods that covered the above procedural characteristics of verbal ability. These included: 1) a subtest on the classification of objects (the task here was simply to assign the name of an object to one of the classes of objects); 2) naming pictures (the task here was much more difficult, since it required a quick perception of the most important event depicted in the picture, and its subsequent short verbal coding); 3) a written subtest on synonyms (this method was used to determine the volume of a passive dictionary); 4) an oral subtest on synonyms (with its help, the volume of the active dictionary was determined); 5) an oral subtest for free paired word associations (its diagnostic function was described above); 6) an oral subtest for the addition of the last word missing in the sentence (the diagnostic value of this method has also already been described); 7) subtest on the restructuring of sentences (it established an intuitive understanding of the syntactic-grammatical and semantic structures of the sentence); 8) a subtest for completing unions missing in a complex sentence (this subtest is for logical verbal thinking, since unions expressed logical connections between parts of a complex sentence).

The named methods were tested in a preliminary study along with standard methods and subjected to some revision in terms of instructions and content. In addition, a questionnaire was prepared to obtain some data on the student's marital status.

The experiment involved one hundred third-graders from five schools located in different areas (village, large settlement, big city). The age of the subjects was chosen so that the students already knew how to read and write, but at the same time walked at an early stage schooling. This made it possible to take into account the influence of the family - very significant for me at this age - and at the same time to reveal the positive influence of schooling itself on the development of children's verbal ability.

It was important for psychologists to find out what role the individual isolated components play in the overall verbal ability. This role could be characterized primarily by the correlation between the total result for all subtests and the results for each of them. In this regard, the time parameters of subtests 4, 5 and 6 turned out to be significant, further - the general result obtained using the oral subtest on synonyms (4), the verbal thinking subtest (8) and the subtest on the names of pictures ( 2).

The next type of relationship between individual verbal processes was a network of correlations between the results for each of the individual subtests. Here, too, the first position was taken by the oral subtest on synonyms (4), which turned out to be in significant correlation with all other subtests. The second position was occupied by the subtest on the addition of conjunctions (8), which correlates significantly with five subtests. Significant were also correlations between subtests for paired associations (5) and for the completion of incomplete sentences (6).

Remarkably, what the result obtained using the free pair association subtest (5) turned out to be divided into two components: a) syntagmatic and b) paradigmatic associations, while both of these methods of association in our sample almost excluded each other with cross-correlation (-0.92). Thus, the transition from syntagmatic to paradigmatic association in nine-year-old subjects turned out to be very sharp, which allows us to consider it one of the most sensitive indicators of the level of development of children's webral ability.

The first group is represented by the verbal fluency factor, which in general verbal ability turns out to be more expressive and typical of association subtests. The second group is characterized by a complex verbal factor, although less significant in its influence, but represented in a wider group of sub-tests (4, 8, 3, 6, 7). Subtests (1 and 2) not directly related to verbal processes were excluded from the concept of verbal ability based on factor analysis.

Thus, a fairly clear picture of the levels of development of individual processes that make up the verbal ability was obtained.

In the course of our study, we will also try the level of verbal ability in younger students, more specifically in first grade students, with the aim of further correction.

ASSESSMENT OF VERBAL-LOGICAL THINKING

To conduct the study, you will need forms of the "Exclusion of words" methodology, which allows you to assess the ability of the subject to generalize and highlight essential features. The technique consists of 15 series, each series has 4 words.

The experimenter must have a stopwatch and a protocol for registering responses.

The form of the technique "Exclusion of words"

1) Book, briefcase, suitcase, wallet

2) Stove, kerosene stove, candle, electric stove

3) Clock, glasses, scales, thermometer

4) Boat, car, motorcycle, bicycle

5) Plane, nail, bee, fan

6) Butterfly, caliper, scales, scissors

7) Wood, whatnot, broom, fork

8) Grandpa, teacher, dad, mom

9) Hoarfrost, dust, rain, dew

The study is carried out individually. You need to start only after making sure that the subject has a desire to complete the task. Instruction to the subject: “Three out of four words in each series are to some extent homogeneous concepts and can be combined on a common basis for them, and one word does not meet these requirements and should be excluded. Cross out the word that does not fit the meaning of this row. You need to complete the task quickly and without errors. If the subject has not mastered the instruction, then one or two examples, but not from the experimental card, the researcher decides with him. After making sure that the principle of work is clear, the child is offered to independently complete the task - to cross out the words to be excluded on the form. The experimenter records the time and correctness of the task in the protocol.

The task is evaluated in points in accordance with the key: for each correct answer - 2 points, for an incorrect one - 0.

1) book, 2) candle, 3) glasses, 4) boat, 5) bee, 6) butterfly, 7) tree, 8) teacher, 9) dust.

2) The task execution time is calculated taking into account the correction T.

Table 1

Amendment T for the duration of the task

The integral indicator of verbal-logical thinking A, which combines the productivity indicator B and the task completion time, taking into account the correction T, is calculated by the formula

Having received individual data on the indicator of verbal-logical thinking, it is possible to calculate the arithmetic mean for the group as a whole. To obtain group (age) differences, it is necessary to compare the calculated experimental indicators with each other. To compare the obtained indicator of verbal-logical thinking with other characteristics of thinking (figurative), as well as for inter-individual analysis, it is necessary to translate absolute values into scale scores according to Table. 2..

Table number 2

F. I. student

Overall result (point)

The level of development of verbal-logical thinking

Kushnerev

Alexander

Danilina Daria

Kirpichev

Miroshnikov Valery

Eremenko Marina

Suleimanov Renat

Tikhonov Denis

Cherkashin Sergey

Tenizbaev Nikita

Pitimko Artem

The evaluation of the results of work with this technique was carried out in the following way:

Conclusions about the level of development

10 points - very high;

8-9 points - high;

4--7 points --average;

2-3 points - low;

0--1 score is very low.

Conclusion: Based on the data, it can be seen that two students have verbal - logical thinking is not developed or is at a low level. Teachers need to pay attention to this and conduct developmental exercises in the future.

The ability of a person to adapt to new situations and learn new things is called. Verbal intelligence is the kind of intelligence that allows you to analyze and systematize the received verbal information, as well as reproduce it in the form of speech signals. Verbal abilities are properties of thinking that reflect how verbal and logical thinking is expressed in a person. Verbal abilities determine the ability of a person to use speech to formulate his thoughts in the form of a logical statement.

If verbal thinking has a high degree of development, it will be easier for a person to master linguistic means. In this case, he can become an excellent speaker, the study of humanitarian subjects will not be difficult for him. If a psychological diagnosis of verbal abilities is carried out, test tasks are aimed at assessing a person's capabilities in finding analogies, eliminating unnecessary, generalizing, and comparing.

What is verbal and non-verbal intelligence

The level of development of verbal intelligence determines how a person is able to learn foreign languages, master verbal material. This type of intelligence begins to develop in early childhood, along with the child's mastery of coherent speech. Another important stage in the development of this type of intelligence is the process of mastering written speech, that is, learning to write and read and write. If by this period the processes of analysis and synthesis of verbal information have been sufficiently formed in a child, the process of learning to read will proceed more easily. On average, children may have a sufficient degree of readiness to learn to read at the age of 5-7 years.

Success in learning activities depends on the level of development of verbal thinking. This is important not only for mastering the humanities. The whole learning process proceeds easier with a sufficient level of development of verbal thinking, so a person can well understand and evaluate the received speech information, understand the meaning of the statement.

Non-verbal intelligence is a type of intelligence that functions based on spatial representations and visual images. Non-verbal thinking operates with visual objects, presenting them a person can evaluate the similarities and differences between objects and images, determine the position in space. The development of this type of intelligence will help a person navigate the diagrams and drawings, design, draw.

What is verbal ability?

Well-developed verbal abilities allow a person to master the language system. It includes various elements and rules for using and connecting these elements. The language system includes:

phonetic side of speech;
grammatical structure of speech;
lexical side of speech;
syntax.

The phonetic side of speech is the sound composition of the language. Verbal abilities allow you to distinguish sounds by ear, determine the correctness of your pronunciation. In grammar, verbal abilities are manifested by correctly constructed statements, the words in which are agreed, cases and prepositions are used correctly. In syntax, beautifully and correctly designed sentences that make up a coherent text. The vocabulary of a person with well-developed verbal abilities is usually rich.

All of the above helps in the verbal side of communication, that is, communication that occurs using speech. Highly developed verbal thinking helps to convey your thoughts to the interlocutor, to convince you that you are right, to establish a dialogue and joint activities. With insufficient development of these abilities, the communication process is difficult (see). Only the non-verbal side of communication (facial expressions, pantomime and gestures) does not provide sufficient information. The qualitative use of speech to convey information is necessary in the process of communication.

Diagnostics of verbal and non-verbal intelligence

Verbal and non-verbal intelligence are diagnosed in different ways. There are differences in the tasks and the material on which these tasks are given. Diagnostics of verbal intelligence is carried out with the help of tasks for comparison, analysis and synthesis of verbal material. In addition, the material was selected taking into account the age of the subject. Most often, for the diagnosis of verbal intelligence, the verbal intelligence test of G. Eysenck is used.

For the diagnosis of non-verbal intelligence, tasks are used on visual material, without the use of speech. In test tasks, a person manipulates objects, composes a figure from individual elements, and compares visual material. To determine the level of development of non-verbal intelligence, “Kos cubes”, a test in the form of a Segen form board, and Raven’s progressive matrices are used.

There are also tests in which tasks allow you to assess the level of development of both verbal and non-verbal thinking at the same time. This is, for example, the Wexler test for intelligence. Diagnostics in this case takes a fairly long period of time, about 1.5 - 2 hours.

Summing up

Verbal and non-verbal thinking are interconnected. A reduced level of development of one of these types of thinking affects the other type. For example, if an insufficient level of development of spatial thinking does not allow one to navigate well in the size, shape and ratio of objects, the development of speech will also suffer. In this case, a person may confuse letters similar in image (see). Insufficient development of verbal thinking will affect the understanding of any kind of information.

The ability of a person to adapt to new situations and learn new things is called intelligence. Verbal intelligence is the kind of intelligence that allows you to analyze and systematize the received verbal information, as well as reproduce it in the form of speech signals.

Verbal abilities are properties of thinking that reflect how verbal and logical thinking is expressed in a person. Verbal abilities determine the ability of a person to use speech to formulate his thoughts in the form of a logical statement.

What is verbal and non-verbal intelligence

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What is verbal ability?

Well-developed verbal abilities allow a person to master the language system. It includes various elements and rules for using and connecting these elements. The language system includes:

phonetic side of speech;
grammatical structure of speech;
lexical side of speech;
syntax.

All of the above helps in the verbal side of communication, that is, communication that occurs using speech. Highly developed verbal thinking helps to convey your thoughts to the interlocutor, to convince you that you are right, to establish a dialogue and joint activities. With insufficient development of these abilities, the process of communication is difficult (see Dysarthria in children). Only the non-verbal side of communication (facial expressions, pantomime and gestures) does not provide sufficient information. The qualitative use of speech to convey information is necessary in the process of communication.

Diagnostics of verbal and non-verbal intelligence

Summing up

Verbal and non-verbal thinking are interconnected. A reduced level of development of one of these types of thinking affects the other type. For example, if an insufficient level of development of spatial thinking does not allow one to navigate well in the size, shape and ratio of objects, the development of speech will also suffer. In this case, a person may confuse letters similar in image (see Dysarthria). Insufficient development of verbal thinking will affect the understanding of any kind of information.

What is verbal intelligence, thinking

Verbal-logical thinking has its own characteristics and is more inherent in people with a mathematical mindset. This type thinking can be developed in oneself with the help of special trainings. Verbal thinking is the competent use of words to express one's own feelings and emotions. Unfortunately, little attention is paid to the laws of formal logic in this case. Formal operations begin to be performed by a person at the age of eleven. At this age, the child is already able to systematize the knowledge gained and determine the consequences, knowing the causes of a certain phenomenon.

Some researchers of this phenomenon have come to the conclusion that there is a certain relationship between the level of intelligence development and school performance. The American psychologist David Wexler in his report says that the strength of the relationship between academic performance and verbal intelligence is much stronger than with non-verbal intelligence.

The verbal form of intelligence is based on the simplest concepts for each, speech, writing, reading.

What is verbal thinking

To begin with, let's define what verbal and non-verbal intelligence are. Intelligence is the ability of a person to learn and adapt to different situations. The verbal type of intelligence gives a person the ability to study and conduct a thorough analysis of the information received. After systematization, a person gets the opportunity to re-reproduce the acquired knowledge in the form of a set of words. The verbal type of abilities is responsible for reflecting the severity of verbal-logical thinking. It is this type of ability that determines the literacy of using various speech turns to demonstrate one's thoughts.

The higher the level of verbal thinking, the easier it is for a person to acquire new knowledge and use it in later life. Thus, people with a verbal type of thinking are excellent speakers and easily understand humanitarian subjects. When conducting psychological diagnostics and assessment of thinking, special methods are used that are aimed at analyzing a person’s capabilities in comparison, generalization, exclusion of superfluous and search for synonyms.

Knowing the level of development of verbal thinking, one can determine the propensity to learn foreign languages and the ability to learn the material being studied. This type of thinking develops in childhood, at a time when the child tries to connect the learned words into the first, independently pronounced sentences. A certain stage in the development of this type of intelligence is the study of writing. In order to facilitate the process of learning to read for a child, one should correctly approach the analysis of the assimilation of the information received. In most cases, the child shows signs of readiness for this form of education between the ages of five and seven.

Verbal thinking is an integral part of the successful assimilation of the acquired knowledge. This applies to both humanitarian and technical subjects. When the level of development of the child has a certain value, the process of mastering new knowledge proceeds quite easily. The child not only understands the meaning of the information received, but also has the ability to retell what he has learned in his own words.

Each of the types of intelligence, whether verbal or non-verbal, has a high value for a person.

Non-verbal type of intelligence - is based on the basis of spatial objects and visual images. Visual objects operate here. The ability to find similarities and differences between objects and images, as well as the ability to correctly determine their position, is a vivid example of non-verbal thinking. This type of development helps a person to read various schemes and drawings, create designs and write paintings.

The emphasis on the development of verbal abilities contributes to the development of various language systems. Each of the language systems consists of certain elements and rules for creating structures from these parts. Most language systems include:

Phonetics is the sound component of the language. With developed verbal abilities, a person demonstrates ease in distinguishing sounds and the ability to correctly pronounce an unfamiliar word the first time. Grammar implies the correct construction of phrases, where words have consistency with each other. Syntax is the correct formatting of sentences to connect them together. Thus, verbal abilities are one of the main components of a rich vocabulary.

All of the above allows a person to establish communication with other people. The high development of intelligence makes it possible not only to correctly explain your thoughts to the interlocutor, but also to substantiate your point of view. Insufficient development of communication skills leads to difficulty in communicating with other people. Non-verbal communication is also of great importance, since gestures, facial expressions and body position are part of the expression of one's own emotions.

Both types of communication are the only way to transfer information from person to person.

Verbal intelligence is the kind of intelligence that allows you to analyze and systematize the received verbal information.

Methods for diagnosing the development of thinking

To date, there are several methods for testing verbal and non-verbal development. The main differences between these methods are in the material used for the tests and the tasks themselves. The analysis of the level of verbal development is carried out on the basis of comparisons, synthesis and analysis of verbal materials. During the diagnosis, it is imperative to take into account the age of the person being tested. To check the level of verbal development, a special test developed by G. Eizenk is used.

The level of development of non-verbal thinking is determined using tests based on visual objects. During the passage of such tasks, a person must interact directly with various items, composing complex structures from them and drawing analogies between individual elements. This diagnostic method includes the use of such items as the Seguin form board, the Kos Cube and the Raven matrix.

There are diagnostic techniques that allow you to evaluate both forms of thinking in one step. These diagnostic methods include the test for development, named after Wexler. Please note that this test requires a long time period of two hours.

How is performance related to verbal abilities?

Thinking based on images and associations has its own merits. People with this type of thinking have a flexible mind, able to switch attention from one task to another within a few minutes. Also, this category of people shows a rich imagination and a high level of emotionality. Such people are often called lyricists, due to the lack of a possible objective assessment of the world around them. For lyricists, the world around a person is extremely interesting and exciting.

Speaking of this, it should be mentioned that lyricists and logicians are eternal opposites of each other. In order to determine which category of people a particular person belongs to, special tests are used. During testing, the level of erudition is revealed, as well as the ability to identify common signs in the spelling of specific words. Usually in these tests there are certain catches in the spelling of specific words. If you find a certain version of the cipher, then in the future it will not be difficult to cope with such tests.

When analyzing the question of what verbal abilities are, you need to pay attention to the fact that every second a person is in a stream of various thoughts. Thoughts that do not give rest, prevent the achievement of the effect and the result. The thought process can cause serious fatigue at the end of the working day. This means that the ability to discard secondary tasks and focus on completing the main task is one of the manifestations of the presence of verbal abilities.

Verbal abilities are properties of thinking that reflect how verbal and logical thinking is expressed in a person.

Conclusion

Verbal intelligence is the ability to put into practice the acquired knowledge. Should do small digression and to say that there is a clear relationship between non-verbal thinking and verbal intelligence. A decrease in the level of development of one of these qualities is automatically reflected in the second type of thinking.

The lack of development of spatial thinking, problems with determining the shape and size of surrounding objects, lead to problems with the development of the speech apparatus. This can be expressed in confusion of words and incorrect reproduction of sounds. The lack of verbal development leads to a violation of the perception of information.

Verbal abilities

Verbal abilities - the degree of expression in an individual of verbal-logical (verbal) thinking, the ability to use language, speech as a means of formulating thoughts. Verbal abilities are based on the use of the language system by the individual. It includes the elements and the prescribed rules for the use and use of those elements. The language system has several levels of use: phonetic, lexical, grammatical (including derivational), syntactic. The use of these levels in verbal-logical thinking is individual. When diagnosing verbal abilities, the ability of the individual to exclude the superfluous, look for analogies, determine the general, and assess his awareness are examined.

For me, thinking is primarily a model of representation and numerous model “virtual you.

Thinking is often defined as the ability to solve new, urgently emerging problems in situations.

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Verbal abilities

The human subconscious is capable of solving problems of very high dimensions and taking into account up to 10 thousand variables. It is very difficult to explain and transfer our subconscious knowledge to other people. The verbal ability of a language is its ability to reflect human knowledge from a subconscious high-dimensional level to a language level that has a much lower dimension. The verbal ability of a person is his ability to formulate his knowledge for their transfer to other people by means of a particular language. If the language has not yet been created or is too poor, then it is difficult to transfer one's unique knowledge using such a language. For completely new knowledge, you have to create your own new languages.

The appearance of a high-dimensional neural network subconsciousness in biometric automata is a prerequisite for the appearance of a verbal language in them and the emergence of verbal abilities in artificial intelligence (for more details, see Ivanov A.I. “Subconsciousness of artificial intelligence: programming neural network biometrics automata with the language of their learning” pniei.rf/activity/science/bio_neuro.pdf.).

Links

Trifonov E. V. Human Psychophysiology

Wikimedia Foundation. 2010 .

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Speech practice. 1 class. Textbook. customized programs. Federal State Educational Standard, Komarova Sofia Vadimovna. The textbook is intended for children with disabilities and implements the requirements of an adapted basic general education program in the subject area`Language and speech… Read moreBuy for 662 UAH (Ukraine only)
Speech practice. 1 class Textbook. (VIII species). (FGOS), Komarova, Sofia Vadimovna. The textbook is intended for children with disabilities and implements the requirements of the adapted basic general education program in the subject area "Language and speech ... Read moreBuy for 627 rubles

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Verbal abilities

We take the liberty of illustrating the foregoing on the example of a specific study conducted in the Department of Educational Psychology of the Pedagogical Institute. Ya. A. Komensky ChSAN, during which some differences were found in the level of intellectual abilities of primary school students, depending, in particular, on microsocial conditions. It was also found that these differences are mainly due to the peculiarities of the development of the verbal ability of students; it is characteristic that it was on its basis that the intellectual abilities of students were evaluated by teachers, and the teachers themselves did not even realize this. All these data were obtained using the Amtower test, which, although it provided information about the differences, did not show in any way what caused them.

However, the dictionary is a set of different lexical units, ordered in an artificial way. In live speech, these units are not used as independent ones, but, on the contrary, as elements of much more complex semantically, syntactically, and grammatically organized structures. The method of constructing such structures is still the subject of discussion, but there is an assumption that this process has a probabilistic character.

From a diagnostic point of view, this circumstance is very important, since it allows you to objectively and fairly accurately establish the degree of coherence of speech, which is undoubtedly one of the most important components of verbal ability and in its natural form - in the process of communication - cannot be objective measurement, since it largely depends on the topic, the environment in which communication takes place, the relationship between the participants in the communication process. In this case, it is possible to use the method of free word associations, the mutual connections of which are primarily probabilistic and, thus, can quite reliably indicate the richness and speed of word reproduction in the speech process. [3,209].

We think that when setting up and conducting the research, it was not superficial verbalization that was meant, but searches and an explanation of those processes that

which constitute the human verbal ability as a whole, having in mind, first of all, the cognitive and only then the communicative (following from the cognitive) meaning.

The experiment involved one hundred third-graders from five schools located in different areas (village, large settlement, big city). The age of the subjects was chosen so that the students already knew how to read and write, but at the same time walked at the early stage of schooling. This made it possible to take into account the influence of the family - very significant for me at this age - and at the same time to identify the positive influence of schooling itself on the development of children's verbal ability.

It was important for psychologists to find out what role the individual isolated components play in the overall verbal ability. This role could be characterized primarily by the correlation between the total result for all subtests and the results for each of them. Significant in this regard were the time parameters of subtests 4, 5 and 6, then the general result obtained using the oral subtest on synonyms (4), the verbal thinking subtest (8) and the picture naming subtest (2 ).

It is noteworthy that the result obtained using the free pair association subtest (5) turned out to be divided into two components: a) syntagmatic and b) paradigmatic associations, while both of these methods of association in our the sample almost excluded each other with a cross-correlation (-0.92). Thus, the transition from syntagmatic to paradigmatic association in nine-year-old subjects turned out to be very sharp, which allows us to consider it one of the most sensitive indicators of the level of development of children's webral ability.

Thus, a fairly clear picture of the levels of development of individual processes that make up the verbal ability was obtained.

To conduct the study, you will need forms of the "Exclusion of words" methodology, which allows you to assess the ability of the subject to generalize and highlight essential features. The technique consists of 15 series, each series has 4 words.

9) Hoarfrost, dust, rain, dew

The study is carried out individually. You need to start only after making sure that the subject has a desire to complete the task. Instruction to the subject: “Three of the four words in each series are to some extent homogeneous concepts and can be combined according to their common feature, and one word does not meet these requirements and should be excluded. Cross out the word that does not fit the meaning of this series. You need to complete the task quickly and without errors. If the subject has not mastered the instruction, then one or two examples, but not from the experimental card, the researcher decides with him. After making sure that the principle of work is clear, the child is offered to independently complete the task - to cross out the words to be excluded on the form. The experimenter records the time and correctness of the task in the protocol.

The task is evaluated in points in accordance with the key: for each correct answer - 2 points, for an incorrect one - 0.

Correction T for time, points

The integral indicator of verbal-logical thinking A, which combines the productivity indicator B and the task completion time, taking into account the correction T, is calculated by the formula

Overall result (point)

Conclusions about the level of development

10 points - very high;

8-9 points - high;

4-7 points - medium;

2-3 points - low;

Coursework: Development of children's verbal abilities in Russian language lessons

For the full development of the child, it is necessary that schoolchildren develop certain psychological qualities that correspond to the specifics of literature as the art of the word. They must be able to reproduce in their minds the images and pictures depicted by the writer, learn to see behind them a certain life process, comprehend the idea of the work, become infected with the feelings of the author and give their own emotional assessments. Students should be able to freely, logically and reasonably express their thoughts and feelings in essays, revealing artistic features. Thus, they must have both emotional susceptibility and ease of verbalization of their thoughts and feelings, that is, certain verbal abilities. This determined the relevance of this work.

In modern literature, in numerous articles published in periodicals, great importance is attached to strengthening the direct emotional impact on students, increasing its role in aesthetic education, as well as increasing the creative activity of schoolchildren.

Pupils in the power of a number age features and due to the insufficient development of the methodology for developing verbal abilities in the classroom, they do not always imagine the images and pictures that are described in the work, do not understand a lot, and often remain emotionally indifferent. The development of figurative thinking and emotional responsiveness of students and their imagination in the process of teaching literature and the Russian language is slow. As a result, by the beginning of studying a systematic course, many students come insufficiently emotionally and aesthetically responsive, with underdeveloped imagination and figurative thinking, with an inability to use the visual means of the language in order to individualize the objects and phenomena described, which negatively affects their assimilation of literature and the Russian language, and hence and other humanitarian subjects in all their ideological and aesthetic richness.

The purpose of the study is the formation of some components of verbal abilities to the extent that would provide in the future the most complete perception of works of art, a creative approach to their analysis and to various kinds of compositions, the formation of accurate and expressive written and oral speech, word cognition as the basis of language activity.

The subject of our analysis is the study of verbal abilities. In the field of language acquisition, the individual components of language abilities (aspects of language and aspects of speech) are best traced. Along with this, there are clearly marked watersheds between the directions of teaching methods - traditional and intensive, analytical and mixed, communication-oriented or cognitive-oriented, etc.

Research objectives: includes consideration of the ratio of general and special abilities in the development of speech competence:

The study of abilities and their natural prerequisites;

Learning technologies and learning strategies;

Diagnostics of verbal abilities

The work consists of introduction, two chapters, conclusion.

Chapter 1. Fundamentals of the manifestation of verbal abilities in the lessons of literature.

1.1. Various types of speech activity of students in Russian language lessons

Teaching in the Russian language lessons should be built taking into account the need for the formation of various verbal skills and abilities in students: the ability to understand the topic of the message, the logic of thought development, to extract the necessary information (fully or partially), to penetrate the meaning of the statement - listening; learning reading skills; the skills of conducting a dialogue and constructing a monologue statement - speaking; skills, comprehending the topic and the main idea (idea) of the statement, collect and systematize material, draw up a plan, use different types of speech, build a statement in a certain style, select language tools, improve the statement - writing, speaking.

The listed skills and abilities can be formed based on the theory of speech activity, from the point of view of which speech is “the activity of a person who uses language to communicate, express emotions, form thoughts, learn about the world around him, plan his actions, etc. Speech is understood as the process itself (speech activity) and its result (speech texts, oral or written).

There are two types of speech: internal and external (it can be oral and written). A number of researchers also divide speech into receptive (listening, reading) and productive (speaking, writing). Such a division is conditional, since the perception of speech (listening, reading) and its understanding is an active process.

The effectiveness of literature lessons is directly dependent on how rationally the change of oral and written tasks is organized, how the relationship between oral and written speech of students is thought out, whether conditions are created for students to overcome the difficulties that arise in the transition from thought to speech, from speech to thought.

Special psychological and pedagogical studies have shown that the most effective is comprehensive speech training, in which the ability to perceive oral and written speech (listening and reading) is formed in combination with the ability to build oral and written statements (speaking and writing). In each type of speech activity, in addition to specific skills and abilities, skills are formed that are common to all types of activity, in particular, such a basic, initial skill as understanding information is a skill that connects thinking and speech into a single process.

According to psychologists, there is no identity between thinking and speech. Being closely interconnected, thinking and speech differ in their mechanisms: we speak with the help of words, while we think in larger units - “clumps of meaning”. Inner speech is characterized by conciseness, abbreviation, and at deep levels - grammatical informality, the use of other code units along with the language material - "images and schemes". As psychologists' research shows, the program of verbal utterance is formed in inner speech and usually exists in the "subject-pictorial code" - in the form of "thought-images". At this stage, the thought has not yet been dissected, not expressed in words.

The transition from thought to speech and from speech to thought requires the transformation, or recoding, of information. The transition from inner speech to outer speech is often associated with certain difficulties. In inner speech, the thought is understandable to the person himself, but when he tries to express it for others, it turns out that he is not understood, and he himself sometimes feels that he said something wrong or not as he wanted. These difficulties are connected with the fact that it is necessary to move from concise, concise, understandable thoughts to expanded grammatical and logical forms, accessible to the understanding of others. Therefore, in teaching speech, it is of great importance to equip students with methods for transforming internal speech into structural forms inherent in external speech.

Based on the characteristic features of inner speech, we will give examples of the main methods and types of work that help transform inner speech into external speech.

1. It has already been noted that internal speech is characterized by curtailment, linear concatenation of "meanings".

In the speech development lesson, students can be offered the following work:

to the reference word or phrase related to the topic of the essay, choose words that are similar to them in meaning, or those that are born by association. As practice shows, students quickly cope with such a task. So, in the lesson-preparation for writing - describing the interior in the 6th grade, students built the following series of verbal associations for the phrase Christmas tree: holiday, fun, gifts, the smell of tangerines, Bengal lights, admiration, fabulous, kind, frost, beauty, happiness, etc. e. Having fixed the mental image in words and relying on them when constructing oral and written statements, students will be able to express their thoughts more freely and more vividly.

Overcoming the difficulties of the transition from folded thoughts to expanded grammatical and logical forms is also facilitated by such a technique as building sentences based on a single word or grammatical basis. The reference word (grammatical basis) is written down by the teacher on the blackboard and, as the students' suggestions are received, it turns into a complex syntactic construction. For example: a flower - a flower was fragrant - a flower was fragrant throughout the garden - a delicate, white, freshly opened flower was fragrant throughout the garden in the early spring morning.

It also seems useful to work on transforming a simple plan into a complex one.

2. Inner speech is characterized by the predicative nature of its components. In connection with this property of inner speech, students can be asked to determine the storyline of a future statement (if we are talking about such a type of speech as narration) by building a chain of verbs in a certain form. This type of work is also useful for preventing a fairly common mistake of students - an unjustified replacement of the categories of aspect and tense for predicate verbs in essays.

An important role in ensuring the “recoding” of inner speech into outer speech and in preventing speech errors is played by the widely known and used in the classroom method of selecting a synonymic series for the verbs of speaking, movement, state, location, etc.

3. The components of inner speech are characterized by a large degree of situational contextual conditioning. "Schemes-images" are born as a response to a certain moment of the speech situation, created with the help of the implementation of interdisciplinary connections in the lessons of the Russian language and literature. In order to “detect” these fleeting pictures, one can use techniques from the methods of teaching other subjects of the humanitarian and aesthetic cycle.

For example, a teacher asks students to record their impressions, feelings, moods or states after perceiving a text or other work of art using paints on paper. The next stage of this work is the “unraveling” of the feelings, assessments caught and reflected in color and lines, and their verbal expression.

Oral and written speech as types of speech activity are realized in interrelated speech-thinking processes - the perception and reproduction of the statement, due to the situation of communication. The speech environment created in the lesson with the active involvement of interdisciplinary connections becomes a stimulus for the generation of speech activity. different types and types. In this activity, as close as possible to the conditions for the flow of natural communication, communicative skills are formed that provide both perception and the creation of statements.

The communicative approach to teaching the Russian language determined the search for new teaching methods. Along with the imitation method of mastering native speech, traditional for the school, with its leading teaching methods such as presentation and composition according to the model, the stimulus-motivational method is becoming increasingly important, which is implemented in various types of situational exercises based on the dependence of the content and speech design of the statement. from the speech situation. Of the forms of work that stimulate the improvement of the communicative competence of students in Russian language lessons, the following can be mentioned: conducting a correspondence tour of exhibition halls, museums, streets and squares of cities around the world (role-playing game, where one or more students act as a guide, and others act as tourists) , oral or written invitation to the exhibition, dialogue in the exhibition hall “At the picture. ”, compiling questions for an interview with an artist, writer, director, actor, justifying the choice of a gift (role-playing game“ In the store ”: the dialogue is conducted by the“ buyer ”and“ sales floor consultant ”), etc.

These exercises, developing in students the ability to correlate the content and form of statements with the speech situation, discipline thinking, hone a sense of language, teach them to use it flexibly, and are of great educational value, as they increase speech culture and culture of behavior in general.

It should be noted that the organization of speech situations in the lesson and the performance by students of various types of situational exercises is not an end in itself, but a means of forming the communicative skills and abilities of schoolchildren, a way of accumulating materials for composition. Since written speech develops if it is compared with already learned oral speech, we consider it possible and necessary to reasonably alternate oral and written forms of speech in Russian language lessons, in particular in speech development lessons.

The structure of the lesson we propose - preparation for writing an essay provides for the time required to complete written assignments of a different nature in combination with students' oral presentations. Observations of schoolchildren, their condition, assessment, motives, interesting finds of ways of verbal expression of emerging memories, thoughts, feelings are reflected by students in drafts at each stage of the lesson. Individual and group work on cards, complex text analysis, etymological and word-formation analyses, compiling chains of words by association, word combinations according to the model, building sentences based on them, etc. alternate with oral commentary (defense) of the completed task. Approaches to the implementation of the theme of the essay, expressive means found as a result of monologue performances, discussions or discussions are also recorded in writing. The material prepared, selected as a result of oral work and reflected in writing during the lesson, is then embodied in the writings of students.

It is necessary to use as fully as possible the stimulating-motivational methods, techniques and forms that work for the development and education, implementing them in the historical-cultural and verbal-figurative contexts created through the integrated implementation of interdisciplinary connections in the lessons of the Russian language and focused on the formation of communicative competence of students, the implementation the creative potential of the personality of each student and the revival of national identity.

1.2. Typology of language abilities

Verbal abilities - verbal intelligence. The degree of expression of an individual's verbal-logical (verbal) thinking, the ability to use language, speech as a means of formulating thoughts. Verbal abilities are based on the use of the language system by the individual. It includes the elements and the prescribed rules for the use and use of those elements. The language system has several levels of use: phonetic, lexical, grammatical (including derivational), syntactic. The use of these levels in verbal-logical thinking is individual. When diagnosing verbal abilities, the ability of the individual to use elements of the language and prescriptor rules at various levels is explored. This approach is dictated by one of the main provisions in the works of B.M. Teplova: abilities can be identified only on the basis of an analysis of the characteristics of the activity; the success of the activity depends on the complex of abilities; compensation of some abilities by others is possible within a wide range. B.M. Teplov pointed out that from the point of view of the properties of the temperament of people, it is not so much the end result of the activity that differentiates, but the way to achieve results. As you know, these provisions have become the starting point for many works and psychological schools engaged in research on the problems of abilities and individual style of activity (E.A. Golubeva, N.S. Leites, V.S. Merlin, E.A. Klimov, Ya. Strelyau, etc.).

1. Abilities and their natural preconditions

(makings - abilities - opportunities)

The problem of the ability to master a non-native, second or foreign language (FL) has always worried not only students, teachers, but also methodologists and psychologists. This question was solved in different ways, depending on the scientific concept underlying this or that technique. Moreover, teaching methods could have almost diametrically opposed attitudes.

Let's try to look at the problem of learning and language acquisition in a complex way, taking into account individual differences in abilities, their natural conditionality (inclinations), as well as an individual learning strategy.

As you know, the most generally accepted definition of abilities is: abilities are individual psychological characteristics that ensure the ease and speed of acquiring knowledge, skills and abilities, but are not reduced to them (B.M. Teplov, S.L. Rubinshtein). At the same time, B.M. Teplov (1961) drew attention to the fact that only such individual psychological characteristics that are related to the success of the corresponding activity can be called abilities.

and B.M. Teplov, and S.L. Rubinshtein attached great importance to the natural inclinations of abilities, without belittling the role of the development of abilities in the corresponding type of activity - training and education, the environment. Linking the problem of abilities with the question of development, S.L. Rubinstein recognized that "in the individual there must be prerequisites, internal conditions for their organic growth" and "that they are not predetermined, not given in finished form before and outside of any development." The composition of the internal conditions that mediate the effect of external influences and to a certain extent determine the formation of a person's abilities also includes his natural features. If natural, organic conditions cannot explain changes in a person's mental activity, he wrote, then they cannot be excluded as "conditions from the explanation of this activity." S.L. Rubinstein attached great importance to the relationship between external and internal conditions for the development of abilities as theoretical basis to address the fundamental debatable issues of the theory of abilities. Productivity, the efficiency of activity in itself is important, but it does not directly, not unambiguously determine the internal capabilities of a person, his abilities. According to S.L. Rubinstein, "it is impossible to determine the mental abilities, the intellect of a person by the mere result of his activity, without revealing the process of thinking that leads to it" .

The reflection of these views in the psychological and pedagogical literature is a different definition of general abilities (or general mental capacity), which, following from the above definitions, is directly related to learning activities, is learning. Learnability is considered as a characteristic of the student's individual abilities to assimilate learning activities - memorization educational material, problem solving, implementation of various types of educational control and self-control. From the content side, learning includes many indicators and parameters of the student's personality:

1) cognitive capabilities (features of sensory and perceptual processes, memory, attention, thinking and speech);

2) personality traits (motivation, character, emotional manifestations);

3) qualities that determine the possibilities of communication and the corresponding manifestations of the personality (sociability, isolation, etc.).

On the dynamic side, learning is characterized by: - the pace of advancement, the level of achievement, sustainability and the possibility of transfer (using the learned technique for solving other problems). This problem is most developed in the studies of Soviet pedagogical psychologists (B.G. Ananiev, N.I. Menchinskaya, Z.I. Kalmykova, S.F. Zhuikov, G.G. Saburova, etc.).

In modern psychological and psycholinguistic literature, the concept of "competence" (in psychology) or "competence" (in linguistics) is more often used. In the context of the above positions, abilities can be understood - this is "learning ability". Competence can be the result of learning, or it can overlap the concept of "ability" (given the "price" of achievement).

We introduce some definitions of the concept of "ability".

Speaking of abilities, we introduce an evaluation criterion, implying potential capabilities and inclinations, on which the speed, quality and level of formation of the corresponding competence depend.

Here we have to emphasize the ambiguity of concepts. N. Chomsky interprets these terms in a different way: comparing the two aspects "language" and "speech", he opposes the generative device to generation, and the innate ability (competence) - to the use (performance). The concepts of "language ability" in psychological and linguistic science are characterized in different ways. A linguistic understanding of language ability can be found in the work of A.A. Leontiev: "Language ability (faculte 'du langage Saussure, Shcherba's "speech organization") is a set of psychological and physiological conditions that ensure the assimilation, production, reproduction and adequate perception of linguistic signs by members of the language community" (A.A. Leontiev, 1965, p. 54). This definition reflects the generic property, specifically human affiliation of the language, or in other words - general psychological characteristics, but does not address the issue of the ability to use languages as an individual psychological characteristic of an individual.

J. Green, considering the problem, noted that the language ability is considered as something that provides the ability to speak a given language. For N. Chomsky, these are some innate "universal" mechanisms that guide the first steps of the child in acquiring a language, regardless of individual options for mastering the language.

It is characteristic that when analyzing the question of the relationship between language and speech, most linguists unanimously take out the fact of the influence of non-linguistic factors on the language: inattention, limited memory, lack of time, emotional coloring, motivation, etc. The latter belong to the so-called "superlinguistic residue"

Due to the communicative significance of this concept, we pay special attention to this parameter. "Supra-linguistic residue" is everything in the sound of speech that is accidental, secondary or additional from the point of view of language as the most important means of human communication. Let us note that this remainder is made up: a) of the individual features of understanding and reproduction of the language (features in pronunciation, incomplete or erroneous perception of individual words, etc.); b) from the socially developed features of the use of certain facts of the use of a language to achieve a certain effect that is not directly related to the main function of the language (in particular, the use of sound elements as such for literary purposes: rhymes, alliteration, sound writing, etc.) The psychological meaning of non-linguistic phenomena is revealed in the works of M.M. Bakhtin, A.A. Leontiev, I.A. Winter. According to A.A. Leontiev, intonation, timbre, facial expressions, etc. they can even minimize the impact of the "direct" meaning of the verbal cue and contradict it ("words can be knocked out of their meaning by one or another intonation" - Yu.N. Tynyanov)

A psychologically justified boundary between units of language and units of speech was made by M.M. Bakhtin (1979). As a real unit of verbal communication, he considered the statement, and he considered words and sentences as units of language (as a system). According to M.M. Bakhtin, they do not exchange sentences, just as they do not exchange words (in the strict linguistic sense) and phrases; exchange statements that are built with the help of language units - words, phrases, sentences; moreover, the statement can be built from one sentence, and from one word. According to M.M. Bakhtin, emotions, evaluation, expression are alien to the word of the language and are born only in the process of utterance, live use.

Thus, linguistics put the study of language as a sign system at the forefront, and psychology - the speech process, the process of generating and perceiving speech. In the context of the psychological approach, therefore, it is necessary to distinguish between a number of concepts - "language", "speech", "communication" and the corresponding types of abilities and competence.

Communicative competence in the literature is considered as the degree of satisfactory mastery of certain norms of communication, behavior, as a result of learning. Communicative competence is the assimilation of ethno- and socio-psychological standards, standards, stereotypes of behavior; the degree of mastery of the "technique" of communication. In the so-called communicative methods, along with mastering knowledge of the language, practical mastery of communication techniques, rules of politeness, norms of behavior, etc. is provided. Speech competence is a language system in action, the use of a limited number of language tools, the patterns of their functioning to build statements - from the simplest expression of feelings to the transfer of nuances of intellectual information

Language competence is understood as the potential of a person's linguistic (linguistic) knowledge, a set of rules for the analysis and synthesis of language units that allow building and analyzing sentences, using the language system for communication purposes. The content of language competence is the assimilation of the categories and units of the language and their functions, the comprehension of the patterns and rules for the functioning of the language. (L.V. Shcherba, V.A. Zvegintsev, I.A. Zimnyaya, etc.). I.A. Zimnyaya understands language as a means, and speech as a way of forming and formulating thoughts through language in the process of speech activity

Thus, we will consider competence (or competence) as the result of learning, achievement, naturally believing that with the same level of achievement, different sets of abilities can be involved, that people with different types of abilities, types of strategies can demonstrate high productivity in foreign language speech activity. language acquisition. Of no small importance, of course, are the evaluation criteria: what is assessed - knowledge of the language or proficiency in the language as a means of communication.

Therefore, for the psychological analysis of the process of language acquisition and the identification of individual-typical features of assimilation, it is fundamentally important for us to single out such parameters as assimilation (correlated with language means, cognitive processes) and application (related to speech communicative activity).

Chapter 2. Development of verbal abilities in the lessons of the Russian language

2.1. Speech-creative comprehension of the word in the process of teaching the Russian language

The main didactic unit in Russian language lessons is the word. Mastering a word by students is a rather complex and lengthy process, requiring a certain philological, psychological, pedagogical and methodological preparation from the teacher.

The first stage of mastering the word as a lexical and grammatical unit was built long ago and is described very traditionally in all textbooks on the Russian language. The second stage, connected with the functioning of the word, requires the development of a direct exit into the speech-creative activity of students. That is why it is so important to consider the word, first of all, as a speech-creative unit, revealing its speech-creative abilities, because the word is both the “original germ of the emergence of the text” and the material for creating the text.

Speech-creative comprehension of the word develops in students an “attitude” for speech-creation. But in order to bring the student's language system "in a state of speech readiness", multifaceted, versatile work with the word is necessary, which begins with determining its depth and perspective.

The speech-creative depth of a word is measured primarily by its meanings, which are presented in dictionaries. Turning to dictionaries of different types in speech-making lessons is an obligatory part of the work of students, because dictionaries are not only “keys to the secrets of the spirit of poets”2, but also the keys to the secrets of their own spirit.

We will show how, in one of the speech-creative lessons, students of the (humanitarian) class consider the word wind in all the variety of its meanings, thus measuring its speech-creative depth and determining the speech-creative perspective.

The lexical meaning of the word is checked by students in the explanatory dictionary:

WIND. The movement of air flow in a horizontal direction.

phraseology. Wind in my head. What wind has brought or what wind has brought. The wind whistles in your pockets. Throwing (or throwing, throwing) money down the drain. Throw words to the wind; speak to the wind. Keep your nose to the wind. Let go to the wind. Where the wind blows. Where does the wind blow from. Look for (or catch up with) the wind in the field. Blown down by the wind. Like (as if, exactly) blown away by the wind.

The analysis of this dictionary entry helps students to determine the essence of the wind - movement (action, dynamics).

The perceptual meaning of a word is the meaning associated with the subjective, concretely sensory perception of what the word means; the meaning associated with the reflection of things in the mind through the senses.

In a speech-making lesson, students are invited to “fill” the word with color, sound, smell, to characterize the object that is indicated by the given word, that is, to determine the perceptual meaning of the word.

WIND (from student work)

Color - transparent, invisible, pink, blue, black, white, colorless, gray, yellow, bright, the color of distant mountains, the color of the cold sky.

Sound - rattle, hum, rustle, rustle, heart noise, dance music, whistle, knocking shutters, whisper, groan, prayer, lulling, the sound of bells, ringing, echo.

Smell - floral, light, the smell of freedom, mountain, heady, fresh, the smell of the sea, rain, the smell of will, the smell of dust, freshness.

Character - free, crazy, strong, impetuous, enveloping, charming, exciting, exciting, restless, ruthless, wild, unbridled, playful, reckless, energetic, restless, crazy, careless, free, wild, crazy, irrepressible, unbearable.

The perceptual meaning of a word determines its figurative potential.

old and lonely;

the wind flies around the world and, like a piggy bank, collects smells, sounds, groans, crying, laughter - everything;

a stern old man with a long gray beard;

the wind, like a young man, hurries to the first date and is afraid to be late, reckless;

the blue wind of my childhood (light, quiet, soothing);

black wind - fear (loud, tearing);

the white wind is my youth (quivering, fast, impetuous).

The associative meaning of a word is determined by the meanings of words-reactions to the given word. WIND (from student work)

lightness, joy, aspiration, hope;

foliage, cold, hurricane, house;

fear, the cry of the soul, my life, striving forward;

freedom, space, cold, clouds, abyss, sun;

road, distance, past, eyes, dream;

purity, strength, transparency;

window, window, friend, greeting, help;

storm, movement, cold;

dust, strong, wild, cold;

sea, storm, lonely ship.

The etymological meaning of the word is determined by the dictionary.

WIND. - Common Slavic. Formed with the help of suf. -tri from the same base as winnow. It was originally the name of the god of the winds. Wed dry wind - “dry wind, i.e. wind.

The symbolic meaning of the word is determined by the dictionary.

WIND - a poetic image of a revived spirit, whose influence can be seen, heard, but which itself remains invisible. Wind, air and breath are closely linked in mystical symbolism. The winds act as divine messengers and as forces that control the directions of the cosmos. Hence the origin of heads with swollen cheeks, depicting the wind. The winds were often personified as violent and unpredictable forces.

In a more general sense, the wind is a powerful symbol of change, impermanence, empty boasting and ephemeralism - these are its main meanings in the 20th century.

The mythological meaning of the word is determined by the dictionary.

WIND. In folk beliefs, it is endowed with the properties of a demonic creature. The power of the wind, its destructive. or beneficent power. cause the need to appease the wind: to talk to him affectionately. "feed" and even make a sacrifice to him. The division of winds into “good” ones (for example, such as “holy air” - a favorable, tailwind) and “evil” ones, the most striking embodiment of which is a whirlwind, is also characteristic.

The artistic (figurative) meaning of a word is determined in an artistic text. The meanings of words in literary texts are transformed and complicated. “Artistic generalization, realized in the meaning of the word,” writes D. M. Potebnya, “can presumably be regarded as a mixed unit of the process of consciousness and thinking: the selection of essential features that form the concept is predetermined primarily by the author’s worldview as an artist, and the concrete-sensual realization of the concept in figurative form is associated with the actualization of associative links, emotional and evaluative element, modalities that acquire aesthetic significance.

At the speech-creative lesson, observation and conclusions require the behavior of the word wind in literary texts. The artistic (figurative) meaning of the word wind is determined by students in the process of analyzing texts.

It was the beginning of autumn, the steamer "Goncharov" was running along the empty Volga. The early cold had turned, blew hard and fast towards, over the gray spills of its Asian expanse, from its eastern, already rusty shores, a chilly wind, waving the flag at the stern, hats, caps and clothes walking on deck, wrinkling their faces, beating on their sleeves and floors. And aimlessly and boringly the only gull saw off the ship - it flew, bulging on sharp wings, behind the very stern, then it swept obliquely into the distance, to the side, not exactly knowing what to do with itself in this desert of the great river and the autumn gray sky. (I. A. Bunin).

cold wind; the wind, ruffling the flag at the stern, the hats, caps and clothes of those walking on deck, wrinkling the linden, beating on the sleeves and skirts.

Since the end of September, our gardens and threshing floor have been empty, the weather, as usual, has changed dramatically. The wind tore and ruffled the trees for whole days, the rains watered them from morning to night. Sometimes in the evening, between the gloomy low clouds, the trembling golden light of the low sun made its way in the west; the air became pure and clear, and the sunlight shone dazzlingly between the foliage, between the branches, which moved like a living net and waved from the wind. The liquid blue sky shone coldly and brightly in the north above heavy lead clouds, and behind these clouds ridges of snowy mountain-clouds slowly floated up. You stand at the window and think: "Perhaps, God willing, the weather will clear up." But the wind did not let up. It disturbed the garden, tore at the stream of human smoke continuously running from the chimney, and again caught up the ominous wisps of ash clouds. They ran low and fast - and soon, like smoke, clouded the sun. Its brilliance faded, the window closed into the blue sky, and the garden became deserted and dull, and the rain began to sow again. at first quietly, cautiously, then thicker, and, finally, it turned into a downpour with a storm and darkness. A long, unsettling night followed. (I. A. Bunin).

The wind tore and ruffled the trees; the wind did not let up; disturbed the garden, tore at the human stream of smoke continuously running from the chimney; caught up with ominous cosmos of ashy clouds.

Autumn has come, as wet and dirty as last year. It was a grey, tearful morning outside. Dark gray, as if smeared, clouds completely clouded the sky and, with their immobility, made me sad. The sun did not seem to exist; for a whole week it never once looked at the earth, as if afraid to stain its rays in liquid mud.

Raindrops drummed on the windows

with special force, the wind wept in the chimneys and howled like a dog that has lost its owner. There was not a single face to be seen on which one could not read desperate boredom. (A.P. Chekhov).

The wind wept in the chimneys and howled like a dog that has lost its owner.

The time was close to night.

In Uncle Tikhon's tavern a company of cabbies and pilgrims sat. They were driven into the tavern by an autumn downpour and a violent wet wind that lashed their faces like a whip. Wet and tired travelers sat on benches against the walls and, listening to the wind, dozed off. Boredom was written on their faces. One driver, a small one with a pockmarked, scratched face, had a wet harmonica lying on his knees: he played and automatically stopped.

Above the door, around a dim, greasy lantern, rain splashed. The wind howled like a wolf, screeched, and apparently tried to rip the tavern door off its hinges. From the yard came the snorting of horses and the thrashing of mud. It was damp and cold. (A.P. Chekhov).

A violent wet wind that whipped people like a whip; the wind howled like a wolf, screeched, and evidently tried to rip the tavern door off its hinges.

On the way from home.

I love the wind. More than anything. How the wind howls! How the wind groans! How can the wind howl and howl! How can the wind take care of itself!

Oh wind, wind! How it groans in the ears! How it expresses a living soul! What you yourself cannot, the wind can say about life in the whole world.

Thanks wind! I hear your moan. How it relieves, how it torments! Thanks wind! I hear, I hear! I myself left my native roof.

After all, the soul can, like you, moan. But can he stand up for himself? Lifeless, boring and smooth way. But the wind is blowing! Don't rest.

The wind howls; the wind groans; the wind can take care of itself; groans in the ears, expresses a living soul; the wind can tell about life in this world; groan (wind) relieves and torments.

The effectiveness of speech-creative comprehension of the word is significantly increased if not only works of fiction, but also works of painting and music are used in the lesson. They help students feel the pictorial and musical meaning and sound of the word. So, in the process of mastering the word wind, the following creative tasks are offered:

Draw (verbally) the wind (in the forest, on the sea, in the field, in the meadow, etc.). How can you picture it?

Before you are landscapes (I. S. Ostroukhov. "Siverko"; N. M. Romadin. "Wind on Lake Uksh"). What would you name these paintings? Justify your answer.

Imagine that you are a composer. You are asked to prepare a musical accompaniment to the text 2. Tell us about the piece of music you created, inspired by this text.

In the process of determining the speech-creative depth and perspective of the word, students develop ideas for their own texts. Thus, the speech-creative understanding of the word is the path from the word in the dictionary through the word in the literary text to the word of one’s own, one’s own: “. every word exists for the speaker in three aspects: as a neutral word of the language that belongs to no one, as someone else's word of other people, full of echoes of other people's statements, and, finally, as my word, because, since I deal with it in a certain situation, with certain speech intention, it is already imbued with my expression.

The result of the process of speech-creative comprehension of the word is the creative work of students. Let's take a look at some of them.

A fresh stream is directed at me, He whispers secrets, quietly beckoning. Gently kisses, dances with me, Starts the song, takes away with him. To the land where dreams rise into the sky, To the land where no one has ever been before, To the fairy tale of oblivion, to the world of new dreams, We will fly through a rainbow of tears. Sorrows will end, happiness will begin, The former fear will never return. Black thoughts will not seem, Dreams will slowly come true.

Loneliness, fear, boundless sadness - this is what the wind-hurricane, forgotten by everyone, felt. He hid in the darkest corner of his house - a huge gloomy rock.

A clear day came, then night, and he thought and thought. It seemed that sad ghosts surrounded him and whispered to him: “No one needs you. You are feared and hated." The whisper went on and on like the buzzing of bees in a hive. It seemed to the wind that his head was about to burst. From grief and fatigue, he fell into a deep soy without dreams. Wind woke up from a light touch. It was Queen Nature - his mother. She told her son:

Fly, it's your turn today.

No, no, I can't, I don't want to, I won't! cried the Wind.

You must, this is your essence, - Nature gently reminded.

And the Wind, lowering its head, trudged along, but decided not to uproot trees anymore, not to demolish the roofs of houses. “But what if I become light, I will bring warmth and joy,” thought the Wind. But as soon as he flew up to the houses, everyone said: “Go away, fly away, we are afraid of you, you will destroy everything again. We don't believe you!" And so everywhere: “Go away. "He flew, swallowing tears, bitterness, resentment. He did not understand why, because he is now good. The wind is tired, tired of uselessness. He fell on the soft grass and sobbed, when he suddenly heard a light whisper of the grass: "Go away, go away, we are afraid of you." The wind jumped up and rushed up, up, towards the sun. and melted, falling to the ground as life-giving rain. And everyone shouted: “What a warm, glorious rain, we have been waiting for it for so long, we love it so much!” (Yulia T., X class).

2.2. “A sudden line is born. »

An artistic speech-creative personality, whether it is the personality of a master of the word or a student, is able to see, hear, feel deeply, subtly, in a special way. Its main qualities are “an aesthetic attitude to life, the ability to get used to the character's world, to become his position, going beyond the limits of one's own self; developed imagination, observation, sensitivity to the word and shades of meaning. It has associative thinking, the ability to reflect and speech prediction.

Unfortunately, over the years, students lose their emotionality and figurative perception of the world around them, and a "teenage hole" of artistic development is formed. This situation is largely due to the fact that due attention is not paid to the formation of figurative thinking. To a certain extent, this is excusable, since both time and the solution of the didactic tasks of consciously communicative learning do not yet give the opportunity to do this in the lessons of the Russian language constantly and purposefully. To some extent, artistic speech creativity is realized in the writing of essays and presentations by students, but systematically (but in special classes) it can now be represented either in classes with in-depth study of the Russian language, or in extracurricular activities, in particular in Russian language circles. The following are some of these classes (speech-creative trainings) with examples of tasks.

The proposed speech-creative trainings are based on words, literary texts, works of art and music and are correlated with the experienced, close, and therefore understandable to schoolchildren.

The material is selected taking into account its ability to stimulate the artistic speech creation of students.

Training: CREATE CONTEXT BY IMAGINATION

In this lesson, students should learn how to introduce the figurative means used by the master of the word into their own artistic text, for example: tearful morning (A. Chekhov); glass bushes (I. Bunin); white field of rye (L. Andreev); drunken wind (V. Nabokov); the dawns beat with a fiery wing (M. Voloshin); familiar steps, a curious sun, a thoughtful door (A. Blok); the moon glides like a pancake in sour cream, the burning look of snowdrops (B. Pasternak); eccentric moon, crane melancholy of September (S. Yesenin).

The author's figurative means is called upon to activate the figurative thinking of students when performing these tasks, which can be understood either by returning it to the author's text or by creating your own.

It is not difficult to return the figurative means to the author. To do this, it is enough to find out from which work of the author this tool is taken. But to create your own literary text on the basis of the author's figurative means is already a speech-creative task. It is this creative task that students are offered.

Let's give the task with the figurative phrase A. Blok curious sun.

"Morning. You dispel the sleepy, heavy fog at the ground, at the foot of the mountains. Like a new bridge over a shaded sky - one lane, two. You jump to the trees, you slide along the trunks like a golden squirrel. From there, like a child, you crawl between meadows and fields turning green with renewed vigor, you wake up porridge, a shepherd's bag, a bunch of cornflowers near an anthill, ants. Hearing the splash of water, you, as if at the call of your mother, rush to him, smile. Here is this little hollow, filled with a sweet melodious whisper. You creep up, almost crawling, so as not to notice, and after waiting a moment, you illuminate her entire underwater heart with your radiant laughter! I came! It's me, me Now that you know I'm here, I can fly on. The splash became more frequent, and, leaving a few "bunnies", you lit up further. The hollow sparkled, tried to catch up with the restless "hares" and thought: "How fast (no, not to keep up), how playful and curious the sun is!" And in confirmation of her thoughts, the cries of birds frightened by the sudden awakening were heard in the distance. - voices of distant mountains, voices of the wind. »

The following exercises are related to the ability to verbally convey visual impressions.

Name the picture. Compare your title with the author's.

In what state does what you see put you in? Pay special attention to details. What is their role?

In this type of training, the mechanism of imaginative thinking of students should include works of fine art: paintings, engravings, drawings, etc.

For example, the children are invited to consider the painting by I. E. Grabar "Pears". They give her their names:

"Grandma's Still Life", "First Harvest", "Golden Autumn", "Village Joys", "Pear and Apple Dessert", "Fruits".

The picture gives rise to a student's idea, which is then embodied in a literary text.

"Summer. Green knees of babies. Singing floorboards in a country house. Chamomile petals on the windowsill. The smell of apple pie. The bath is heating up. The smell of birch broom. The cart creaks. The geese saunter across the soft green grass. The sound of a bucket falling into a well. Quiet. Even quieter. Eyes droop. Even annoying flies fall asleep.”

Draw (verbally) a landscape, a portrait, a still life.

The basis of figurative thinking in this type of training is the world of fantasy, which is limited by the genre of painting.

Still life "Creativity". The room is dimly lit by a dim table lamp. There are books in a small nook. One of them is a volume of Pushkin in a dark brown, dense binding. On it lies a sheet with some inscriptions, numbers. Nearby is Maupassant's book, which has already covered itself with a thin layer of dust. A bookmark sticks out in it with the image of a yellow-orange sun and some kind of inscription, the last letters of which are A.Ya. There is a pen on the book, in which the rod is almost invisible, and next to it, on a piece of sheet, a few words are written in incomprehensible handwriting, after which it goes ellipsis. »

“School table with incomprehensible scribbles and someone's names. Not a table, but a memorial plaque with phrases like Vasya was here.

There is a glass on the table. There was a piece of tea left in it at the bottom. Next to the glass is a small magazine-book with a bright cover and the meaningful title "Revelations". The edge of a white piece of paper peeks out from under the magazine. It has some doodles on it. Near the magazine is a ballpoint pen in a blue case. The notebook put on the handle swells from some leaves, newspaper clippings and scribbled pages. Bread crumbs, folded in a pile, lie in a small hill near the scribbled sheet.

The tasks of this training are aimed at establishing connections between sound, musical images, at consolidating the ability to express in words one's impressions of sounding music.

Listen to a piece of music. What thoughts and feelings does it evoke in you? Describe your condition.

Symphonic poem "Sea" by M. Čiurlionis.

“I am standing on the shore of the sea, so mighty and boundless.

I want to fly like a seagull into the blue distance. Filling the soul with purity and freshness, soar above the sea. How easy it is to breathe! Free wind and I - in a single impulse.

I want to fly, fully aware of what freedom is.

I am a composer. Write (verbal) music to the text.

The day was clear, transparent, slightly frosty, one of those autumn days in which one willingly puts up with cold, and with dampness, and with heavy galoshes. The air is so transparent that you can see the beak of a jackdaw sitting on the highest bell tower; it is all saturated with the smell of autumn. Go outside and your cheeks will be covered with a healthy, wide blush, reminiscent of a good Crimean apple. Long-fallen yellow leaves, patiently waiting for the first snow and trampled under foot, gild in the sun, emitting rays from themselves like gold coins. Nature falls asleep quietly, quietly. No wind, no sound. She, motionless and mute, as if tired for spring and summer, basks under the warming, caressing rays of the sun, and looking at this beginning peace, you yourself want to calm down. (A. Chekhov).

“I hear clean, warm, autumn-like transparent sounds: a smooth and gentle melody flows, the door creaked a little, quiet steps were heard, the autumn foliage rustled underfoot, a quiet, lulling calm melody.”

In these exercises, students must establish an associative transition of several steps between two distant concepts. For example, between the words cry and mountain ash, students establish an associative chain: cry - pain, pain - loneliness, loneliness - bitterness, bitterness - mountain ash; between the words wind and book: wind - autumn, autumn - leaf, leaf - table, table - book.

This type of training helps students determine the storylines of their future literary text.

The children learn to create a text using two unrelated words. For example, the words wind are suggested

"Morning. I sit by the window, open to the spring garden. The smell of apple and bird cherry is dizzying, crazy.

The wind flips through the pages of my favorite book, like the pages of my life. Don't hurry, wind!"

Create your text using the associative array. Task completion examples.

White - snow, trail, soul.

White snow is crystal white, All in unskillful reliefs. Your voice turns white after, Waking up in the white sky. And behind him with a hint of blue Without melancholy and without hesitation A soul awakens In a white world, slowly.

White - fluff, feather bed, snow

Fluff is pouring from a heavenly pillow:

Someone shook the feather bed of the sky. Flakes are spinning, flakes, like a shower, Those who are falling asleep with their hearts are being watered.

The sky falls to the ground with snow, The sky carries blue with it, Wet, cold, but still a blanket Warms the grass growing with life.

The solution of the set speech-creative task is possible only after the analysis of the text, which implies a deep penetration into it.

You know, you know, I dreamed faintly and drunkenly that in the abyss of the window rose like a giant's skull, a bone, round moon.

I dreamed that on the bed, arching crookedly over a swollen sheet, filling the entire pillow with a mane, the horse lay satin-black.

And above - a wall clock, with a pale, pale, human face, moved a copper pendulum, slashing my heart with the end.

My dream book does not know such a dream, was silent, quieted down before the trouble, my dream book with a cornflower blue bookmark on the page read with you.

What feeling does this text evoke in your soul?

Why do you think the hero had such a dream? What is it caused by?

Draw (verbally) the moon described by V. Nabokov. Why does the poet draw the moon not in the opening, but "in the abyss" of the window?

How I saw a horse in a dream lyrical hero? Why is the horse not red, not white, but satin-black?

How did the dream book interpret the dream? Why did he "quiet before the trouble"?

What did the cornflower blue bookmark remind the hero of?

Describe (based on the dream) the state of the hero.

Comprehensive speech-creative training involves students filling out a speech-creative map. Such a map reflects the process of the birth of the idea of their own text in students, reflections based on the word: heightened attention to the spelling and sound of the word; associations caused by the word; search for words that rhyme with the original word; "revival" of the word (filling with color, sound, smell, etc.).

SPEECH CARD ROWAN. (To be completed by students.)

The sound and spelling of the word.

Sharply, with pain, the word begins to sound, then softens,

Four frozen beads hang from the word rowan.

Associations. Bunch, fire, autumn, alley, house, village, window, frosts, bullfinches, memories.

Rhyme-training. Rowan, viburnum, aspen, cobweb, basket.

Color. Buffy leaves, burgundy autumn berries, the color of blood, the color of old wine, golden.

Sound. The sound of drops on the glass, the barking of dogs, the rustling of trees, the clicking of ripe frozen berries, heavy, dry.

Smell. The smell of watermelon and rain, the village, hay, the smell of an early frosty morning, smoke, the smell of freshness with bitterness, dampness, there is no smell: it is not felt in the frosty air.

Character. A generous bunch of mountain ash, graceful, silent, sad, royally beautiful. Bullfinches arrive to peck berries from her, and the elves are afraid, they do not fit. She drives deep thoughts, and her color is cheerful - bright red. Only I do not need its tart berries, I love elves more.

Have you heard of centenary rowans? They are always young. How do mountain ash die? Do we know? This tree is for the happy."

“Freezes. Dim landscape in late autumn. First snow and frozen ground. The north wind passes through the tops of hard bushes. The gray sky darkens in the window, and on it a bunch of mountain ash flares up like bright red beads. These are autumn berries that remind me of a bright, sunny summer. Burgundy berries, red sunsets, night fires - all these are echoes of summer in autumn.

After a few days, the fruits will freeze. The ocher leaves will fall from the mountain ash. Frozen beads will hang on the branches.

The given and similar tasks will unobtrusively and actively develop figurative thinking, activate the work of associative memory, and improve students' oral and written speech in general.

2.3 Diagnosis of verbal abilities

The urgent need for a prompt solution of the practical problems of psychodiagnostics is associated with the widespread use of psychological and pedagogical counseling, in particular, in the field of education and upbringing of students. However, sometimes this leads to the fact that diagnostic methods are constructed taking into account such existing forms of activity and types of relations of the subject that are accessible only to the ordinary understanding of the subject himself and the diagnostician. From the point of view of particular practical tasks, they are quite suitable and reliable, but in those cases when it is necessary to analyze the internal structure of the diagnosable activity processes, actions and relationships, their limitations appear. Therefore, in order to have detailed information about the structure, and, accordingly, about the dynamics of the phenomenon under study, it is important that these methods can work at the level of general practical problems.

As a rule, these or those individual deviations of the subject's activity only in rare cases turn out to be in accordance with all other parameters of the diagnosed phenomenon. If detailed structured information is available, corrective efforts can be directed to really defective elements of the structure of the diagnosed phenomenon, without wasting time and energy on correcting and correcting those elements that are actually within the normal range. In this case, one could rely on those characteristics of the individual's activity that make it possible to attribute him to the group of average or even the best students, despite the fact that his activity as a whole does not meet the requirements. Such information is not only a formal indication of the level of development of the diagnosed phenomenon, but also characterizes the internal causes of this condition. The proposed approach, of course, does not yet fully correspond to the true content of the concept of "zones of proximal development", but it represents a certain step in this direction.

We take the liberty of illustrating the foregoing on the example of a specific study conducted in the Department of Educational Psychology of the Pedagogical Institute. Ya. A. Comenius ChSAN, during which some differences were found in the level of intellectual abilities of primary school students, depending, in particular, on microsocial conditions. It was also found that these differences are mainly due to the peculiarities of the development of the verbal ability of students; it is characteristic that it was on its basis that the intellectual abilities of students were evaluated by teachers, and the teachers themselves did not even realize this. All these data were obtained using the Amtower test, which, although it provided information about the differences, did not show in any way what caused them.

Based on the study of extensive literature, we analyzed the concept of "verbal ability" in order to establish which processes are relevant for it. The main problem was that the direct speech activity of a person is a complex of various cognitive and communicative processes, which, of course, go beyond the scope of the verbal sphere itself, since non-verbal phenomena also take place in communication between people. Thus, the verbal ability, and especially its cognitive aspect, is lost in a whole series of synchronous activity processes, which in natural communication do not lend themselves to diagnostic definition at all. Therefore, for diagnostic purposes, it was necessary first of all to isolate from this complex those individual components that are most relevant to the verbal ability as a whole.

However, the dictionary is a set of different lexical units, ordered in an artificial way. In live speech, these units are used not as independent ones, but, on the contrary, as elements of much more complex semantically, syntactically, and grammatically organized structures. The method of constructing such structures is still the subject of discussion, but there is an assumption that this process is of a probabilistic nature.

From a diagnostic point of view, this circumstance is very important, since it allows you to objectively and fairly accurately establish the degree of coherence of speech, which is undoubtedly one of the most important components of verbal ability and in its natural form - in the process of communication - cannot be objectively measured, since in largely depends on the topic, the environment in which communication takes place, the relationship between the participants in the communication process. In this case, it is possible to use the method of free word associations, the mutual connections of which are primarily probabilistic and, thus, can quite reliably indicate the richness and speed of word reproduction in the speech process. [3,209].

Due to the still unresolved dispute regarding the functional priority of the semantic or syntactic-grammatical levels of the probabilistic organization of a sentence (statement), both methods have to be used: a) free paired associations, which primarily emphasize the semantic connections between words; b) associative addition of incomplete sentences, which involves the use of already syntactical-grammatical relations between words.

In the course of ontogenesis, with an increase in the child's speech experience, the automatism of the probabilistic organization of the utterance develops, since the mental-volitional processes of this organization are reduced. This, however, does not mean a reduction of the mental processes themselves, which are associated with the content of the statement. The latter, on the contrary, deepen, and the logical structure of the utterance becomes more and more complex in the process of ontogenesis. Therefore, in the study of verbal ability, of course, one cannot ignore the processes of verbal thinking, which are manifested - albeit partially - in the so-called process of naming.

We think that when setting up and conducting the research, it was not superficial verbalization that was meant, but the search for and explanation of those processes that

which constitute the human verbal ability as a whole, having in mind, first of all, the cognitive and only then the communicative (following from the cognitive) meaning.

All these considerations served as a general theoretical basis for the development of eight diagnostic methods that covered the above procedural characteristics of verbal ability. These included: 1) a subtest on the classification of objects (the task here was simply to assign the name of an object to one of the classes of objects); 2) the name of the pictures (the task here was much more difficult, since it required a quick perception of the most important event depicted in the picture, and its subsequent short verbal coding); 3) a written subtest on synonyms (this method was used to determine the volume of a passive dictionary); 4) an oral subtest on synonyms (with its help, the volume of the active dictionary was determined); 5) oral subtest for free paired word associations (its diagnostic function was described above); 6) an oral subtest for the addition of the last word missing in the sentence (the diagnostic value of this method has also already been described); 7) a subtest on restructuring sentences (it established an intuitive understanding of the syntactic-grammatical and semantic structures of a sentence); 8) a subtest for completing unions missing in a complex sentence (this subtest is for logical verbal thinking, since unions expressed logical connections between parts of a complex sentence).

These methods have been tested in a preliminary study along with standard methods and have undergone some revision in terms of instructions and content. In addition, a questionnaire was prepared to obtain some data on the student's marital status.

The experiment involved one hundred third-graders from five schools located in different areas (village, large settlement, big city). learning. This made it possible to take into account the influence of the family - very significant at this age - and at the same time to identify the positive influence of schooling itself on the development of children's verbal ability.

It was important for psychologists to find out what role the individual isolated components play in the overall verbal ability. This role could be characterized primarily by the correlation between the overall result for all subtests and the results for each of them. Significant in this regard were the time parameters of subtests 4, 5 and 6, then the overall result obtained using the oral subtest on synonyms (4), the verbal thinking subtest (8) and the subtest on the names of pictures (2).

The next type of relationship between individual verbal processes was a network of correlations between the results for each of the individual subtests. Here, too, the first position was taken by the oral subtest on synonyms (4), which turned out to be in significant correlation with all other subtests. The second position was occupied by the subtest on the addition of conjunctions (8), which significantly correlates with five subtests. There were also significant correlations between the subtests for paired associations (5) and for the completion of incomplete sentences (6).

It is noteworthy that the result obtained using the subtest for free paired associations (5) turned out to be divided into two components: a) syntagmatic and b) paradigmatic associations, while both of these methods of association in our sample almost excluded each other with a cross-correlation (- 0.92). Thus, the transition from syntagmatic to paradigmatic association in nine-year-old subjects turned out to be very sharp, which allows us to consider it one of the most sensitive indicators of the level of development of children's webral ability.

The first group is represented by the verbal fluency factor, which in general verbal ability turns out to be more expressive and typical of association subtests. The second group is characterized by a complex verbal factor, although less significant in its influence, but represented in a wider group of subtests (4, 8, 3, 6, 7). Subtests (1 and 2) not directly related to verbal processes were excluded from the concept of verbal ability based on factor analysis.

Thus, a fairly clear picture of the levels of development of individual processes that make up the verbal ability was obtained.

In the course of our study, we will also try the level of verbal ability in younger students, more specifically in first grade students, with the aim of further correction.

ASSESSMENT OF VERBAL-LOGICAL THINKING

To conduct the study, forms of the “Exclusion of words” methodology will be required, which allow assessing the ability of the subject to generalize and highlight essential features. The technique consists of 15 series, each series has 4 words.

The experimenter must have a stopwatch and a protocol for registering responses.

The form of the technique "Exclusion of words"

1) Book, briefcase, suitcase, wallet

2) Stove, kerosene stove, candle, electric stove

3) Clock, glasses, scales, thermometer

4) Boat, car, motorcycle, bicycle

5) Plane, nail, bee, fan

6) Butterfly, caliper, scales, scissors

7) Wood, whatnot, broom, fork

8) Grandpa, teacher, dad, mom

9) Hoarfrost, dust, rain, dew

The study is carried out individually. You need to start only after making sure that the subject has a desire to complete the task. Instruction to the subject: “Three of the four words in each series are to some extent homogeneous concepts and can be combined according to a common feature for them, and one word does not meet these requirements and should be excluded. Cross out the word that does not fit the meaning of this series. You need to complete the task quickly and without errors. If the subject did not master the instruction, then one or two examples, but not from the experimental card, the researcher decides with him. After making sure that the principle of work is clear, the child is offered to independently complete the task - to cross out the words to be excluded on the form. The experimenter records the time and correctness of the task in the protocol.

The task is evaluated in points in accordance with the key: for each correct answer - 2 points, for an incorrect one - 0.

1) book, 2) candle, 3) glasses, 4) boat, 5) bee, 6) butterfly, 7) tree, 8) teacher, 9) dust.

2) The task execution time is calculated taking into account the correction T.

Amendment T for the duration of the task

Correction T for time, points

The integral indicator of verbal-logical thinking A, which combines the productivity indicator B and the task completion time, taking into account the correction T, is calculated by the formula

Overall result (point)

The level of development of verbal-logical thinking

The evaluation of the results of work with this technique was carried out in the following way:

Conclusions about the level of development

10 points - very high;

8-9 points - high;

4-7 points - medium;

2-3 points - low;

0-1 point - very low.

The research allowed us to come to some conclusions:

1. One of the means of aesthetic education is to instill in students a good literary taste, the ability to understand and evaluate literary works. For a full-fledged perception of works of art, it is necessary that schoolchildren develop certain psychological qualities that correspond to the specifics of literature as the art of the word. Students must have both emotional susceptibility, and figurative thinking, and creative imagination, and the ease of verbalization of their thoughts and feelings, that is, certain abilities.

2. Verbal abilities are classified as special abilities, that is, "a system of personality traits that help achieve high results in any field of activity" (according to L.D. Stolyarenko), in this case, in language activity. The leading properties of these abilities are: features of creative imagination and thinking, - vivid, visual images of memory, - a sense of language, - development aesthetic feelings. The following components of literary abilities are distinguished: poetic perception of reality, emotional impressionability, artistic observation, good figurative and emotional memory, imaginative thinking and creative imagination, the richness of the language, which ensures the relative ease of verbal design of images.

3. The development of schoolchildren's speech in the process of studying literature is associated with the expansion and enrichment of their artistic perception, with the formation of the ability to think in verbal and artistic images, with the development of a recreating imagination, a wide range of feelings, observation. Artistic perception is carried out on the basis of understanding the language literary work. The deepening of artistic perception leads to the enrichment of the student's speech, his passive and active vocabulary, the ability to figuratively reproduce life phenomena and facts, the use of precise language associations, comparisons, metaphors and other artistic tropes in coherent oral and written speech.

1. Bakhtin M. M. Aesthetics of verbal creativity. - M., 1979. - S. 268.

2. Questions of the psychology of abilities / Ed. V.A. Krutetsky. M., 1973.

3. Druzhinin V.N. Psychology of general abilities. M., 1995.

4. Druzhinin V.N. Development and diagnostics of abilities. M., 1991.

5. Dubrovina I.V. Workbook of a school psychologist. M., 1995.

6. Kadyrov B.R. abilities and aptitudes. Tashkent, 1990.

7. Levina E.R. Psychology of perception of fiction. M., 1989.

8. Leites N.S. Abilities and talents in childhood. M., 1984.

9. Leites N.S. Mental abilities and age. M., 1971.

10. Moldavskaya N.D. Education of the reader at school. Independent work on the text. M., 1968.

11. Moldavskaya N.D. Literary development of schoolchildren in the learning process. M., 1976.

12. Moldavskaya N.D. Independent work on the language of a work of art. M., 1964.

13. Muekhelishvili N. L., Shreider Yu. A. The meaning of the text as an internal image // Questions of Psychology. - 1997. - No. 3. - S. 84.

14. Pedagogical speech science: Dictionary-reference book / Ed. T. A. Ladyzhenskaya and V. N. Meshcheryakova. - M., 1997.

15. Pidkasisty P.I., Chudnovsky. E. Psychological and pedagogical foundations of students' giftedness: Program. - M., 1999. - S. 11.

16. Psychological support in the development of creative talent of the individual. Chelyabinsk, 1993.

17. . Soldatova E.L. Development of cognitive abilities. Chelyabinsk, 1998.

18. Abilities and activities / Ed. N.S. Voronin. Yaroslavl, 1989.

19. Abilities and interests. M., 1962.

20. Abilities and inclinations. M., 1989.

21. Formation of creative abilities: essence, conditions, efficiency. Sverdlovsk, 1990.

22. Chudnovsky V.E. Education of abilities and formation of personality. M., 1986.

23. Chudnovsky V.E. Giftedness. M., 1990.

24. Trifonov E.V., Trifonov I.E. Psychophysiology of professional activity - M, 1995

25. (Shansky I. M., Bobrova T. A. Etymological dictionary of the Russian language. - M., 1994. - P. 39).

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Introduction

Pupils, due to a number of age characteristics and due to the insufficient development of the methodology for developing verbal abilities in the classroom, do not always imagine the images and pictures that are described in the work, do not understand a lot, and often remain emotionally indifferent. The development of figurative thinking and emotional responsiveness of students and their imagination in the process of teaching literature and the Russian language is slow. As a result, by the beginning of studying a systematic course, many students come insufficiently emotionally and aesthetically responsive, with underdeveloped imagination and figurative thinking, with an inability to use the visual means of the language in order to individualize the objects and phenomena described, which negatively affects their assimilation of literature and the Russian language, and hence and other humanitarian subjects in all their ideological and aesthetic richness.

Research objectives: includes consideration of the ratio of general and special abilities in the development of speech competence:

The study of abilities and their natural prerequisites;

Learning technologies and learning strategies;

Diagnostics of verbal abilities

The work consists of introduction, two chapters, conclusion.

Chapter1. Fundamentals of the manifestation of verbal abilities in the lessons of literature.

1. 1 .Different types of speech activity of students in Russian language lessons

Teaching in the Russian language lessons should be built taking into account the need for the formation of various verbal skills and abilities in students: the ability to understand the topic of the message, the logic of the development of thought, to extract the necessary information (in whole or in part), to penetrate the meaning of the statement calling - listening; learning reading skills; the skills of conducting a dialogue and constructing a monologue statement - speaking; skills, comprehending the topic and the main idea (idea) of the statement, collect and systematize the material, draw up a plan, use different types of speech, build a statement in a certain style, select linguistic means, improve the statement - writing, speaking .

The listed skills and abilities can be formed based on the theory of speech activity, from the point of view of which speech is “the activity of a person using language for the purpose of communication, expressing emotions, formulating thoughts, understanding the world around him, for planning his actions, etc. . Speech is understood as both the process itself (speech activity) and its result (speech texts, oral or written).

There are two types of speech: internal and external (it can be oral and written). A number of researchers also subdivide speech into receptive (listening, reading) and productive (speaking, writing). Such a division is conditional, since the perception of speech (listening, reading) and its understanding is an active process.

The effectiveness of literature lessons is directly dependent on how rationally the change of oral and written tasks is organized, how the relationship between oral and written speech of students is thought out, whether conditions are created for students to overcome the difficulties that arise during the transition from thought to speech, from speech to thought.

Special psychological and pedagogical studies have shown that the most effective is comprehensive speech training, in which the ability to perceive oral and written speech (listening and reading) is formed in combination with the ability to build oral and written statements (speaking and letter). In each type of speech activity, in addition to skills specific to it, skills are also formed that are common to all types of activity, in particular, such a basic, initial skill as understanding information - skill, which links thought and speech into a single process.

According to psychologists, there is no identity between thinking and speech. Being closely interconnected, thinking and speech differ in their mechanisms: we speak with the help of words, while we think in larger units - “clumps of meaning”. Inner speech is characterized by conciseness, abbreviation, and at deep levels - grammatical unformality, the use of other code units along with the language material - "images and schemes". As psychologists' research shows, the program of verbal utterance is formed in inner speech and usually exists in the "subject-pictorial code" - in the form of "images-thoughts". At this stage, the thought has not yet been dissected, not expressed in words.

The transition from thought to speech and from speech to thought requires the transformation, or recoding, of information. The transition from inner speech to outer speech is often associated with certain difficulties. In inner speech, the thought is understandable to the person himself, but when he tries to express it for others, it turns out that he is not understood, and he himself sometimes feels that he said something wrong or not as he wanted. These difficulties are connected with the fact that it is necessary to move from concise, concise, understandable thoughts to expanded grammatical and logical forms, accessible to the understanding of others. Therefore, in teaching speech, it is of great importance to equip students with methods for transforming inner speech into structural forms inherent in external speech.

Based on the characteristic features of inner speech, we will give examples of the main techniques and types of work that help transform inner speech into external speech.

1. It has already been noted that internal speech is characterized by curtailment, linear coupling of “meanings”.

In a speech development lesson, students can be offered the following work:

to the reference word or phrase related to the topic of the essay, select words that are similar to them in meaning, or those that are born by association. As practice shows, students quickly cope with such a task. So, in the lesson-preparation for an essay - a description of the interior in grade VI, the students built the following series of verbal associations for the phrase New Year tree: holiday, fun, gifts, the smell of tangerines, sparklers, theft, fabulous, kind, frost, beauty, happiness, etc. Having fixed the mental image in words and relying on them when constructing oral and written statements, students will be able to express their thoughts more freely and brighter.

Overcoming the difficulties of the transition from folded thoughts to expanded grammatical and logical forms is also facilitated by such a technique as building sentences based on a single word or grammatical basis. The reference word (grammatical basis) is written down by the teacher on the blackboard and, as the students' suggestions are received, it turns into a complex syntactic construction. For example: a flower - a flower was fragrant - a flower was fragrant for the whole garden - a delicate, white, newly opened flower was fragrant for the whole garden in the early spring morning.

It also seems useful to work on transforming a simple plan into a complex one.

2. Inner speech is characterized by the predicative nature of its components. In connection with this property of inner speech, students can be asked to determine the storyline of the future statement (if we are talking about such a type of speech as narration) by building a chain of verb heads in a certain form. This type of work is also useful for preventing a fairly common mistake of students - an unjustified replacement of the categories of aspect and tense for predicate verbs in essays.

An important role in ensuring the “re-coding” of inner speech into outer speech and the prevention of speech errors is played by the widely known and used in the classroom method of selecting a synonymic row for the verbs of speaking, movement, state, location, etc.

For example, a teacher asks students to record their impressions, sensations, moods, or states after perceiving a text or other work of art using paint on paper. The next stage of this work is "unraveling" the feelings, assessments caught and reflected in color and lines, and their verbal expression.

Oral and written speech as types of speech activity are realized in interrelated speech-thinking processes - the perception and reproduction of the statement, due to the situation of communication. The speech environment created in the lesson with the active involvement of inter-subject communications becomes an incentive for generating speech activity of various types and types. In this activity, which is as close as possible to the conditions for the flow of natural communication, communicative skills are formed that provide both perception and the creation of statements.

The communicative approach to the teaching of the Russian language determined the search for new teaching methods. Along with the traditional for the school imitative method of mastering native speech, with its leading teaching methods such as presentation and composition according to the model, the stimulus-motivational method is becoming increasingly important, which is implemented in various types of situational exercises. opinions based on the dependence of the content and speech design of the utterance on the speech situation. Of the forms of work that stimulate the improvement of the communicative competence of students in Russian language lessons, we can name the following: conducting a correspondence tour of exhibition halls, museums, streets and squares of cities around the world (role-playing game, where one or more students perform duties of a guide, and others - tourists), an oral or written invitation to the exhibition, a dialogue in the exhibition hall "At the painting ...", drafting questions for an interview with an artist, writer, director, an actor, justification for the choice of a gift (role-playing game "In the store": the dialogue is conducted by the "buyer" and "consultant of the trading floor"), etc.

It should be noted that the organization of speech situations in the lesson and the implementation by students of various types of situational exercises is not an end in itself, but a means of developing communicative skills and abilities of schoolchildren, a way of accumulating materials for composition. Since written speech develops if it is compared with already learned oral speech, we consider it possible and necessary to have a reasonable alternation of oral and written forms of speech in Russian language lessons, in particular in speech development lessons.

The structure of the lesson we propose - preparation for writing an essay provides for the time required to complete written tasks of a different nature in combination with students' oral presentations. Observations of schoolchildren, their condition, assessment, motives, interesting finds of ways of verbal expression of emerging memories, thoughts, feelings are reflected by students in drafts at each stage of the lesson. Individual and group work on cards, complex text analysis, etymological and word-formation analyses, composing chains of words by association, phrases according to the model, building sentences based on them, etc. alternate with oral commentary (defense) of the completed task. Approaches to the implementation of the theme of the composition, expressive means found as a result of monologue speeches, discussions or discussions are also recorded in writing. The material prepared, selected as a result of oral work and reflected in writing during the lesson, is then embodied in the writings of students.

It is necessary to use as fully as possible the stimulating-motivational methods, techniques and forms that work for the development and education, implementing them in the historical-cultural and verbal-figurative contexts created through the integrated implementation of interdisciplinary connections in the lessons of the Russian language and orientation. aimed at the formation of the communicative competence of students, the realization of the creative potential of the personality of each student and the revival of national self-consciousness.

1. 2 .Typology of language abilities

Verbal abilities - verbal intelligence. The degree of expression of an individual's verbal-logical (verbal) thinking, the ability to use language, speech as a means of formulating thoughts. Verbal abilities are based on the use of the language system by the individual. It includes the elements and the prescribed rules for the use and use of those elements. The language system has several levels of use: phonetic, lexical, grammatical (including derivational), syntactic. The use of these levels in verbal-logical thinking is individual. When diagnosing verbal abilities, the ability of the individual to use elements of the language and prescriptor rules at various levels is explored. This approach is dictated by one of the main provisions in the works of B.M. Teplova: abilities can be identified only on the basis of an analysis of the characteristics of the activity; the success of the activity depends on the complex of abilities; compensation of some abilities by others is possible within a wide range. B.M. Teplov pointed out that from the point of view of the properties of the temperament of people, it is not so much the end result of the activity that differentiates, but the way to achieve results. As you know, these provisions have become the starting point for many works and psychological schools involved in researching the problems of abilities and individual style of activity (E.A. Golubeva, N.S. Leites, V.S. Merlin, E.A. Klimov, Ya. Strelyau and etc.).

1. Abilities and their natural preconditions

(makings - abilities - opportunities)

and B.M. Teplov, and S.L. Rubinshtein attached great importance to the natural inclinations of abilities, without belittling the role of the development of abilities in the corresponding type of activity - training and education, the environment. Linking the problem of abilities with the question of development, S.L. Rubinstein recognized that "in the individual there must be prerequisites, internal conditions for their organic growth" and "that they are not predetermined, not given in finished form before and outside of any development." The composition of the internal conditions that mediate the effect of external influences and to a certain extent determine the formation of a person's abilities also includes his natural features. If natural, organic conditions cannot explain changes in a person's mental activity, he wrote, then they cannot be excluded as "conditions from the explanation of this activity." S.L. Rubinstein attached great importance to the relationship between external and internal conditions for the development of abilities as a theoretical basis for solving the fundamental debatable issues of the theory of abilities. Productivity, the efficiency of activity in itself is important, but it does not directly, not unambiguously determine the internal capabilities of a person, his abilities. According to S.L. Rubinstein, "it is impossible to determine the mental abilities, the intellect of a person by the mere result of his activity, without revealing the process of thinking that leads to it" .

The reflection of these views in the psychological and pedagogical literature is another definition of general abilities (or general mental abilities), which, following from the above definitions, is directly related to educational activity - this is learning. Learning ability is considered as a characteristic of a student's individual abilities to assimilate educational activities - memorizing educational material, solving problems, performing various types of educational control and self-control. From the content side, learning includes many indicators and parameters of the student's personality:

1) cognitive capabilities (features of sensory and perceptual processes, memory, attention, thinking and speech);

2) personality traits (motivation, character, emotional manifestations);

3) qualities that determine the possibilities of communication and the corresponding manifestations of the personality (sociability, isolation, etc.).

We introduce some definitions of the concept of "ability".

Here we have to emphasize the ambiguity of concepts. N. Chomsky interprets these terms in a different way: comparing the two aspects "language" and "speech", he opposes the generative device to generation, and the innate ability (competence) - to the use (performance). The concepts of "language ability" in psychological and linguistic science are characterized in different ways. A linguistic understanding of language ability can be found in the work of A.A. Leontiev: "Language ability (faculte" du langage of Saussure, Shcherba's "speech organization") is a set of psychological and physiological conditions that ensure the assimilation, production, reproduction and adequate perception of linguistic signs by members of the language community" (A.A. Leontiev, 1965, p. 54) This definition reflects the generic property, the specifically human affiliation of a language, or, in other words, general psychological characteristics, but does not address the question of the ability to use languages as an individual psychological characteristic of an individual.

Chapter 2The development of verbal abilities in the lessons of the Russian language

2.1. Speech-creative comprehension of the word in the process of teaching the Russian language

The main didactic unit in Russian language lessons is the word. Mastering the word by students is a rather complex and lengthy process, requiring a certain philological, psychological, pedagogical and methodological preparation from the teacher.

Speech-creative comprehension of the word develops in students an “attitude” for speech-creation. But in order to bring the student's language system "into a state of speech readiness", multifaceted, versatile work with the word is necessary, which begins with determining its depth and perspective.

The speech-creative depth of a word is measured primarily by its meanings, which are presented in dictionaries. Turning to dictionaries of various types in speech-making lessons is an obligatory part of the work of students, because dictionaries are not only “keys to the secrets of the spirit of poets”2, but also the keys to the secrets of their own spirit.

We will show how, in one of the speech-creative lessons, students of the (humanitarian) class consider the word wind in all its variety of meanings, thus measuring its speech-creative depth and determining the speech-creative perspective.

The lexical meaning of the word is checked by students in the explanatory dictionary:

WIND. The movement of air flow in a horizontal direction.

The analysis of this dictionary entry helps students to determine the essence of the wind - movement (action, dynamics).

The perceptual meaning of a word is the meaning associated with the subjective, concretely sensory perception of what the word means; meaning associated with the reflection of things in the mind through the senses.

At the speech-making lesson, students are invited to “fill” the word with color, sound, smell, to characterize the object that is indicated by the given word, that is, to determine the perceptual meaning of the word.

WIND (from student work)

Color - transparent, invisible, pink, blue, black, white, colorless, gray, yellow, bright, the color of distant mountains, the color of the cold sky.

Sound - rattle, rumble, rustle, rustle, heart murmur, dance music, whistle, knocking shutters, whisper, groan, prayer, lulling, the sound of bells, ringing, echo.

The smell is floral, light, the smell of freedom, mountain, heady, fresh, the smell of the sea, rain, the smell of will, the smell of dust, freshness.

Character - free, crazy, strong, impulsive, enveloping, charming, exciting, exciting, restless, ruthless, wild, unbridled, playful, reckless, energetic, restless, crazy, careless, free, wild, crazy unstoppable, unbearable.

The perceptual meaning of a word determines its figurative potential.

boastful;

old and lonely;

the wind flies around the world and, like a piggy bank, collects smells, sounds, groans, weeping, laughter - everything;

a stern old man with a long gray beard;

naive boy;

the wind, like a young man, hurries to the first date and is afraid to be late, reckless;

the blue wind of my childhood (light, quiet, soothing);

black wind - fear (loud, tearing);

the white wind is my youth (quivering, fast, impetuous).

The associative meaning of a word is determined by the meanings of words-reactions to a given word. WIND (from student work)

lightness, joy, aspiration, hope;

foliage, cold, hurricane, house;

fear, the cry of the soul, my life, striving forward;

freedom, space, cold, clouds, abyss, sun;

road, distance, past, eyes, dream;

purity, strength, transparency;

window, window, friend, greeting, help;

storm, movement, cold;

dust, strong, wild, cold;

sea, storm, lonely ship.

The etymological meaning of the word is determined by the dictionary.

WIND. -- Common Slavic... Formed with the help of sufs. -tri from the same base as winnow. It was originally the name of the god of the winds... Cf. dry wind - “dry wind, i.e. wind.

The symbolic meaning of the word is determined by the dictionary.

WIND is a poetic image of a revived spirit, whose influence can be seen, heard, but which itself remains invisible. Wind, air and breath are closely linked in mystical symbolism. The winds act as divine messengers and as forces that control the directions of the cosmos. Hence the origin of heads with swollen cheeks, depicting the wind ... Winds were often personified as violent and unpredictable forces.

In a more general sense, the wind is a powerful symbol of change, impermanence, empty boasting and ephemeralism - these are its main meanings in the 20th century.

The mythological meaning of the word is determined by the dictionary.

WIND. In popular belief, it is endowed with the properties of a demonic being. The power of the wind, its destructive... or beneficent force... makes it necessary to cajole the wind: to talk to it affectionately. "feed" and even make a sacrifice to him. The division of winds into “good” ones (for example, such as “holy air” - a favorable, tailwind) and into “evil” ones, the most striking embodiment of which is a whirlwind, is also characteristic.

The artistic (figurative) meaning of the word is determined in the artistic text. The meanings of words in literary texts are transformed and complicated. “Artistic generalization, realized in the meaning of the word,” writes D. M. Potebnya, “can presumably be considered as a mixed unit of the process of consciousness and thinking: the selection of essential features that form the concept is predetermined primarily by the author’s worldview as an artist well, and the concrete-sensual realization of the concept in a figurative form is associated with the actualization of associative links, an emotional-evaluative element, modalities that acquire aesthetic significance.

At the speech-creative lesson, observation and conclusions require the behavior of the word wind in artistic texts. The artistic (figurative) meaning of the word wind is determined by students in the process of text analysis.

It was the beginning of autumn, the steamer "Goncharov" was running along the empty Volga. The early cold had turned, blew hard and fast towards, over the gray spills of its Asian expanse, from its eastern, already rusty shores, a cold wind, fluttering the flag at the stern, hats, caps and clothes walking on deck, wrinkling their faces, beating in sleeves and floors. And the only gull accompanied the steamer aimlessly and boringly - either it flew, listing convexly on sharp wings, behind the very stern, then it swept obliquely into the distance, to the side, not exactly knowing what to do with itself in this desert of the great river and the autumn gray sky. (I. A. Bunin).

cold wind; the wind, ruffling the flag at the stern, the hats, caps and clothes of those walking on deck, wrinkling the linden, beating on the sleeves and skirts.

Since the end of September, our gardens and threshing floor have been empty, the weather, as usual, has changed dramatically. The wind tore and ruffled the trees for whole days, the rains watered them from morning to night. Sometimes in the evening, between the gloomy low clouds, the trembling golden light of the low sun made its way in the west; the air became clean and clear, and the sunlight shone dazzlingly between the foliage, between the branches, which moved like a living net and waved from the wind. The liquid blue sky shone coldly and brightly in the north above heavy lead clouds, and behind these clouds ridges of snowy mountains-clouds slowly floated out. You stand at the window and think: "Perhaps, God willing, the weather will clear up." But the wind did not let up. It disturbed the garden, tore at the stream of human smoke continuously running from the chimney, and again caught up the ominous wisps of ash clouds. They ran low and fast - and soon, like smoke, clouded the sun. Its brilliance faded, the window closed into the blue sky, and the garden became deserted and dull, and the rain began to sow again ... at first quietly, carefully, then thicker, and finally turned into a downpour with a storm and darkness. A long, anxious night has come ... (I. A. Bunin).

Autumn has come, as wet and dirty as last year. It was a grey, tearful morning outside. Dark gray, as if smeared, clouds completely clouded the sky and, with their immobility, made me sad. It seemed that the sun did not exist; for a whole week it never once looked at the earth, as if afraid to stain its rays in liquid mud ...

Raindrops drummed on the windows

with special strength, the wind wept in the chimneys and howled like a dog that has lost its owner... There was not a single face to be seen on which one could not read desperate boredom. (A.P. Chekhov).

The wind wept in the chimneys and howled like a dog that has lost its owner.

The time was close to night.

In Uncle Tikhon's tavern a company of cabbies and pilgrims sat. They were driven into the tavern by an autumn downpour and a violent wet wind that lashed their faces like a whip. Wet and tired travelers sat on benches against the walls and, listening to the wind, dozed off. Boredom was written on their faces. One driver, a small man with a pockmarked, scratched face, had a wet harmonica lying on his knees: he played and mechanically stopped.

A violent wet wind that whipped people like a whip; the wind howled like a wolf, screeched, and evidently tried to rip the tavern door off its hinges.

On the way from home.

I love the wind. More than anything. How the wind howls! How the wind groans! How can the wind howl and howl! How can the wind take care of itself!

Oh wind, wind! How it groans in the ears! How it expresses a living soul! What you yourself cannot, the wind can say about life in the whole world.

Thanks wind! I hear your moan. How it relieves, how it torments! Thanks wind! I hear, I hear! I myself left my native roof ...

After all, the soul can, like you, moan. But can he stand up for himself? Lifeless, boring and smooth way. But the wind is blowing! Don't rest...

(N. M. Rubtsov).

The wind howls; the wind groans; the wind can take care of itself; groans in the ears, expresses a living soul; the wind can tell about life in this world; groan (wind) relieves and torments.

The effectiveness of the speech-creative comprehension of the word increases significantly if the lesson uses not only works of fiction, but also works of painting and music. They help students feel the pictorial and musical meaning and sound of the word. So, in the process of mastering the word wind, the following creative tasks are offered:

* Draw (verbally) the wind (in the forest, on the sea, in the field, in the meadow, etc.). How can you picture it?

* In front of you are landscapes (I. S. Ostroukhov. "Siverko"; N. M. Romadin. "Wind on Lake Uksh"). What would you name these paintings? Justify your answer.

* Imagine that you are a composer. You are asked to prepare musical accompaniment to the text 2. Tell us about the piece of music you created, inspired by this text.

In the process of determining the speech-creative depth and perspective of the word, students develop ideas for their own texts. Thus, the speech-creative understanding of the word is the path from the word in the dictionary through the word in the literary text to the word of one’s own, one’s own: “... every word exists for the speaker in three aspects: as neutral and belonging to no one the word of a language, as someone else's word of other people, full of the sounds of other people's utterances, and, finally, as my word, because, since I deal with it in a certain situation, with a certain speech intention, it is already imbued with my expression ".

The result of the process of speech-creative comprehension of the word is the creative work of students. Let's take a look at some of them.

Wind dance.

(Galya 3., class X).

Loneliness, fear, boundless sadness - that's what the wind-hurricane, forgotten by everyone, felt. He hid in the darkest corner of his house - a huge gloomy rock.

A clear day came, then night, and he kept thinking, thinking ... It seemed that sad ghosts surrounded him and whispered to him: “Nobody needs you. You are feared and hated." The whisper went on and on like the buzzing of bees in a hive. It seemed to the wind that his head was about to burst. From grief and fatigue, he fell into a deep soy without dreams. Wind woke up from a light touch. It was Queen Nature, his mother. She told her son:

Fly, it's your turn today.

No, no, I can't, I don't want to, I won't! cried the Wind.

You must, this is your essence, - gently reminded Nature.

And the Wind, lowering its head, trudged along, but decided not to uproot trees anymore, not to demolish the roofs of houses. “But what if I become light, I will bring warmth and joy,” thought the Wind. But as soon as he flew up to the houses, everyone said: “Go away, fly away, we are afraid of you, you will destroy everything again. We don't believe you!" And so everywhere: "Go away!!!" He flew, swallowing tears, bitterness, resentment. He did not understand why, because he is now good. The wind is tired, tired of uselessness. He fell on the soft grass and sobbed, when he suddenly heard a light whisper of the grass: "Go away, go away, we are afraid of you." The wind jumped up and rushed up, up, towards the sun ... and melted, falling to the ground as a life-giving rain. And everyone shouted: “What a warm, glorious rain, we have been waiting for it for so long, we love it so much!” (Yulia T., X class).

2.2 . "A sudden line is born..."

An artistic speech-creative personality, whether it is the personality of a master of the word or a student, is able to see, hear, feel deeply, subtly, in a special way. Its main qualities are “an aesthetic attitude to life, the ability to get used to the world of a character, to become his position, going beyond one's own self; developed imagination, observation, sensitivity to the word and shades of meanings. It has associative thinking, the ability to reflect and speech prediction.

Unfortunately, over the years, students lose their emotionality and figurative perception of the world around them, and a “teenage hole” of artistic development is formed. This situation is largely due to the fact that due attention is not paid to the formation of figurative thinking. To a certain extent, this is excusable, since both time and the solution of the didactic tasks of consciously communicative learning do not yet give the opportunity to do this in the lessons of the Russian language constantly and purposefully. To some extent, artistic speech creativity is realized in the writing of essays and presentations by students, but systematically (but in special classes) it can now be represented either in classes with in-depth study of the Russian language, or in extracurricular activities , in particular in circles of the Russian language. The following are some of such classes (speech-creative trainings) with examples of tasks.

The proposed speech-creative trainings are based on words, literary texts, works of art and music and are correlated with the experienced, close, and therefore understandable to schoolchildren.

The material is selected taking into account its ability to stimulate the artistic speech-creativity of students.

Training: CREATE CONTEXT BY IMAGINATION

In this lesson, students should learn how to introduce the figurative means used by the master of the word into their own artistic text, for example: tearful morning (A. Chekhov); glass bushes (I. Bunin); white field of rye (L. Andreev); drunken wind (V. Nabokov); the dawns beat with a fiery wing (M. Voloshin); familiar steps, a curious sun, a thoughtful door (A. Blok); the moon glides like a pancake in sour cream, a burning look of snowdrops (B. Pasternak); vzbal-moshny moon, crane melancholy of September (S. Yesenin).

It is not difficult to return the figurative means to the author. To do this, it is enough to find out from which work of the author this remedy is taken. But to create your own artistic text on the basis of the author's figurative means is already a speech-creative task. It is this creative task that students are offered.

Let's give the task with the figurative phrase A. Blok curious sun.

"Morning. You dispel the sleepy, heavy fog at the ground, at the foot of the mountains. Like a new bridge across the shaded sky - one lane, two ... You jump onto the trees, slide along the trunks like a golden squirrel. From there, like a child, you crawl between meadows and fields turning green with renewed vigor, you wake up porridge, a shepherd's bag, a bunch of cornflowers near an anthill, ants. Hearing the splash of water, you, as if at the call of your mother, rush to him, smile ... Here is this small hollow filled with a sweet melodious whisper ... You creep up, almost crawling, so as not to notice, and, after waiting a moment, you illuminate all her underwater heart with your lu-pure laughter! I came! It's me, me... Now that you know I'm here, I can fly on. The splash became more frequent, and, leaving a few “bunnies”, you lit up further ... The hollow sparkled, tried to catch up with the restless “hares” and thought: “How fast (no, not to keep up), how playful and curious new sun! And in confirmation of her thoughts, in the distance, the cries of birds frightened by the sudden awakening were heard ... - the voices of distant mountains, the voices of the wind ... "

PAINTER

The following exercises are related to the ability to verbally convey visual impressions.

Me and the artist.

Describe the picture

Name the picture. Compare your title with the author's.

In what state does what you see put you in? Pay special attention to details. What is their role?

In this type of training, the mechanism of imaginative thinking of students should include works of fine art: paintings, engravings, drawings, etc.

For example, the children are invited to consider the painting by I. E. Grabar "Pears". They give her their names:

"Grandma's Still Life", "First Harvest", "Golden Autumn", "Village Joys", "Pear and Apple Dessert", "Fruits".

The picture gives rise to an idea in the student, which is then embodied in an artistic text.

Village joys

“Summer ... Green knees of babies. Pe-ing floorboards in a country house. Chamomile petals on the windowsill. The smell of apple pie. The bath is heating up. The smell of birch broom. The cart creaks. The geese step sedately along the soft green grass. The sound of a bucket falling into a well. Quiet. Even quieter. Eyes droop. Even annoying flies fall asleep.”

I am an artist.

Draw (verbally) a landscape, a portrait, a still-mort.

The basis of figurative thinking in this type of training is the world of fantasy, which is limited by the genre of painting.

Still life "Creativity". The room is dimly lit by a dim table lamp. There are books in a small nook. One of them is a volume of Pushkin in a dark brown, thick binding. On it lies a sheet with some inscriptions, numbers. Nearby is Maupassant's book, already covered with a thin layer of dust. A bookmark sticks out in it with the image of a yellow-orange sun and some kind of inscription, the last letters of which are A. Ya. a few words, followed by an ellipsis ... "

“A school table with incomprehensible scribbles and someone's names. Not a table, but a memorial plaque with phrases like Vasya was here.

There is a glass on the table. There was tea leaves in it at the bottom. Next to the glass is a small magazine-book with a bright cover and the meaningful title "Revelations". The edge of a white leaflet peeks out from under the magazine. It has some doodles on it. Near the magazine is a ballpoint pen in a blue case. The notebook put on the handle swells from some leaves, newspaper clippings and written pages. Bread crumbs, folded in a pile, lie in a small pile near the written sheet.

COMPOSER

The tasks of this training are aimed at establishing connections between sound, musical images, at consolidating the ability to express in words one's impressions of sounding music.

Me and the composer.

Listen to a piece of music. What thoughts and feelings does it evoke in you? Describe your condition.

Symphonic poem "Sea" by M. Čiurlionis.

“I am standing on the shore of the sea, so mighty and boundless.

I want to fly like a seagull into the blue distance. Filling the soul with purity and freshness, soar above the sea. How easy it is to breathe! Free wind and I - in a single impulse.

I want to fly, fully aware of what freedom is.

I am a composer. Write (verbal) music to the text.

The day was clear, transparent, slightly frosty, one of those autumn days in which one willingly puts up with cold, and with dampness, and with heavy galoshes. The air is so transparent that you can see the beak of a jackdaw sitting on the highest bell tower; it is all saturated with the smell of autumn. You go out into the street, and your cheeks will be covered with a healthy, wide blush, reminiscent of a good Crimean apple. Long-fallen yellow leaves, patiently waiting for the first snow and trampled under foot, gild in the sun, emitting rays from themselves like gold coins. Nature falls asleep quietly, quietly. No wind, no sound. She, motionless and dumb, as if tired for spring and summer, basks under the warming, caressing rays of the sun, and looking at this beginning peace, you yourself want to calm down ... (A. Chekhov).

ASSOCIATE STEPS

In these exercises, students must establish an associative transition of several steps between two distant concepts. For example, students establish an associative chain between the words scream and ripple-on: scream - pain, pain - loneliness, loneliness - bitterness, bitterness - mountain ash; between the words wind and book: wind - autumn, autumn - leaf, leaf - table, table - book.

This type of training helps students determine the storylines of their future literary text.

BINOM FANTASY

The children learn to create a text using two unrelated words. For example, the words wind are suggested

"Morning. I sit by the window, open to the spring garden. The smell of apple and bird cherry turns your head, drives you crazy.

The wind flips through the pages of my favorite book, like the pages of my life. Don't rush, wind!

Create your text using the associative series. Task completion examples.

White - snow, footprint, soul.

White - down, feather bed, snow

Fluff is pouring from a heavenly pillow:

Someone shook the feather bed of the sky. Flakes are spinning, flakes, like a shower, Those who are falling asleep with their hearts are being watered.

The sky falls to the ground with snow, The sky carries blue with it, Wet, cold, but still a blanket Warms the grass growing with life.

The solution of the set speech-creative task is possible only after the analysis of the text, which implies a deep penetration into it.

You know, you know, I dreamed faintly and drunkenly that in the abyss of the window rose like a giant's skull, a bone, round moon.

Verbal abilities. The development of verbal abilities of children in the lessons of the Russian language. What is verbal and non-verbal intelligence

Diagnostics of verbal abilities

What is verbal and non-verbal intelligence

What is verbal ability?

Diagnostics of verbal and non-verbal intelligence

Summing up

What is verbal and non-verbal intelligence

What is verbal ability?

Diagnostics of verbal and non-verbal intelligence

Summing up

What is verbal intelligence, thinking

What is verbal thinking

Methods for diagnosing the development of thinking

How is performance related to verbal abilities?

Conclusion

Verbal abilities

Verbal abilities

Links

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Verbal abilities

Coursework: Development of children's verbal abilities in Russian language lessons

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What is verbal thinking

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Verbal abilities

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Coursework: Development of children's verbal abilities in Russian language lessons

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