Formation of nouns with a diminutive meaning. About Russian

Formation in preschoolers of the skill of education of diminutive forms of words

Mastering a full-fledged speech by a preschool child is the most important condition for his successful education at school. The acquisition of a sufficiently large vocabulary, the ability to correctly build and grammatically formulate a phrase, the possession of coherent speech, the correct pronunciation of all sounds requires systematic training.

The formation of the skill of word formation and mastery of the necessary rules is a source of self-enrichment by the child of his vocabulary, as well as a necessary condition for mastering the rules of spelling in the process of schooling.

R.I. Lalaeva and N.V. Serebryakova proposed a consistent system of work on the formation of diminutive forms of nouns among preschoolers, indicating specific lexical material.

Taking into account the order of appearance of suffixes in ontogenesis, as well as their productivity, the sequence of work on the formation of diminutive forms of nouns is given. Each of the points of the system proposed below is filled with specific lexical content, which makes it possible to use this material in working with children without wasting time on the laborious selection and search for words.

Feminine diminutive nouns with the suffix -k-:

without changing the stem

Lexical material: cotton wool - cotton wool, paw - paw, cloud - cloud, weight - weight, mountain - hill, hole - mink, shovel - spatula, coin - coin, raspberry - raspberry, newspaper - newspaper, guitar - guitar, galosh - galoshka .

with a change in the base of the word:

alternating voiced - deafness

Lexical material: fish - fish, fur coat - fur coat, head - head, beard - beard, grass - grass, pyramid - pyramid.

alternation of sounds at the base of a word

Lexical material: hand - pen, cheek - cheek, bird - bird, pike - pike, blueberry - blueberry, blackberry - blackberry.

the appearance of a fluent vowel and the alternation of sounds at the base of the word

Lexical material: cup - cup, grater - grater, fork - fork, bowl - bowl, glass - glass, plate - plate, bottle - bottle, pillow - small pillow, shirt - shirt, coil - coil, chamomile - chamomile, hairpin - hair clip , shop - shop, booth - booth, boat - boat, spoon - spoon, pipe - pipe, box - box.

Diminutive masculine nouns with the suffix -ok-:

without changing the stem

Lexical material: lump - lump, forest - forest, smoke - smoke, fan - fan, belt - belt, anchor - anchor, boat - boat, spike - spikelet, sweater - sweater, crest - crest, cast iron - cast iron, boiler - kettle .

Lexical material: tank - tank, bitch - knot, fist - fist, shoe - shoe, heel - heel, jacket - jacket.

Diminutive masculine nouns with the suffix -ek-:

with a change in the basis of the word: alternation of sounds in the basis of the word

Lexical material: lock - lock, bag - bag, sock - sock, wreath - wreath, stocking - stocking, broom - broom, apron - apron, teapot - teapot, pot - pot, scarf - handkerchief, badge - badge, ball - ball .

Feminine diminutive nouns with the suffix -points-:

without changing the stem

Lexical material: vase - vase, rose - rosette, mountain - pea, bath - bath, willow - willow, wall - wall, desk - party, nightstand - nightstand, jacket - blouse, ribbon - ribbon, washer - puck, flask - cone , shovel - spatula, palm tree - palm tree, basket - basket, veranda - porch, flower bed - flower bed, razor - razor.

Diminutive masculine nouns with the suffix -ik-:

with a change in the base of the word:

alternation in hardness - softness

Lexical material: nose - spout, house - house, mouth - mouth, scarf - scarf, hill - mound, cupcake - cupcake, bush - bush, leaf - leaf, bridge - bridge, bow - bow, whip - whip, raft - raft , takes - beret, rope - rope, bag - bag, dressing gown - dressing gown, jacket - jacket, ticket - ticket.

alternation in sonority - deafness and hardness - softness

Lexical material: forehead - forehead, tooth - tooth, pelvis - basin, cart - cart, watermelon - watermelon, diamond - diamond, beak - beak, eye - eye, pond - pond, plaid - plaid, rhombus - rhombus, column - column , service - service, snowdrift - snowdrift, chest of drawers - chest of drawers, garden - vegetable garden, steamboat - steamboat, steam locomotive - steam locomotive.

Diminutive masculine nouns with the suffix -chik-:

without changing the stem

Lexical material: wardrobe - locker, fence - fence, shed - shed, screw - screw, case - case, tram - tram.

Lexical material: token - token, glass - glass, lemon - lemon, banana - banana, loaf - bar, pendant - pendant, balcony - balcony, pocket - pocket, tulip - tulip, fountain - fountain, caftan - caftan, van - van , drum - drum, dagger - dagger, jug - jug, cartridge - cartridge, decanter - decanter, bottle - bottle.

Diminutive neuter nouns with the suffix -ц-:

with a change in the basis of the word: alternation in hardness - softness

Lexical material: soap - soap, lard - lard, sting - sting, awl - awl, blanket - blanket, mirror - mirror.

Diminutive neuter nouns with the suffix -yshk-:

without changing the stem

Lexical material: feather - feather, grain - grain, nest - nest, spot - speck, log - log, glass - glass.

Diminutive feminine nouns with the suffix -ushk-:

without changing the stem

Lexical material: hut - hut, head - little head, grass - grass, willow - willow, beard - beard,

rowan - rowan.

Diminutive neuter nouns

with suffix -its-:

without changing the stem

Lexical material: cookies - cookies, dress - dress,

chair - chair, seat - seat, plant - plant,

gorge - gorge.

It should be noted that the beginning of classes on the formation of word formation skills should be attributed to the earliest stages of work due to the large amount of material in this section. Work must be carried out consistently and systematically.

Consultation

"Formation in preschoolers of the skill of education diminutive forms of words"

Prepared by:

Datskevich T.N.

teacher speech therapist

Yugorsk

2013

Phonemic hearing is the ability to distinguish speech sounds, to identify them.

By the age of 2, the child should be able to distinguish well by ear all the sounds of speech, which indicates a sufficient level of development of phonemic hearing. In words, persistent sound substitutions appear. Sound substitutions are normally explained by the incomplete formation of the articulatory base of sounds (i.e., the incorrect position of the organs of articulation when pronouncing sounds).

By the age of 2 years and 6 months, the child should be able to distinguish well the words-paronyms (which differ in one sound: “kidney-barrel”, “goat-braid”, etc.).

By the age of 3, speech kinesthesias begin to appear in a child - a sensation from the movement of the organs of articulation. The moment of awareness of the control of the organs of articulation begins. The child begins to distinguish not only words-paronyms, but also words that are close in pronunciation ("ears-mustache").

By the age of 4-5, the child distinguishes all the sounds of speech both by ear and in pronunciation. In parallel with the development of phonemic hearing, a child develops phonetic hearing (it should be distinguished from phonemic hearing) - a general monitoring of the syllabic flow of speech. Thanks to this hearing, the child recognizes the phoneme in various phonetic positions, extracts the phoneme from different syllabic sequences, i.e., the child develops practical sound and morphological generalizations. Phonetic hearing also assesses distorted pronunciation. Phonemic and phonetic hearing together constitute speech hearing, which carries out: perception of speech; evaluates the correctness of someone else's speech, exercises control over their own speech; under the control of his hearing, the child begins to adjust the organs of articulation to the desired sound, begins to feel the necessary articulation patterns. These articulatory positions are recorded in the child's memory and reproduced.

After 4 years, the primary skills of sound analysis begin to appear, which indicates the possibility of teaching the child written speech.

Thus, by the age of 5, the child begins to develop his speech through writing and reading. The underdevelopment of phonemic hearing and phonetic hearing can cause violations of written speech (violation of writing - dysgraphia, violation of reading - dyslexia) when studying at school.

What should be paid attention to in the speech of a preschooler?

How can speech be developed?

From 5 to 7 years - this is the time to correct violations of sound pronunciation. We remind you that gross violations of sound pronunciation can cause poor progress in reading and writing.

It is very important to develop fine motor skills (fine movements of the fingers). Here are exercises that are useful for this: finger gymnastics, weaving, modeling, lacing, constructor, mosaic, paper and cardboard cutting, drawing various patterns, tracing stencils, hatching, drawing with colored pencils.

Teach your child to accurately navigate in space and on a piece of paper. The kid must clearly know "right-left", "up-down"; be able to repeat movements by imitation and by command.

Pay special attention to the development of phonemic perception. Teach your child to highlight the first and last sound in a word, determine the place of a given sound in a word, the sequence of sounds in a word, their number, place in relation to other sounds. Also practice games and exercises such as: selecting words for a given sound, composing words of various sound-syllabic structures, transforming words (“chains of words”), solve puzzles, solve crossword puzzles. The child must be able to perform graphic schemes of words and sentences.

Follow the correct development of the grammatical structure of speech, correct grammatical errors: incorrect change in case endings and the number of nouns, incorrect agreement in gender, number and case of a noun with an adjective, etc.

Develop and enrich your child's vocabulary. Encourage the use of not only concretizing, but also generalizing concepts in speech. Encourage the selection of synonyms and antonyms, epithets. Instill an interest in working with dictionaries of all kinds; make up your own “Explanatory Dictionary” with your child. Solve riddles, teach your child to explain the meaning of proverbs and sayings.

Pay attention to the formation and development of coherent speech of the child. To do this, make sentences and stories based on a series of pictures, plot pictures, learn to retell texts, cartoons, events of the past day. Memorize short stories and poems, seek the correct answer to your question. Encourage children's creativity and imagination.

School readiness involves a multi-component education. Much can be done for the child in this regard by the parents, the first and most important educators.

A child of preschool age has truly enormous developmental opportunities and abilities to learn. It contains the instinct of knowledge and exploration of the world. Help your child develop and fulfill their potential. Do not regret the time spent. It will pay off many times over. Your child will cross the threshold of school with confidence, teaching will not be a heavy duty for him, but a joy, and you will have no reason to be upset about his progress.

To make your efforts effective, use the following tips:

Don't let your child get bored during class. If a child has fun learning, he learns better. Interest is the best of motivations, it makes children truly creative individuals and gives them the opportunity to experience the satisfaction of intellectual pursuits!

Repeat exercises. The development of a child's mental abilities is determined by time and practice. If an exercise doesn't work, take a break, come back to it later, or offer your child an easier option.

Don't be overly anxious about not making enough progress and not moving forward enough, or even regressing a bit.

Be patient, do not rush, do not give the child tasks that exceed his intellectual capabilities.

In classes with a child, a measure is needed. Do not force the child to do the exercise if he is fidgeting, tired, upset; do something else. Try to determine the limits of the child's endurance and increase the duration of classes each time for a very small time. Give your child the opportunity sometimes to do what he likes.

Preschool children do not perceive strictly regulated, repetitive, monotonous activities. Therefore, when conducting classes, it is better to choose a game form.

Develop in the child communication skills, the spirit of cooperation and collectivism; teach your child to be friends with other children, to share successes and failures with them: all this will be useful to him in the socially difficult atmosphere of a comprehensive school.

Avoid disapproving assessment, find words of support, praise the child more often for his patience, perseverance, etc. Never emphasize his weaknesses in comparison with other children. Build his self-confidence.

And most importantly, try not to perceive classes with a child as hard work, rejoice and enjoy the process of communication, never lose your sense of humor. Remember that you have a great opportunity to make friends with a child.

So, success to you and more faith in yourself and the possibility of your re bank!

Municipal budgetary educational institution

"Secondary school No. 2" of a general developmental group for preschool children

What is phonemic awareness?

How and when does it form in children?

Prepared by:

Datskevich T.N.

teacher speech therapist

Yugorsk

2013

For a teacher, expressive reading is not just a skill, it is a skill that has a significant educational impact on children. With the help of expressive reading that meets the requirements of logical and intonational correctness and emotionality, the teacher not only opens up the world of art to preschoolers, but also gives them a model of correct and figurative artistic speech. At preschool age, the child tries to imitate adults, therefore, listening to their expressive reading, he “falls in love” with literary texts - he wants to reproduce them in the same way, with the same intonations, pauses, logical and rhythmic stresses. Thus, children take an important step towards mastering competent, imaginative, emotionally rich speech.

That is why the teacher needs to master the art of expressive reading. According to M. Rybnikova, “the performance should aim to pronounce the text with the maximum transfer of the theme of the work and its ideological concept. Reading should correspond to the style of the work, its genre features; this performance embodies in the voice the logical and syntactic melody of speech, the music and rhythm of the verse, one or another structure of prose ... it must be loud, clear, clear, conveying the sounding word to the listener with complete clarity.

Breathing exercises

Speech breathing is different from normal. It occurs on exhalation and through the mouth (the oral cavity works as a voice amplifier). Learning to regulate breathing is, first of all, learning how to properly expend air and gently, inaudibly draw it in during a pause. Breathing should be easy and natural. You can’t exhale until you are completely “exhaled” and you can’t allow air to be overdrawn.

The kittens washed their eyes and noses,

And cheeks, and foreheads, even mustaches.

And a kind word to each other

Meowed into clean ears.

(O. Alexandrova)

Imagine the picture drawn in it. To see it brighter and more fully, reread the poem slowly and more than once. Imagine how the kittens fell into a long sweet sleep, what their breath became.

The shepherd played the flute

So that the birds around subdued.

Curls nearby, and is not ashamed to sing.

(O. Alexandrova)

Imagine the picture created in it. To see it brighter and more fully, reread the poem slowly and more than once. Imagine the singing of a vociferous bird, depict it as you inhale and exhale.

Exercise number 2.

Sit on a chair, straighten your shoulders, slightly raise your head, exhale without making any special effort. Don't rush to take a breath. Do it through your nose only when you want to inhale. Repeat this several times. Do the exercise with pleasure.

Exercise number 3.

Correct breathing skills in the process of expressive reading should be developed and strengthened on the material of specially selected poetic texts. While reading them, gradually increase the number of lines spoken on one exhalation. The main task is to recreate the pictures in the imagination and transfer them when reading.

Looking at the night, the hares played out

And they almost fought each other.

A grouse-teacher flew to them

And he said: “Now shut up!

What kind of noise did you make in the forest?

Or forgot about the fox?

(O. Alexandrova)

Tili-bom! Tili-bom!

The cat's house is on fire!

The cat's house caught fire

There is a column of smoke!

The cat jumped out

Her eyes popped out.

A chicken runs with a bucket

Fill the cat's house,

And the horse - with a lantern,

And the dog - with a broom,

Gray hare - with a leaf.

Once! Once! Once! Once!

And the fire went out!

(Russian folk amusement in the processing of P. Bessonov)

In the middle of the yard is a mountain.

There is a game on the mountain.

Run for a while

Get on the sand

Clean, yellow and raw

Do you want - swarm,

If you want, build

If you want - bake dolls

Golden pies.

Come visit us guys

Don't forget to take shovels

excavators, shovels,

Buckets and trucks.

Here and cry, here and laughter,

And everyone has a job.

(V. Berestov)

With expressive reading, the main instrument of the educator is the voice: its volume, pitch, timbre, flight, flexibility. With expressive reading, it is necessary to adjust the timbre of the voice, the melody of speech. The completeness and variety of voice sounding is determined by the presence of overtones, so it is necessary to strengthen the action of resonators, nasal, chest, in the oral cavity, larynx. Special exercises are aimed primarily at developing the nasal resonator, and through it - at the rest. All of them are in constant interaction: the work of the nasal resonator causes the work of resonators in the oral cavity, larynx, and chest.

Exercise number 1.

Read an excerpt from a poem by S. Marshak, indicating pauses intonation. (In the text, pauses are distinguished as follows: (...). You need to read in different ways, first articulating silently).

Mixes with smoke

A cloud of dust (...),

firefighters rush

Automobiles (…).

They click loudly (...),

Anxious whistle (...),

Copper helmets

They shine in rows (...).

A moment (...) - and crumbled

Copper helmets.

The stairs have grown

Quickly, like in a fairy tale (…).

People in a tarpaulin

In sequence (…) -

Climbing stairs (…)

In flames and smoke.

(S. Marshak. The story of an unknown hero)

Exercise number 2.

Read the same passage from S. Marshak's poem in a whisper, highlighting the syllables.

Exercise number 3.

Read it out loud, emphasizing the rhythm; then read the given text several times in a row, all the time, speeding up the pace.

Exercise number 4.

Read the poem by S. Marshak with a calm intonation, let the voice sound softly, confidentially.

You will read this story

Quiet (…), quiet (…), quiet (…)

Lived - were a gray hedgehog

And his hedgehog (...).

The gray hedgehog was very quiet (...),

And the hedgehog too.

And they had a child (...) -

A very quiet hedgehog (…).

The whole family go for a walk

At night (…) along the paths:

Hedgehog-father, hedgehog-mother

And a baby hedgehog (...).

Along the deaf autumn paths

They walk quietly (...) - top (...) top (...) top (...).

(S. Marshak. Quiet tale)

Exercise number 5.

Remember with what intonation and with what voice in L. Tolstoy's fairy tale "Three Bears" the same phrase was uttered by Mikhailo Ivanovich, Nastasya Petrovna, Mishutka: "Who lay down in my bed and crushed it!" say it on behalf of each of the characters.

Exercise number 6.

Remember your favorite song melodies. Sing them on the sound of M. Try to make the sound "come forward and diverge around the room." Increase the volume gradually, as you feel that the sound "suggests itself." Approach higher notes smoothly, without jerks, and lower notes without a sharp decrease. Achieve an even, smooth sound by relying on breathing.

Diction exercises

When reading a literary text expressively, good diction is important, i.e. clear, distinct pronunciation of each sound. This is how the best audibility of speech, understanding it is achieved. This is especially important when working with preschoolers. Poor diction makes it difficult to listen, understand speech, and respond adequately to it. Check your pronunciation. To do this, record your speech on tape and listen to it several times. And then you yourself will decide what exercises are necessary to correct the shortcomings of your speech: “muttering”, indistinct pronunciation of a sound, “swallowing” the endings of words, etc. Consonants must be pronounced cleanly, easily, without undue pressure, vowels - freely, vocally, quite loudly. The correct selection of vowels in speech makes it harmonious, pleasant to listen to. To improve diction, the focus on listeners - preschoolers is of great importance: the desire to be understood by them, to interest them in the content of a literary work.

Exercise number 1.

Pronounce proverbs, clearly highlighting each part. Then the task becomes more difficult: say the first part of the proverb loudly, the second - quietly, then vice versa.

As it comes around - so it will respond.

To live with someone else's mind is not to make good.

Do not have a hundred rubles, but have a hundred friends.

Exercise number 2.

Imagine that you are playing a drum and your hands bounce lightly at every stressed vowel in a word.

The kittens washed their eyes and noses,

Pair of drums

Bila

Storm.

Pair of drums

Bila

The battle.

(I. Selvinsky)

Exercise number 3.

Imagine that you are in the forest, enjoying its smells and imitating the cuckoo.

Eyes scattered

And the heart rejoices

The cuckoo is chirping.

Cooking?

cuckoo cuckoo

In the forest on a bitch:

Ku-ku! Ku-ku!

And how many cuckoo

Will my years go by?

Ku-ku! Ku-ku!

Ku-ku!

Everything is cuckoo!

Cuckoo, cuckoo

Cuckoo - cuckoo ...

Cuckoo, cuckoo!

One hundred years of boredom

Forest witch.

Exercise number 4.

Practice the pronunciation of individual sounds by saying tongue twisters and clearly highlighting the repeated sound.

The saw screeched, the bee buzzed.

Two woodcutters, two woodcutters, two woodcutters.

Chitinka flows through Chita.

Forty mice walked, carrying forty pennies, two mice of a smaller size carried two pennies each.

Exercise number 5.

Read the passage below, clearly highlighting the hissing sounds and emphasizing the rhythm.

... And now brushes, brushes

They crackled like rattles

And let me rub

Sentence:

"My, my chimney sweep

Clean, clean, clean, clean!

Will be, will be a chimney sweep

Clean, clean, clean, clean!"

(K. Chukovsky Moidodyr)

Exercise number 6.

Read expressively individual verse stanzas and small poems with a preliminary setting: pronounce each sound clearly, observing the norms of orthoepy, paying special attention to consonances in rhyming lines.

baby son

Came to my father

and asked the little one:

What

WELL

and what is

BAD?

I have

no secrets -

listen kids,

dads of this

ANSWER

I place

in a book.

If the wind

The roofs are tearing

If the city rumbled

everyone knows this is

FOR WALKS

BAD.

Rain dripped

and passed

The sun in the whole world.

THIS IS VERY GOOD

FOR BIG AND CHILDREN…

(V. Mayakovsky. What is good and what is bad)

Exercises for the development of speech hearing

Listening to samples of the reference pronunciation in the recording (reading the masters of the artistic word) gives an idea of the correct diction and contributes to the development of speech hearing. To develop auditory attention, to teach preschoolers to control their speech practice with hearing means to prevent many errors in pronunciation and intonation.

Exercise number 1.

Listen to the text of F. Tyutchev's poem "Spring Waters" (recorded), then S. Rachmaninov's romance. Try to conduct: note the strong, i.e. an elongated and more sonorous note with a movement of the hand from top to bottom, and shorter and less full notes - with a smooth movement of the palm from left to right. Remember how the movement of the hands reflects the ratio of long and short sounds in the melody of the romance.

It is possible to conduct the rhythm of a familiar poem without involving the means of music. Try conducting the following lines.

Time to sleep! The bull fell asleep

Lie down in a box on a barrel,

Sleepy bear went to bed

Only the elephant does not want to sleep.

The elephant nods its head

He sends a bow to the elephant.

(A. Barto. Elephant).

Exercise number 2.

Compare the sound of poetic and prose texts.

Admire: spring is coming.

Cranes fly in a caravan

The forest is immersed in bright gold,

And streams on ravines rustle.

(I. Nikitin)

Spring is coming, admire: the cranes fly in a caravan, the forest is buried in bright gold, the streams rustle along the ravines.

Exercise number 3.

Read the passage. Check the placement of logical stresses: are there any options?

My phone rang.

Who is speaking?

Elephant.

Where?

From a camel.

What do you want?

chocolate.

For whom?

For my son.

How much to send?

Yes, that way five pounds

Or six:

He won't eat anymore

It's still small for me.

(K. Chukovsky. Telephone)

Exercise number 4.

Say the saying “The crow has missed the crow”, conveying a different attitude to what happened with intonation (statement of fact, regret, joy, anger, surprise).

When reading expressively, it is necessary to remember the dependence of intonation on punctuation marks. Period: The voice drops on the last word before the period. Comma: on the last word before the comma, a slight rise in voice. Dash: explanatory intonation, on the last word before the dash, a slight increase in voice. Colon: enumerative intonation, on the last word before the colon, the voice rises. Ellipsis: intonation of understatement, on the last word before the ellipsis, a strong rise in voice.

Exercise number 1.

Paying attention to punctuation marks, prepare an expressive reading of the passage.

… But, like a black iron leg,

She ran, the poker jumped.

And the knives rushed down the street:

"Hey, hold on, hold on, hold on. Hold it, hold it!"

And the pan on the run

Shouted to the iron:

"I'm running, running, running,

I can't resist!"

So the kettle runs after the coffee pot,

Chattering, chattering, rattling...

Irons run, grunt,

Through puddles, through puddles they jump.

And behind them saucers, saucers -

Ring-la-la! Ring-la-la!

Rushing along the street -

Ring-la-la! Ring-la-la!

On glasses - ding! - stumble

And glasses - ding! - break down...

(K. Chukovsky. Fedorino grief)

Exercise number 2.

When asking a question, it is important to emphasize intonation the word that “directs” the answer. These are primarily interrogative pronouns and adverbs, but there may be other parts of speech.

White hare, where did you run?

To the oak forest!

What did he do there?

Lyko fought!

Where did you put it?

Under the bush!

Who stole?

Rodion!

Get out!

(counter)

Possession of the skill of expressive reading and the ability to apply it when working with preschoolers contributes to the development of children's speech literacy, teaches them to enjoy the correct artistic speech.

Municipal budgetary educational institution

"Secondary school No. 2" of a general developmental group for preschool children

Expressive reading and its role in the development of speech of preschoolers.

Prepared by:

Datskevich T.N.

teacher speech therapist

Yugorsk

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Studies of the formation of nouns with the help of diminutive suffixes in preschool children with general underdevelopment of speech

ATconducting

word formation preschool child

The relevance of the topic of research work is determined by the fact that at present, researchers note the rapid growth of speech pathology for many reasons. According to the psychological and pedagogical classification, a fairly common speech disorder among preschool children is general speech underdevelopment (OHP).

A number of studies have been devoted to the study of children with general underdevelopment of speech (I.T. Vlasenko, G.V. Gurovets, L.N. Efimenkova, I.M. Zhukova, GA. Kashe, R.E. Levina, E.M. Mastyukova, N.V. Novotortseva.

T.V. Tumanova, T.B. Filicheva, G.V. Chirkin noted in children with ONR, as a rule, the poverty of the dictionary, agrammatisms, and the lack of formation of the phonetic-phonemic side of speech.

The most important condition for the social adaptation of such children at preschool age is a sufficient level of speech development, which ensures the further assimilation of the school curriculum, the successful mastery of spelling-correct writing, which is impossible without a high level of language formation, including morphological generalizations. The assimilation of the morphological system of a language is closely related to the formation of word-formation mechanisms, which are based on the ability to analyze, generalize, and differentiate linguistic units according to their meaning and sound structure. Mastering the laws of word formation at a practical level, the ability to isolate, differentiate and synthesize morphemes, determine the general meanings of word-forming morphemes are necessary conditions for enriching the vocabulary through derivative words, mastering the grammatical system of the language, the formation of the prerequisites for orthographically correct writing, the most important principle of which is the morphological principle.

Near the studies of T.V. Tumanova of the features of word-formation processes found that the lack of formation of the processes of analysis, synthesis, comparison, generalization of lexical and grammatical meanings in children with general underdevelopment of speech leads to peculiarities in the assimilation of word-formation processes. The inability to use various methods of word formation leads to a limited possibility of enriching the dictionary, to inaccurate understanding and differentiation of related words.

The formation of word formation processes in preschool children with OHP is one of the most important and still insufficiently studied problems of speech therapy, as noted by T.V. Tumanova: "Analysis of special literature convinced that systematic, in-depth studies on the problem of mastering word formation in children with general underdevelopment of speech have not been carried out ... "..

Thus, the insufficient development of this problem and its significance for the success of teaching children with general underdevelopment of speech make it possible to define this topic as relevant.

The purpose of the study: to identify the features of word formation of nouns in preschoolers with OHP.

In connection with this goal, the following tasks are supposed to be solved:

1. Conduct an analysis of the literature on the research problem.

2. The choice of methodology for studying the processes of word formation of nouns in preschool children with OHP.

3. Conduct a comparative analysis of the state of the processes of word formation of nouns in older preschoolers with OHP and their peers 5-6 years old with normal speech development.

4. To determine the methodology of speech therapy work on the formation of the processes of word formation of nouns in older preschoolers with OHP.

The object of the study is the state of the word-formation system in older preschoolers with OHP and their peers with normal speech development.

The subject of the study is the peculiarities of word formation of nouns in children of senior preschool age with OHP level III.

Research hypothesis: In children with OHP level III, the structure of the speech defect is dominated by underdevelopment of the lexical and grammatical structure of speech;

The greatest difficulty for them is the performance of word-formation operations.

The theoretical significance of the study is determined by a comprehensive study of the features of mastering word-building affixes in children with ONR, the need to obtain an in-depth understanding of the mechanisms, symptoms, and etiology of this lexical disorder.

The practical significance lies in the identification of violations

word formation in older preschoolers with OHP and in determining the content of speech therapy work to correct violations of the word formation system in this group of preschoolers with OHP.

CHAPTER I

1.1 Word formation as a section of grammar. Types of word formations of nouns in Russian

Definition of the concept of word formation. The question of the concept of word formation is one of the main, initial theoretical questions of the science of word formation. The definition of word formation as a linguistic concept is associated with certain difficulties, which is explained by the ambiguity of the term "word formation" itself. In modern linguistics, this term is used to denote completely different linguistic phenomena. Alekseeva M.M., Yashina V.I.//Methodology for the development of speech and teaching the native language of preschoolers. - M., 2011.

Traditionally, the term "word formation" is used to refer to the process of creating new words based on existing vocabulary units. In accordance with this, word formation in the specialized literature is defined as “a special way of vocabulary development” (M. D. Stepanova), “the main means of enriching the vocabulary of the language” (K. A. Levkovskaya), “one of the main means of replenishing the vocabulary of the language with new words” (V. V. Lopatin), “the main source of replenishment of the vocabulary of the language”, which “is carried out in different ways” (K. A. Timofeev).

It is known that new words are created according to the rules, methods, existing in the language, according to certain samples, schemes, or models that form a known language mechanism, or apparatus. The term "word formation" is also used to denote such a mechanism for creating new words. This term is defined, respectively, as “methods for creating new words in a particular language” (E. S. Kubryakova), “a collection of methods, rules for the formation of new words” (N. M. Shansky), “some very branched and complex mechanism producing words” (B. N. Golovin).

In addition, the term "word formation" in modern linguistics denotes other concepts: the structure of ready-made, derived words, determined by their relationship with other words of the language at one stage or another of its development; a certain area of the language structure, a system of derivative words; a branch of linguistics that studies the processes of formation of new words, as well as the structure of derivative words that form a certain system. The ambiguity of the term "word formation" creates certain inconveniences in the description and study of the linguistic phenomena it denotes. In this regard, it is desirable to terminologically differentiate the concepts denoted by this term, that is, to use different names for the above phenomena.

The term "word formation" is most suitable for designating the process of creating new words, i.e., certain actions of the language mechanism associated with the formation of new words, i.e. certain actions of the language mechanism associated with the formation of new words.

The given meaning of this term follows from its structural features, the model of its construction (cf. the meaning of other complex words similar in structure: formation, word composition, house building, etc., which denote the process, action).

To designate the structure of a derived word, the term "word-formation structure of a word" will be used as the most common in modern Soviet linguistics. In addition, this term in this sense is quite motivated, since the structure, structure of derivative words is largely determined by word formation as a process of creating new words.

To designate a certain area of the language structure, a system of derivative words, the compound term "word-formation system of the language" can be used, which is used in this sense by many linguists.

The section of linguistics that studies word formation as a process of creating new words, the structure of derivative words that form a certain system, in Soviet linguistics is often denoted by the term "derivatology" - from Latin in origin derivative- “derived word” (cf. lat. deriva- tus - allotted and Greek. logos - doctrine), similar to the generally accepted “phonology”, “lexicology”, “morphology”, etc. In this manual, in accordance with the current curriculum, the term “word formation” is used in the considered meaning, the use of which, if necessary, is accompanied by appropriate explanations.

In word formation as a branch of linguistics, one should distinguish between historical, or diachronic, and descriptive, or synchronous (synchronous), plans as two different aspects of word-formation science, just as historical and descriptive grammar, historical and descriptive phonetics, etc. are traditionally distinguished. - this is the doctrine of word-formation processes, the patterns of formation of new words, the change in the structure of already existing derivative words, the formation of the word-formation system of the language, its change, development, etc. Descriptive word formation is the doctrine of derivative vocabulary, morphemic and word-forming the structure of derivative words as elements of the word-formation system of the language, about the connections, relationships between related words, etc. at a certain stage in the development of the language. Glukhov V.P. Study of the state of monologue speech of older preschoolers with general speech underdevelopment // Problems of education and training with abnormal development of speech. M., 2013.

The object and tasks of word formation. It can be considered generally accepted that the object of word formation as a section of linguistics is the word, which is also studied in other sections of linguistic science.

The fundamental difference between word formation and other sections of linguistics is that it does not study all the words of the language, but only derivative words. At the same time, the object of study in word formation is “the word from the side of its structure”, the word as “an organized sequence of morphemes of different quality”. Derived words are studied in word formation not by themselves, as separate units of the vocabulary of the language, but in their relation to the corresponding derivatives, in their connection with other derivatives, similar in their word-formation structure - according to the method of word formation, construction model, etc. Thus, as linguistic units studied in word formation, not only individual derivative words, but also certain categories, associations of derivative words that have common formal and semantic features should be considered.

The elementary language units that serve as the object of word formation include various word-formation means, in particular word-forming affixes, as well as stems, connecting sounds and other elements of the linguistic structure that stand out in the composition of derivative words.

The object of historical word formation is made up of such words that have ever been formed on the basis of pre-existing words at the expense of the given language's own resources, regardless of their structure, on the nature of their relationship with other words of the language at a particular stage of its development. This also includes word-formation morphemes and other parts of words that could participate in word formation at different periods in the development of the language.

The object of descriptive word formation can only be words that are perceived by speakers as derivatives, as formed on the basis of other words, in the described period of language development, as well as such parts of words that in the minds of speakers are freely distinguished as derivatives when they are correlated with other words of the language. . According to E. S. Kubryakova, “only such correlative pairs are included in the synchronous word-formation system, the existence of which is easily verified by repetition under the same conditions”; in this case, the decisive role is played by "the moment of structural-semantic correlation of initial and derived units".

In modern linguistics, it is widely believed that in descriptive word formation only regular, productive and active elements of the word-formation system of the language should be studied - word-forming means, word-forming types, models, etc. Another, opposite point should be recognized as more acceptable and justified. view of the object of descriptive word formation, according to which all living word-formation elements operating in the modern language (both regular, productive and active, and irregular, unproductive, passive) should be studied in synchrony, in particular, all derivative words that are in the minds of speakers modern language are motivated by other cognate words. At the same time, one cannot but agree with the opinion of Acad. V. V. Vinogradov that “when describing the system of modern Russian word formation, the main emphasis should be placed not on surviving, single, irregular, unproductive or dead word-building types, but on types that are stable, living for a very long time, productive and again developing." Glukhov V.P.//Formation of coherent speech of preschool children with OHP. - M: Arkti, 2014. - 168s.

In accordance with the object of study in historical and descriptive word formation, the tasks of these aspects of the study also differ. Descriptive word formation studies derivative words and other word-formation units according to their state at a certain stage of language development, without taking into account their changes. Historical word formation deals with the study of various word-formation processes associated with the formation and change of the corresponding word-formation units. According to E. A. Zemskaya, "synchronous word formation studies the relations of coexisting units, diachronic - the processes of transformation of one unit into another."

In the university course of the modern Russian language, questions of descriptive word formation are mainly studied. Separate questions of historical word formation are considered only to the extent that it is necessary for a better understanding of certain word-formation phenomena of the synchronic plan.

The words of the modern Russian language for the most part consist of units of a lower level, primarily morphemes, which are in a certain way interconnected, are in certain relationships to each other, i.e. they represent a certain structure. The study of the structure of the word, its constituent parts, various relationships between them is one of the main, most important tasks of descriptive word formation. In view of the fact that derivative words are studied in word formation, it is especially important to determine the relations of synchronous word-formation derivativeness between related, cognate words, to distinguish synchronously derived words from non-derivative words. In this regard, in descriptive word formation, first of all, the task of studying specific formal and semantic features of synchronously derived words that distinguish them from non-derivative words, specific methods of distinguishing synchronously derived and non-derivative words is put forward.

One of the most striking formal (structural) features of synchronously derived words is the way they are word-formed (from a synchronic point of view). Therefore, one of the most important tasks of descriptive word formation is the study of methods of synchronous word formation. At the same time, the study of word-formation means, or formants, by which the very methods of word formation are determined, is of particular importance.

Derivative words of a certain way of word formation, in turn, differ in a number of other, less significant formal features. This is the lexical and grammatical nature of generating words, i.e., their belonging to one or another part of speech, the phonetic structure of word-forming morphemes, the presence or absence of various intercalary, connecting elements in the derivative words, etc. The study of such formal features of derivative words is also included in the task of descriptive word formation, synchronous word-formation analysis of derivative vocabulary.

The word as the basic unit of the language is characterized by a complex unity of form and content, external, material expression and internal content, meaning. Therefore, along with the study of the formal, material structure of derivative words, the task of studying their semantic structure arises. In other words, the tasks of descriptive word formation include the study of derivative vocabulary not only in terms of expression, but also in terms of content.

As already noted, the word-formation units of the language are systemic in nature. It follows from this that derivative words and other word-formation units in descriptive word formation should be studied in a complex, as units of a certain system, taking into account the connections and relationships existing between them. V.P. Glukhov, Yu.A. Trukhanova//Our children learn to compose and tell - M.: ARKTI, 2013. - 24 p.

The main task of historical word formation is the study of the processes of creating new words on the basis of vocabulary units existing in the language, methods of word formation as a historical process, changes, development of the methods, rules, patterns of formation of new words operating in the language, as well as the word-formation means used in this, etc. .

The study of the issues of historical word formation in the course of the modern Russian language is of an auxiliary, secondary nature, it is subordinated to the above tasks of descriptive word formation. In the course of the modern Russian language, such issues of historical word formation are usually considered, such as, for example; the question of the ways of word formation as a process of creating new words; the question of changes in the morphemic (morphological) structure of the word; some questions related to the productivity of certain methods and means of word formation.

In modern Russian, nouns are formed in different ways:

1. lexical-semantic word formation;

2. lexical-syntactic method;

3. morphological-syntactic method;

4. morphological word formation.

Lexico-semantic word formation

A significant number of nouns appeared as a result of rethinking the meaning of words existing in the language. So, the word acquires a new semantic meaning, which coexists with the already existing meaning - homonymous words appear: foreman, pioneer, fist, factory, world, grandmother. Zhukova N.S. Overcoming underdevelopment of speech in children. M .: Pedagogue, 2014. For example, a brigadier (a military rank in the Russian army of the 18th century, an average between a colonel and a major general) and a brigadier (head of a production brigade), a pioneer (a soldier in the sapper unit of the engineering troops in England, Germany and the state until the 30s of the 19th century), pioneer (one who was one of the first to come and settle in a new unexplored territory), pioneer (one who laid the foundation for something new in the field of science or culture) and pioneer (member of the children's communist organization).

Lexico-syntactic way

The formation of words from phrases combined into one word in the process of use in the language: pastime (time pastime), bloodshed (blood shedding), seriously wounded (severely wounded), crazy (crazy).

When forming words from phrases (adjective + noun) on the basis of an adjective with the help of the suffix -к-, a noun is formed, the name being defined is omitted. This method is typical for colloquial speech:

The lexical-syntactic method is widely used when naming various cereals: buckwheat, millet, oatmeal, as well as other products - stew.

Morphological-syntactic way

A fairly productive way of forming nouns is substantiation - the transition of words of other parts of speech into the category of nouns. Most often, adjectives are substantiated: bakery, passerby, military, civilian, worker, family, private, foot, horse, boiler room, comma, forester, operating room, dining room; less often - substantiation of participles: manager, workers, victim.

Morphological word formation

The most productive way to enrich the vocabulary of the modern Russian language is morphological word formation. The main types of word formation: suffix, suffix-prefix (affixation), non-affix method and addition of stems.

Affixation- the formation of a new word by attaching a word-forming element to its base: a suffix, a prefix or a suffix and a prefix at the same time.

suffix way:

Non-affix way devoid of word-building elements, with its help abstract nouns are formed:

Addition- a method of word formation in which a new word is formed by combining two or more stems: ship, state farm, cinema, aircraft construction.

1.2 Development of word formation of nouns in ontogenesis

In his psycholinguistic concept of "speech ontogenesis" A.A. Leontiev relies on the methodological approaches of outstanding linguists and psychologists of the 19th-20th centuries. The process of formation of speech activity (and, accordingly, the assimilation of the system of the native language) in ontogenesis in the concept of "speech ontogenesis" by A.A. Leontief is subdivided into a number of successive periods or "stages":

1st - preparatory (from the moment of birth to a year);

2nd - pre-preschool (from one to 3 years);

3rd - preschool (from 3 to 7 years);

4th - school (from 7 to 17 years).

Grammatical structure is a system of interaction of words with each other in phrases and sentences. There are morphological and syntactic levels of the grammatical system. The morphological level involves the ability to master the techniques of inflection and word formation, the syntactic level - the ability to compose sentences, grammatically correctly combine words in a sentence. The development of the dictionary and grammatical structure in ontogenesis is considered by A.N. Gvozdev in the book "Issues of the study of children's speech". Zhukova N. V., Mastyukova E. M., Filicheva T. B. Overcoming general underdevelopment of speech in preschool children. M., 2013.

The grammatical structure of the sentence is acquired by the child in stages. The following forms of words appear first: the nominative case of the singular and plural, the accusative case of nouns; imperative, 3rd person singular present tense of verbs. The sentence includes up to three or four words.

By the age of three, a child's vocabulary contains more than 1,000 words. Words-generalizations denoting generic concepts are being formed.

The meanings of words are clarified. The volume of the dictionary increases due to the enrichment of the child's life experience, communication with surrounding adults.

Children learn the general rules of formation, simple prepositions appear in their speech: in, on, y, s. The sentence consists of 5 - 6 words, Lexico-grammatical relations in it are expressed with the help of prepositions and inflections.

The agreement of adjectives with nouns in indirect cases is fixed.

By the age of five, children have mastered a set of words denoting basic geometric shapes, they know the measurements of certain quantities, they determine spatial relationships differentially and accurately. The dictionary consists of 2200 words.

With normal speech development, children by the age of five master all types of declension of nouns. Separate difficulties relate to the use of nouns in the genitive and prepositional cases of the plural. By this time, children learn the basic forms of word agreement.

After five years, children identify parts of objects, compare them according to general and particular features, learn the properties of objects, and begin to use words denoting abstract concepts. Thus, by the end of the preschool period, by the time they enter school, children have a fairly diverse vocabulary and are sufficiently proficient in the grammatical structure of their native language.

The child's assimilation of the grammatical structure of speech occurs in the form of the assimilation of grammatical categories, which are characterized by the presence of meaning. The time and sequence of assimilation of individual categories depend on the nature of their meanings. It is difficult for children to assimilate those forms, the specific meaning of which is not connected with the logic of children's thought, i.e. something that is not clear in meaning. A.N. Gvozdev wrote: “First of all, categories are assimilated with a clearly expressed specific meaning, which can easily be grasped by a child.”

First of all, the child learns the number of nouns (1 year 10 months), as well as the difference between diminutive and non-diminutive nouns: table - table. Children learn the imperative form early, as it expresses various desires that are of great importance to the child. It is more difficult to assimilate relations that are associated with objects and space (cases), with time (tenses) and with participants in speech (persons of verbs). Late (2 years 10 months) the conditional mood is assimilated, since it expresses something supposed, and not really existing. The assimilation of the categories of the genus turns out to be exceptionally difficult and lengthy. Gender is acquired not by mechanical memorization, but is associated with the morphological structure of nouns. A.N. Gvozdev noted that the three main parts of the Russian language present various difficulties: in relation to nouns, it is most difficult to master the endings, in relation to verbs - mastering the basics, in relation to adjectives - word formation (comparative degree). Efimenkova LN Formation of speech in preschoolers. M., 2012.

1.3 Characteristics of children with general speech underdevelopment of preschool age

Children with OHP are characterized by a violation of sound pronunciation, a small vocabulary, underdevelopment of phonemic hearing, that is, children have difficulty hearing what they are told about and make mistakes in completing the task.

However, the child fully retains intelligence and learning abilities, which significantly distinguishes general speech underdevelopment (OHP) from other diseases.

Experts identify several levels of general underdevelopment of speech in children:

Ilevel of speech development- lack of speech (the so-called "speechless children"). This level is characterized by the complete absence of speech. Children only try to reproduce some sounds, while the same sound can mean several objects.

The first level of OHP is characterized by active facial expressions and gestures. It is this characteristic that makes it possible to distinguish general underdevelopment of speech from mental retardation. Children at this level of speech development are able to use monosyllabic sentences in their speech. Interestingly, a similar period of monosyllabic sentences is also observed during the normal development of speech, but its duration does not exceed six months.

Gradually, the child begins to use sentences containing 4-5 words in colloquial speech, but there is no syntactic side in these words, that is, the child cannot choose the correct case, number, gender. If we talk about the words themselves in the sentence, then children use 2-3-compound words. Moreover, if the word is longer, then they abbreviate it on their own (pyramid - "amida", bed - "avatka").

IIlevel of speech development- the use of albeit distorted, but often occurring words. At the same time, a slight idea begins to appear that in some cases the words in the sentence must be changed in accordance with gender, gender, number. However, these forms of words are used only if the ending in the words is stressed (table - tables, hand - hands, etc.).

This process of forming various forms of a word is of an initial nature and can be limited to only one side of word formation (only number or only case). If the child is asked to build a story from a picture, then he will use only short sentences, but a distinctive feature from the previous level is that they are more grammatically correct.

Children very often use generalizing words to refer to several objects that are similar in nature (scorpion, ant, dragonfly, fly - “beetle”). Vocabulary lag is revealed when the child asks to name the constituent parts of the object (tree - leaves, branches, trunk, roots). An in-depth study of children reveals an inability to correctly select the forms of the number (“two piamidka” - two pyramids), very often the preposition is omitted in the sentence, while the noun is used in the nominative form of the singular (“pencil flies aepka” - the pencil is in the box).

IIIlevel of speech development- use of expanded speech. Children begin to use complex sentences, but at the same time it is rather difficult to make contact with other children or adults, since for correct and comfortable communication, a mother is needed who would explain to the interlocutor words that are incomprehensible in the pronunciation of the child. Ilyina M.V. Development of non-verbal imagination. - M.: Bookworm, 2014. - 64 p.

In the absence of such support from their parents, children most often withdraw into themselves. For this level, it is very characteristic to replace some letters that are difficult for the child to pronounce with others, so he replaces with soft letters such as s, sh, c (“syuba” - a fur coat, “sablya” - a saber).

Children can freely express their thoughts, build sentences, talk about themselves, loved ones, events that happened to them. At the same time, they are able to mask speech underdevelopment at this level well by excluding from the conversation words that are difficult to pronounce, but if the child is placed in a situation where such a deceptive maneuver is impossible, gaps appear in the child’s speech development.

Children replace part of the object, naming it as a whole, instead of the profession, I name the action that this person must perform (“tree” - a branch, “uncle heals” - a doctor). At the third level of general development of speech, children describe well what is drawn in the picture, build a complex narrative story.

IVlevel of speech development- the presence of mild lexical and grammatical disorders that make it difficult for children to master written language at the beginning of schooling. In children, there is a peculiar violation of the syllabic structure, the child understands the meaning of the word, but does not retain the phonemic image in memory, as a result of which there are violations in the use of words in various versions: persistent repetition of a syllable (“librarian” - librarian) rearrangement of sounds and syllables ("komosnovt" - astronaut), replacement of syllables ("motorkilist" - motorcyclist), adding the sounds "toy" - pear) and the syllables "vovaschi" - vegetables).

Children with general underdevelopment of speech have a number of psychological and pedagogical features that impede their social adaptation and require targeted correction.

Defective speech activity is reflected in the formation of sensory, intellectual and affective-volitional spheres in children. There is a lack of stability of attention, limited possibilities of its distribution.

The connection between speech disorders and other aspects of mental development is also manifested in the specific features of thinking. Possessing full-fledged prerequisites for mastering mental operations accessible to their age, children lag behind in the development of verbal-logical thinking, with difficulty mastering analysis and synthesis, comparison and generalization.

Some children have somatic weakness. Such children are characterized by a certain lag in the development of the motor sphere - poor coordination of movements, a decrease in speed and dexterity in their implementation. The greatest difficulties are revealed when performing movements according to verbal instructions. Often there is insufficient coordination of movements of the fingers, hands, underdevelopment of fine motor skills.

All of these violations serve as a serious obstacle for the child to master the program of the kindergarten of a general type, and later on the program of the general education school. Zhukova N. V., Mastyukova E. M., Filicheva T. B. Overcoming general underdevelopment of speech in preschool children. M., 2013.

1.4 Features of word formation of nouns in preschool children withONR

Word formation is a complex process that children, even with normal speech development, master gradually, passing through a series of stages and mastering new word-formation models. Mastering this process completely ends only at school age. Children with speech underdevelopment experience even more pronounced difficulties in mastering this process. They cannot spontaneously embark on the ontogenetic path of speech development, characteristic of normal children, due to specific clinical, psychological, and pedagogical difficulties. The study of violations of word formation in children with general underdevelopment of speech is devoted to the work of many scientists: N.S. Zhukova, E.M. Mastyukova, T.B. Filicheva, R.I. Lalaeva, N.V. Serebryakova, T.V. Tumanova, G.V. Chirkina, S.N. Shakhovskaya and others. The presence in this category of children of secondary deviations in the development of mental processes (thinking, perception, attention, memory, etc.) creates additional difficulties in mastering word formation. Analyzing the state of speech in children with general underdevelopment of speech, researchers state that they lack word-formation skills already at preschool age (G.A. Kashe, R.I. Lalaeva, R.E. Levina, E.F. Sobotovich, T.V. Tumanova, T. B. Filicheva, T. V. Chirkina, and others). Due to the limited and inferior lexical means in children with general speech underdevelopment of level III, which constitute the main contingent of speech groups, there are difficulties in mastering morphology, manifested in persistent agrammatisms in oral speech, and later in writing. Children make a large number of mistakes in the use of suffixes, prefixes and endings. Insufficient ability to use word-formation methods delays the development of vocabulary in children. They hardly change words and form new ones. Older preschoolers rarely use suffixes and prefixes to form words, limiting themselves to changing the ending, or they use words that are close in sound and meaning. In the speech of any person, both an adult and a child, such a part of speech as a noun predominates, and the main way of forming nouns is suffixal. First of all, children master affectionate forms of nouns, including because they often hear them from people around them. There are clearly not enough works devoted to the problem of studying violations of the suffixal word formation of nouns in the special literature, which confirms the relevance of the chosen topic. The methodological basis of the study was: a) provisions on the plasticity of the central nervous system and its compensatory capabilities; b) the main theoretical provisions on the unity of the laws of development of a normal and abnormal child; c) the position on the structure of the language as an integral system; d) position on language as the most important means of communication and social interaction between people; e) provisions on the compensatory orientation of the education and upbringing of children; g) an integrated and systematic approach to its organization. The methodology for studying the suffixal word formation of nouns in preschool children with general underdevelopment of speech was created taking into account the following principles:

1. The principle of dynamic observation and study of the child. 2. The principle of a systematic approach. The study is built taking into account the structure of the speech defect, in identifying the leading disorders, correlating speech and non-speech symptoms in the structure of the defect. 3. Age principle. The presented tasks correspond to the age of the studied children. The indicators of two groups of students of the same age were compared. 4. The ontogenetic principle implies the formation of functions, taking into account the stages and sequence of their formation in ontogenesis. In developing the methodology of the ascertaining experiment, the modern understanding of the development of the grammatical structure in the norm by A.N. Gvozdev, T.N. Ushakova, A.M. Shakhnarovich, D.B. Elkonin, etc. 5. The principle of the activity approach. The study was conducted within the framework of the leading activity corresponding to the age of the subjects (playing). . Gribova O.E. Reception of scientific modeling as a means of studying speech disorders // Defectology, No. 1-2010.

CHAPTER II. Purpose, task, organization and research methodology

2.1 Methods of ascertaining experiment

An experimental study was carried out in April 2012 on the basis of kindergarten No. 561 in special groups for children who had severe speech impairment. 20 people took part in this study. The average age of the study subjects was 6.5 years. All children in the experimental group were diagnosed with OHP (Level III), in 12 of them OHP was complicated by obliterated dysarthria.

The main goal of the experiment is to study the features of word formation among older preschoolers with general underdevelopment of speech.

To achieve our goal, the following tasks of the experimental study were set:

1) to consider the features of word formation in children of senior preschool age with general underdevelopment of speech;

2) process the data we obtained during the experiment and show them in diagrams;

3) according to the results of the experiment, to identify the need for corrective work to improve the skills of word formation in older preschoolers with general underdevelopment of speech.

In order to select the diagnostic tasks necessary for correcting the speech of children, the technique of R.I. Lalayeva.

When selecting experimental tasks for our study, the requirements of the program were taken into account, assuming that at the 4th year of study the child knows how to form nouns using the suffix -nits- with the meaning of the receptacle, nouns using the suffix -ink-, verbs from nouns, comparative degree from adjectives, relative adjectives.

As a result, we have developed a methodology from the following five tasks:

1) The study of the word formation of nouns with the meaning of a container of something

Research material words and pictures of objects served: soup-tureen, sauce-gravy bowl, salt-cellar, sugar-sugar bowl, tea-kettle, ash-ashtray, salad-salad bowl, soap-soap dish, herring-herring bowl, oil-butter dish.

At the beginning of the experimental study, children are given orientation in the task: “Salt is stored in a salt shaker. What is the name of the container for storing sugar? Subsequently, the experimenter should show a picture (or name a word) and ask a question using the same analogy.

2) The study of word formation of nouns, meaning singularity

Research material words and pictures of objects appear: grapes-grapes, rain-rain, dust-speck, grain-grain, beads-bead, pile-pile, pearl-pearl, pea-pea, sand-sand, snow-snowflake.

. At the beginning of the experimental study, the following orientation is given in the task: “Imagine that you are walking on sand, and a small particle of sand gets into your shoes. This piece of sand is called a "grain of sand". So, sand is a grain of sand. Next, the children should be asked to form the rest of the derivative words by this analogy.

3) Construction of relative adjectives

Exercise 1. Research material pictures and phrases appear that name what the object is made of: a paper napkin, metal scissors, a fur hat, a wool scarf, a wooden table, a straw hat, a porcelain teapot, a rubber ball, a cardboard box, a com of snow, a brick chimney, an iron key, a silk handkerchief, a leather bag, a down pillow, a chintz dress.

Procedure and instructions. The study begins with the formation of the following orientation in the task: "The chair is made of wood, so we say:" The chair is wooden. After that, the children are given the following instruction: “If the house is made of brick, then what is it like?”.

In case children have difficulties, it is necessary to repeat the example of word formation, name 1-2 syllables of the word (kirp-, kirpi-)

Task 2.Research material the following phrases appear: maple leaf, birch leaf, oak leaf, aspen leaf, alder cone, pine cone, cherry jam, pear jam, raspberry jam, cranberry juice, apple jam, lingonberry jam, blueberry jam, rye bread, mushroom soup.

Procedure and instructions. The experimenter needs to give the children the following instruction: “Apple jam, this is apple jam. And blueberry jam, what kind of jam is it?

In case of difficulties in children, it is necessary to repeat the example of word formation, 1-2 syllables of the word are called (chern-, cherni-).

4) Construction of a simple comparative degree of an adjective

Research material serve as comparative degrees of the adjective. Ilyina M.V. Development of non-verbal imagination. - M.: Bookworm, 2014. - 64 p.

Procedure and instructions. First, the children are given orientation in the task: "This road is long, and the other road is even longer." The children are then asked to complete the following sentences:

§ Uncle is strong, and dad is still ...

§ This is a dark dress, and the other is still ...

§ This is a red skirt, and the other one is ...

§ This is a comfortable sofa, and the other is still ...

§ The lily is beautiful, but the rose is still ...

§ The brother has a thick book, and the sister has another ...

§ This is a tall tree, and the other is still ...

§ This is a narrow passage, and the other is still ...

§ The woman is young, but her daughter is still ...

§ Sugar is sweet, but jam is still ...

§ The chair is soft, and the pillow is still ...

In case of difficulties in children, it is necessary to repeat the example of word formation, 1-2 syllables of the word are called (convenient -).

5) The study of word formation of verbs from nouns

Research material the words serve: shout-shout, friend-to be friends, dinner-supper, breakfast-breakfast, lunch-lunch, winter-winter, knock-knock, cry-cry, sorrow-mourn, longing-grieving, fish-fishing.

Procedure and instructions. At the beginning of the experimental study, children are given orientation in the task: “Let's come up with a similar word to the word Lunch. Let's ask the word Lunch the question "What?" What is the most similar word that answers the question "What to do?" - lunch. Now let's come up with a similar word for the word cleaning, which will answer the question - What should I do? Etc.

After completing the tasks, it is necessary to evaluate the results in points.

High level (4 points) - tasks are completed correctly and independently.

Level above average (3 points) - the tasks were completed correctly, but with the help of the experimenter or in the presence of single incorrect answers in unproductive forms of word formation.

Average level (2 points) - there are systematic errors in unproductive forms of word formation.

Level below average (1 point) - there are systematic errors in both unproductive and productive forms of word formation; the number of incorrectly completed tasks exceeds 50%.

Low level (0 points) - all tasks are completed incorrectly, the child simply repeats the given word or refuses to complete the task. Ilyina M.V. Development of non-verbal imagination. - M.: Bookworm, 2014. - 64 p.

2.2 Analysis of the results of the pilot study

An experimental study of the word formation of nouns denoting a container of something

In the process of learning the word formation of nouns that denote the container of some object, we obtained the following results (see Table 1):

Table 1 - Results of the pilot study

The results of the study of the word formation of nouns in children with OHP can be depicted graphically in the form of a diagram (see Diagram 1):

Diagram1 . The distribution of the children under test according to the levels of development of the word formation skills of nouns, which denote the receptacle of an object

In 45% of older preschoolers with impaired speech development, an average level of formation of the ability to word-form nouns denoting the receptacle of an object is observed. A level below the average was noted in 55% of older preschoolers with speech underdevelopment.

Experimental study of word formation of nouns with the meaning of singularity

Table 2 - Results of the pilot study

The results of the study of the word formation of nouns with the meaning of singularity in children with ONR can be depicted graphically in the form of a diagram (see Diagram 2):

Diagram 2 - Distribution of the tested children according to the levels of development of the word formation skills of nouns with the meaning of singularity

The average level of formation of word formation of nouns with the meaning of singularity is observed in 5% of older preschoolers with problematic speech development, a low level is also in 5%, a level below the average is observed in 90% of children.

Experimental study of the construction of relative adjectives

Table 3 - Results of the pilot study

The results of the study of the construction of relative adjectives in children with ONR can be depicted graphically in the form of a diagram (see Diagram 3):

Diagram 3 - Distribution of test children by levels of development of the ability to build relative adjectives

Among 80% of older preschoolers with speech development problems, an average level of development of the ability to build relative adjectives was noted. For 20% of older preschoolers with general underdevelopment of speech, the level of development of the ability to construct relative adjectives is below average.

Experimental study of the construction of the comparative degree of adjectives

Table 4 - Results of the pilot study

The results of the study of constructing the comparative degree of adjectives in children with OHP can be depicted graphically in the form of a diagram (see Diagram 4):

Diagram 4 - Distribution of test children by levels of development of the ability to build a comparative degree of adjectives

The level of development of the ability to construct a comparative degree of adjectives above the average is observed in 5% of older preschoolers with OHP. For 80% of older preschoolers with general underdevelopment of speech, an average level is characteristic. 15% of the children tested are marked with a level below the average.

Experimental study of the formation of verbs from nouns

Table 5 - Results of the pilot study

The results of the study of the formation of verbs from nouns in children with ONR can be depicted graphically in the form of a diagram (see Diagram 5):

Diagram 5 - Distribution of tested children by skill development levels

In 60% of older preschoolers with general underdevelopment of speech, an average level of development of the ability to form a verb from nouns was noted. For 40% of children with OHP, the level of development of the ability to form verbs from nouns is below average.

Construction of a simple comparative degree of adjectives

The task of constructing a simple comparative degree of adjectives was given to the test children best of all. Some adjectives caused difficulties for children. These are the following adjectives: “young”, “fat”, “narrow”, “sweet”.

The subjects almost did not make mistakes in the construction of a simple comparative degree of such adjectives as "comfortable", "soft", "high", "loud", "red".

Almost all children correctly managed to form the comparative degree of the adjectives "dark", "strong".

There were almost no failures during the execution of the task. Errors occurred, but rarely. Among them were the following: the repetition of given words, the erroneous formation of the degree ("sl" hell", "uzch" her, "sweet" her, "young" her), the use of an adjective-synonym in the formation of the comparative degree ("sweet- tastier"), repetition of the given adjective with the word "stronger".

Research on the construction of relative adjectives

Almost all older preschoolers with OHP have an average level of skill in the formation of relative adjectives. The most common mistakes were the following: incorrect education of children with OHP of the adjective woolen (wool "oh, wool" oh, sh "ruffy, rough" oh,), downy (fluffy, p "Ear, p "Ear, fluffy" sheer) , alder (alder, alder "ichovaya, alder" willow), mushroom (mushroom "ovy, gr" ibny, mushroom "ovy), rye (zherzhav" oh, rzh "ovy, rzh" other, irzh "ivy, rzh" avy ), metal (met "all, met" all).

Least of all, in children with OHP, errors were encountered in the formation of the following adjectives: cranberry (cranberry, cranium "oh, cranberry, morsovaya), cardboard (kart" onova), silk (silk "oh, silk" ova), porcelain (porcelain, farovy) , lingonberry (brusn "ikovoe, brusl" ichnaya), maple (kl "yonovy"), leather (k" zhamay, k" zhavaya), oak (d" ubovy, oak "inny), oak (oak" oh), calico ( fox, sun "itene", (brick "ichaya, brick" eva).

...

During the classes

1. Organizing moment.

2. Introduction to the topic.

Today we will go on a journey through a small, kind and affectionate country. Fairy-tale characters live there. (Slide 2).

3. Communication of the topic and purpose of the lesson.

The guides on our journey will be the heroes of the novel - Nosov's fairy tales. The first task offers us Znayka.

To get into the world of fairy-tale heroes, we need to answer a few questions.

What part of speech did you study in previous lessons? (Noun)

What parts of a word are used to form new words? (Using a prefix and suffix)

- Hint from Znayka « With the help of this part of the word, transformations can be performed. In the word, it stands to the right of the root. Sometimes a word can have two or even three such parts.

- So what part of the word will be discussed in the lesson? ( About the suffix). What kind of transformations did Znayka tell us about with the help of this part of the word? (New words may be formed)

Who guessed what the topic of today's lesson is? (Formation of words with the help of suffixes. SLIDE 4.

- What do you think we will learn?

So, we got a pass to the Flower City. You are great, you did it. Let's go to a small country. The wind will help us get there. What do you think the wind is blowing there?

Wind - breeze; the wind is wind.

What are the suffixes in these words? What meaning do they give to words?

4. Observation.

Sailing, sailing boat
To the west, to the east.
Ropes - cobwebs.
And the sail petal.

What nouns affectionately refer to things? (Ship, cobwebs)(Petal-ok is a leaf from the corolla of a flower, here the suffix -ok- has a different meaning).

And what other suffixes can give words diminutive meanings? (Problem)

We are among the heroes of Nikolai Nosov. And who are they?

(Shorty).

Right. They were called shorties because they were very small. And when we were little, mothers affectionately called you, rocked on their arms and sang lullabies. Guslya invites you to remember one of the lullabies. Please read the text

Birch creak, creak,
My baby is sleeping, sleeping...
My daughter will fall asleep -
Her sleep will take away
Take her to the garden
Under the raspberry bush.
And the raspberry will fall
Daughter will get into her mouth.
Sweet little raspberry
Sleep, little daughter.
Birch creak, creak,
And my daughter sleeps, sleeps...

What nouns call people, objects affectionately, gently?

Look at the sample given in the textbook in exercise 265 on p. 39

(We analyze the sample)

On the board: The word "garden" - from what basis did it form? (From the word garden). "Bush" - a bush. Identify the stem, root and suffix in words.

You write the rest of the words yourself. (Slide 10)

What did you observe while doing this exercise? (The formation of nouns with a diminutive meaning.)

From the bases of what part of speech are these new words formed? (From the stems of nouns)

With what suffixes? (Children call) Sheet 1 with suffixes. (-onk-, -enk-, -ok-, -ik-, -points-, -k-.)

5. Working with the text in the frame on p.39.

Read the output in the box.

What suffixes did not occur to us in the lullaby?

Sheet 2 with suffixes. (-onk-, -ek-, -ushk-, -yushk-, -yshk-, -chik-.)

6. Practical part

The next task is offered to you by Vintik and Shpuntik. They love to build and collect things. They offer you to form with the help of suffixes: -ushk-, -yushk-, -yshk-, -chik-, -yonk-, -onk- new words from the bases of nouns:

Grass - grass; bell - bell

The field is a field; hut - hut

Glass - glass; hand is a hand.

- When do we use words with such suffixes in speech?

7. Physical Minute.

Dr. Pilyulkin calls us for a physical minute.

Mountain - hill; forest - forest

The field is a field; catfish - catfish

Grandson - granddaughter; city-town

Ball - ball; word is a word.

If I point to a word that doesn't have a suffix, you jump. If the word has a suffix, clap your hands.

Which word with a suffix has a different meaning than all of them? (Somishche) What? (Magnification value) What is the suffix of this word? (- search-). And what suffix will help to call the word affectionately? (–ok - catfish)

8. Task from the inhabitants of the Flower City.

Each desk has sheets of paper with columns of nouns written on them.

You work in pairs. In 2 minutes, you need to form affectionate words from the bases of these nouns using diminutive - affectionate suffixes.

Read the words in a chain, but do not repeat yourself.

We check on SLIDES 15, 16, 17 (Do not remove Slide 17)

9. Formation of diminutive forms of male and female names.

Dunno's friends have kind and affectionate names: Syrupchik, Vintik, Shpuntik, Tsvetik, Button, Daisy, Snowflake, Checkmark, Kubyshka, Hare.

Let's use the suffixes -ok-, -ek-, -points-, -echk-, -enk_ to form diminutive forms of people's names:

Rustam, Dasha, Vitya.

We said that with the help of the suffix -k - nouns with a diminutive meaning are formed. For example: fish-fish, hand - pen.

Let's trace the meaning of the names of people with the suffix -k-. (Marinka, Seryozhka, Verka, Irka) (the suffix -k- introduces a touch of neglect)

Is it a diminutive form of names? (Not). When addressing your friends, classmates, try not to use the suffix -k- in their names.

10. Reflection.

Let's turn to our desk mate, smile at him and call him affectionately.

What suffix did you use to address your classmate?

What meaning do these suffixes give to the words?

Your homework is written on the board. Try to do it correctly and beautifully.

The heroes of the fairy tale by Nikolai Nosov are very glad that you are such great fellows. You learned a lot in the lesson, you answered well.

Sheet 1

Yushk-,
-yshk-,
-chik-

Sheet 2

Literature.

Buneev R.N., Buneeva E.V., Pronina O.V. Russian language. Grade 3.
Buneeva E.V. Methodical recommendations for the teacher. Russian language 3 cells.

A person is always pleased when they are treated in a special way. In this article, we will talk specifically about how diminutive words (diminutives) are formed in Russian and English, as well as how they can be applied to loved ones.

About Russian

Be sure to say that the Russian language is rich in various variations of diminutive words. And this is not surprising, because how else can you express the whole gamut of emotions that arises at the sight of a loved one? It will not be enough to say “my cat”, I also want to call my soulmate “cat” or “cat”. And for this, it is enough just to use various suffixes. However, it is still worth mentioning that diminutive words formed with the help of suffixes are used mainly in colloquial speech for its brighter coloring.

Suffix -ek

Diminutive words with a suffix -ek are formed when the lexeme changes in cases. At the same time, it falls out. Example: son - son. In this variant, the vowel "e" is perfectly observed in Other examples: flower - flower, little man - little man.

Suffix -ik

Unlike the previous version, this suffix is also formed when the word is changed by cases, but the vowel does not drop out of it. Consider an example: hippo - hippo. It is clearly seen that the vowel "and" remained in place in the test word. Other examples: soldier - soldier.

Suffixes -echk, -enk

There are three simple rules for when these suffixes are used:

After soft consonants ( little).
After sizzling ( kitty).
After vowels ( hare).

It is also worth mentioning that these suffixes are used when you need to create diminutive words from names: Tanechka, Olenka.

Suffixes -ochk, -onk

In other cases, not described above, these suffixes are used. Examples: eyes, apple tree. Also, these suffixes are used to form diminutive forms of personal names: Dimochka, Tomochka.

Suffix -str

Sonny, mommy, wifey are also words with diminutive suffixes. In this variant, the specified morpheme is often used to form diminutives from names or personal names. Examples: grandma, grandpa, son, Mashulya.

Important nuances

It is worth paying attention to the fact that diminutive suffixes will never be stressed, they are unstressed. Example: cat, honey(the capital letter here is the designation of the stressed vowel).

About English

Having considered the basic rules for the formation of diminutive words with the help, we turn to the most common foreign language - English. Here, not everything is as simple as it seems at first glance.

Names. It will be interesting that for Russian people Maria can be Masha, Mashulka, Mashenka, etc., for the English, she will simply be Mary. And for them, it's okay. In English, there are practically no diminutive forms of names. Short forms are possible, of course: William - Bill - Billy, James - Jim - Jimmy. However, such words are used more often in relation to children. And when referring to an adult, it is better to clarify what short name he is used to.
Some of them in English still have a diminutive form. However, they must be used with great care. Example: cat - kitty. But only children can call a horse horse instead of horse, it is forgiven them. Adults don't talk like that.
About translation. Any American will laugh at the attempt of a Russian person to translate into their language, for example, the word "flower". There is simply no analogue. You can just say a little flower. The same as "honey", "darling", and do not have a translation at all. And calling a girl girlie ("girl"), and you can offend her at all.

The following point will also be important: since women in America are very feminist, men try not to call them affectionate names even in an informal setting. The maximum that is allowed is to do it in an intimate atmosphere. It is precisely according to such rules that diminutive words in English are formed (or, more correctly, not formed).

Names

Now let's take a closer look at what diminutive words can be used for a girl and a guy. So, let's start with the names. To do this, you just need to use one of the suffixes, and Dima will become Dimochka, and Nastya - Nastenka. Moreover, there can be several variations of one name in an affectionate form: Tanya - Tanechka, Tanya, Tanya.

Flora-fauna

What can be diminutive words for a guy? For example, why not use the names of plants or animals? A loved one can be called a bunny, a cat, a fish, a hamster. At the same time, a girl can be compared with a flower, a rose, etc. It is worth saying that nature is so close to a Russian person that he rather calls the soulmate something alive than inanimate (after all, no one calls a loved one or a beloved locker or microwave).

wuxi pusi

You can come up with various diminutive words for a man from the area of \u200b\u200bthe so-called lisping. So, why not call the guy lapul, musik or mutusik? It is unusual and always pleasant. However, one caveat: it is better to call your lover this way in an intimate setting, and not among friends. Indeed, sometimes it is possible to destroy the authority of a guy in the eyes of his comrades. Regarding the girl, this rule most often does not work.

world wealth

How else can you diminutively call your soulmate? Here are some great options: sun, star, golden etc. All these words are perfect for both a guy and a girl.

adjectives

You can also use adjectives to create diminutive words. So, “beautiful”, “manyuni”, “smart girls”, etc. sound good. Almost any feature of the second half can be emphasized in this way.

unknown words

And, of course, why not call your soulmate something special, independently invented? It sounds original and more enjoyable. In the world there are "crocodile", "manyusik", "mutunik". You just need to turn on your imagination or just follow the dictates of the heart.

Simple Conclusions

And finally, I would like to say that you should not be afraid or embarrassed to use diminutive forms of words to name your soul mates. We should be glad that the Russian language is so rich. It allows us to create affectionate forms from almost all existing words.

Formation of nouns with a diminutive meaning. About Russian

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CHAPTER I

1.1 Word formation as a section of grammar. Types of word formations of nouns in Russian

1.2 Development of word formation of nouns in ontogenesis

1.3 Characteristics of children with general speech underdevelopment of preschool age

1.4 Features of word formation of nouns in preschool children withONR

CHAPTER II. Purpose, task, organization and research methodology

2.1 Methods of ascertaining experiment

2.2 Analysis of the results of the pilot study

Similar Documents

During the classes

1. Organizing moment.

2. Introduction to the topic.

3. Communication of the topic and purpose of the lesson.

4. Observation.

5. Working with the text in the frame on p.39.

6. Practical part

7. Physical Minute.

9. Formation of diminutive forms of male and female names.

10. Reflection.

About Russian

Suffix -ek

Suffix -ik

Suffixes -echk, -enk

Suffixes -ochk, -onk

Suffix -str

Important nuances

About English

Names

Flora-fauna

wuxi pusi

world wealth

adjectives

unknown words

Simple Conclusions