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Ministry of Education and Science of the Russian Federation

Federal state budget educational

Institution of higher education

"Ural State Pedagogical University"

Institute of Pedagogy and Childhood Psychology

Test

Structure of speech act

Performer: Chashikhina Galina Aleksandrovna

Part-time student

Groups BSh-45-Z

Checked by: Shuritenkova V.A.

Severouralsk 2016

Structure of speech act

Speech activity as one of the types of human activity is characterized by purposefulness and consists of several successive phases: orientation, internal programming, implementation and control.

The very idea of ​​a “phase” structure of activity belongs to the prominent Russian psychologist of the 20th century S.L. Rubinstein. S.L. Rubinstein introduced the concept of “phase structure” of an act of activity (in psycholinguistic studies one encounters the definition of “horizontal structure” of activity, which is contrasted with the “vertical”, hierarchical structure of RD).

The first phase or stage of activity is its motivation, the product of which is intention (intention) and the corresponding attitude.

The first phase is realized by the complex interaction of needs, motives and goals of activity as its future result. In this case, the main source of activity is need. The source of speech activity in all its types is the communicative-cognitive need and the corresponding communicative-cognitive motive. This need, finding itself in the subject of speech activity - thoughts, becomes the motive of this activity. Important for understanding the nature of the psychological processes that make up this phase of speech activity is the distinction between the concepts of need and motive.

The second phase of speech activity is orientation. To implement an activity in the external plane, it is necessary to have: Firstly, a situation in which the activity will be carried out, and secondly, a source that encourages the individual to be active. A situation is usually understood as a set of conditions, both speech and non-speech, necessary and sufficient for the implementation of speech activity.

Researchers distinguish between subject and speech situations. The first reflects a fragment of reality in the form of already given information, the second describes the current situation of communication, therefore the participants in the objective situation are the objects and phenomena depicted in the text. The participants in a speech situation are people, communicants.

Thanks to stylistics, a speech situation is created in the learning process when students answer the questions: where, for whom, and for what purpose are they producing the text. The source of motivation for an individual to be active is human needs. As soon as the subject is recognized by the individual, the need develops into a motive. Then the nature of the activity changes: from instinctive, impulsive to consistent, directed.

At the orientation stage you must:

Correctly evaluate communication in order to correctly select adequate means of communication in the future.

Understand the motive of speech creation.

Determine the purpose of generating the statement, i.e. answer the question: why am I going to say this?

Consequently, the second stage of speech activity is characterized not so much by a linguistic factor as by a social one, since the emergence of speech activity is, first of all, determined by the emergence of a speech situation, in accordance with which both the motive and the purpose of creating the text are already determined.

The third phase is based on the implementation of the most important mental actions of planning and programming speech utterances. To characterize it, it is important to clearly distinguish the main intellectual operations that ensure the speech process. In psychology, planning is understood as a mental action aimed at identifying the main stages of activity (in relation to speech activity - speech actions and its components).

Creating a plan includes outlining the path and method of action, i.e. drawing up a generalized program of upcoming actions. It should be especially emphasized that “internal, mental actions... (in the system of activity) come from external ones, they are the result of the process of internalization of the latter.” In turn, programming of activities means the transformation, deployment of a drawn up plan into a program of activities, based on its detail and specification, during which the main actions (stages of activity) are correlated with the method and means, as well as the conditions for carrying out the activity.

An example of speech planning is drawing up a plan for a detailed speech utterance (a whole text), which consists of determining the main semantic fragments of the future utterance (under the topic, subsubtopics - paragraphs - within the text) or, according to the figurative definition of N.I. Zhinkina. He noted that communicants, when planning their text, perform 2 basic operations: the operation of choosing words and the operation of placing words, i.e. communicants selects keywords and synthesizes them, placing them in a certain sequence. The implementation of this stage depends on the development of a person’s internal speech, because the program of action for creating a text is presented in the internal speech of the communicant.

Planning occupies an important place in the structure of speech activity. The communicator’s constraint in presentation leads to the appearance of textual defects and errors associated with the inability to select keywords, systematize them and organize them during planning.

External implementation. Activity is a complex and multi-level concept. It must include an internal and external plan, which correlate with each other and complement each other. Without one of them, activity cannot exist. At this stage, the text undergoes lexico-grammatical formalization, i.e. thought is conveyed in the form of lexical and grammatical combinations of words. The third stage is based on the linguistic knowledge of the communicant.

The fourth phase is executive and at the same time regulatory. This phase, which implements speech utterances (or their perception and understanding), at the same time includes operations of control over the implementation of activities and their results.

The executive phase of speech action is realized through a whole complex of speech actions and operations, most of which in speech sciences are attributed to the sensorimotor level of speech production and perception (speech motor operations that ensure the motor act of speech, and operations that make speech-auditory, in particular, phonemic speech perception possible ). The psychophysiological mechanisms of speech activity in the phase of external realization were once studied and analyzed by outstanding Russian scientists N.A. Bernstein, P.K. Anokhin - in relation to the processes of speech production, as well as V.A. Kozhevnikov and L.A. Chistovich - in relation to the processes of speech perception.

The result of speech activity is checked against the goal, determined in accordance with the situation, and if communicative failures occur, the communicant again goes through all stages of speech activity. In order for the text to be adequately perceived, it is necessary that the recipient tune in to the same wavelength as the author.

At this stage, errors can be checked: does the text correspond to the speech situation; whether the subject of speech is revealed, whether the sequence of the text is planned, whether the language means are adequate and appropriately selected, whether the sentences are constructed correctly, whether there are redundant sentences - all this is carried out by the control stage.

The following stages are distinguished in the implementation of a speech act:

1. Structuring the statement. At this stage, the choice of words and their grammatical design are carried out. It is assumed that the selection of words in memory is carried out by trial and error. At the same time, a mechanism for “evaluating” the selected words operates in RAM. 2. Preparing a statement. At this stage, an awareness of the motive of the statement, goals, needs occurs, and a probable prediction of the results of the speech is carried out based on past experience and taking into account the situation. These preparatory decisions proceed with great speed, almost on a subconscious level. All these decisions culminate in the creation of an internal plan of utterance

3. Transition to external speech. At this stage, the sound design of the utterance is carried out. This is the most critical stage.

Speech perception is associated with understanding the intentions and motives of the statement, as well as assessing the content of the statement, its ideas

Understanding the transmitted message depends on a whole complex of factors, including the explicit and hidden contexts of the statement.

Explicit context includes what is subject to direct observation. This type of context is divided into verbal (verbal) and non-verbal (gestures, posture, facial expressions).

Hidden context is that part of communication that is not directly observable. The hidden context includes: motives, goals, intentions and attitudes of the participants in the communication process, their personal characteristics, among which are the level of education, age, character, membership in a certain group, etc. Depending on the context, a statement can lead to different results.

In order for a speech action to take place, speech must go through several stages: orientation, planning, the stage of external implementation, and control. Each of these stages has its own characteristics

Orientation is characterized by the emergence of a speech situation, in accordance with which the motive and purpose of creating the text is determined.

The implementation of the planning stage depends on the development of a person’s internal speech.

External implementation is based on the linguistic knowledge of the communicant.

At the control stage, errors are checked.

In conclusion, it can be noted that human speech activity is the most common and most complex. Speech activity refers to speech as a process.

The peculiarity of speech activity is that it is always included in a broader system of activity as a necessary component. According to researchers, two-thirds of human activity consists of speech. The success of any professional activity depends on how skillfully speech activity is carried out.

Speech activity permeates a person’s entire life. Communication is his habitat. Without communication, like without air, a person cannot exist. Without communication, the formation of a person’s personality, his upbringing, and education is impossible.

Thus, in order for a speech action to take place, speech must go through several stages: orientation, planning, the stage of external implementation, and control. Each of these stages has its own characteristics.

Namely: orientation is characterized by the emergence of a speech situation, in accordance with which the motive and purpose of creating the text is determined. The implementation of the planning stage depends on the development of a person’s internal speech. The third stage - external implementation is based on the linguistic knowledge of the communicant. And already at the control stage, errors are checked.

Speech activity helps to organize joint work, outline and discuss plans, and implement them. The ability to communicate with other people allows a person to achieve a high level of civilization. Speech is one of the types of communicative activities carried out in the form of linguistic communication.

Speech is language in action, a unique form of human cognition of objects and phenomena of reality and a means of communication between people.

speech text utterance planning

Bibliography

Gerasimova, A.S. A unique guide to speech development / ed. B.F. Sergeeva. - 2nd ed. - M.: Iris-press, 2004.

Goykhman O.Ya., Nadeina T.M. Fundamentals of speech communication. Textbook. - M., 1997

Zimnyaya I.A., Linguistic psychology of speech activity

Leontyev A.A. Language, speech, speech activity. Textbook, M., 2010

Leontyev, A.A. Language, speech, speech activity / A.A. Leontyev. - M.: Education, 19

Lvov M.R. Fundamentals of speech theory. Mu: IC "Academy", 2012

Shcherba L.V. Language system and speech activity. M., 2004

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Describe the speech features of oligophrenic children.1.

In an oligophrenic child, both auditory discrimination and pronunciation of words and phrases arise much later. His speech is poor and incorrect. The main reasons that determined this state of speech are the weakness of the closure function of the cortex, the slow development of new differentiated conditioned connections in all analyzers, and sometimes predominantly in one. A significant negative role is also played by a general disturbance in the dynamics of nervous processes, which makes it difficult to establish dynamic stereotypes - connections between analyzers. Underdevelopment of speech can be caused primarily by slowly forming and unstable differentiated conditioned connections in the area of ​​the auditory analyzer. Because of this, the child does not differentiate the speech sounds of the people around him for a long time, and does not learn new words and phrases for a long time. He is not deaf, he even hears a quiet rustle or an isolated sound uttered by his parents, but the sounds of coherent conversational speech addressed to him are perceived by him indiscriminately. (This is somewhat similar to how adults hear the speech of foreigners.) Such a child selects and distinguishes only a few words. The process of isolating these adequately perceived words from the speech of others occurs at a completely different, slower pace than normal. This is the first, main reason for the delayed and defective development of speech. But even further, when these words are already highlighted and recognized as familiar, well-known, it is still perceived unclearly. Mentally retarded children have difficulty distinguishing similar sounds, especially consonants; therefore, if the teacher tells them, for example, that buds have appeared on a tree, they can hear in this consonance both barrels, and boshki, and poch-he, etc. In preschool age, children’s mistakes, observed when they repeat new words, are regarded as those around us usually only as pronunciation defects, of which, by the way, there really are a lot. However, at school, in the process of teaching a child to write, it becomes possible to establish that many of his mistakes are due precisely to the insufficient development of the auditory analyzer. When a child writes from dictation a fishing rod instead of a duck or a tray instead of a boat, he does not distinguish between phonemes d and etc. Many examples of this kind can be obtained during research: a beam instead of a stick, a wheelbarrow instead of a dacha, etc. Poor development of phonemic hearing leads to substitution individual sounds by others. In addition, it complicates the sound analysis of the word. It is difficult for a child to establish in what order the sounds follow each other, for example in the word ink. He has already learned to recognize it in someone else's speech and more or less accurately reproduce it in his own oral speech. But when you need to write, that is, establish, figure out for yourself the order of the sounds, the child finds it difficult to do this, so instead of ink he can write chrenil or chenrial, etc. Due to the weakness of phonemic analysis, a mentally retarded child has poor auditory discrimination endings of words, which interferes with the acquisition of grammatical forms.

Language and speech. Speech activity, its structure and features.2.

Speech is a special and most perfect form of communication, inherent only to humans. In the process of verbal communication (communications), people exchange thoughts and influence each other. Speech communication is carried out through language. Language is a system of phonetic, lexical and grammatical means of communication. The speaker selects the words necessary to express a thought, connects them according to the rules of the grammar of the language, and pronounces them through articulation of the speech organs.
Types of speech activity are different types of speech skills and speech abilities.
The main types of speech activity include: speaking (oral expression of thoughts); listening (listening to speech and understanding it); writing (graphic, written expression of thought); reading (i.e. perceiving and understanding someone else's recorded speech); distinguish between reading aloud and silent reading - reading to oneself.
Structure of speech activity Speech activity as one of the types of human activity is characterized by purposefulness and consists of several successive phases: orientation, internal programming, implementation and control. Orientation. To implement an activity in the external plane, it is necessary to have: Firstly, a situation in which the activity will be carried out, and secondly, a source that encourages the individual to be active. A situation is usually understood as a set of conditions, both speech and non-speech, necessary and sufficient for the implementation of speech activity. At the orientation stage, it is necessary to: Correctly evaluate communication in order to correctly select adequate means of communication in the future. Understand the motive of speech creation. Determine the purpose of generating the statement, i.e. answer the question: why am I going to say this? In general, during the orientation stage, the student knows what he will talk about, but does not yet know how he will do it. Consequently, the first stage of speech activity is characterized not so much by a linguistic factor as by a social one, since the emergence of speech activity is, first of all, determined by the emergence of a speech situation, in accordance with which both the motive and the purpose of creating the text are already determined
Planning. At this stage, the “anticipatory synthesis” mechanism is updated. In accordance with this, Zhinkin noted that when planning his text, a communicator performs 2 basic operations: the operation of choosing words and the operation of placing words, i.e. the communicator selects keywords and synthesizes them, placing them in a certain sequence. The implementation of this stage depends on the development of a person’s internal speech, because the program of action for creating a text is presented in the internal speech of the communicant.
External implementation. Activity is a complex and multi-level concept. It must include an internal and external plan, which correlate with each other and complement each other. Without one of them, activity cannot exist. At this stage, the text undergoes lexico-grammatical formalization, i.e. thought is conveyed in the form of lexical and grammatical combinations of words. The third stage is based on the linguistic knowledge of the communicant. Control. The result of speech activity is checked against the goal, determined in accordance with the situation, and if communicative failures occur, the communicant again goes through all stages of speech activity. In order for the text to be adequately perceived, it is necessary that the recipient tune in to the same wavelength as the author. At this stage, errors can be checked: does the text correspond to the speech situation; whether the subject of speech is revealed, whether the sequence of the text is planned, whether the language means are adequate and appropriately selected, whether the sentences are constructed correctly, whether there are redundant sentences - all this is carried out by the control stage. In accordance with these phases, each individual speech action is carried out. According to O.Ya. Goikhman and Nadein T.M., the starting point of any speech action is a speech situation, that is, such a combination of circumstances that prompts a person to perform a speech action (for example, to make a statement). Examples of speech situations can be considered: the need to answer a question, make a report on the results of work, write a letter, talk with a friend, etc. .

Voice disorders- this is the absence or disorder of phonation due to pathological changes in the vocal apparatus. Aphonia - lack of sonority of the voice while maintaining whispered speech. Dysphonia - a disorder of voice formation, in which the voice is preserved, but becomes defective - hoarse, weak, vibrating, etc. Voice disorders in children and adolescents have a significant impact on their general and speech development. The degree of negative impact of voice disorders on the formation of personality, on social opportunities adaptation depends on the nature and depth of the vocal function disorder. Currently, the prevalence of diseases of the vocal apparatus is very significant, especially among people in speech professions. The causes of voice disorder are varied. These include diseases of the larynx, nasopharynx, and lungs; voice overstrain; hearing loss; diseases of the nervous system; failure to maintain hygiene of the speaking and singing voice, etc. The initial signs of voice impairment may be mild hoarseness and rapid exhaustion caused by a slight disorder of the larynx. However, if these deviations are not corrected in time, this will lead to permanent changes in the larynx and, consequently, aggravate the voice defect. Most voice disorders are acquired during the development of the child’s body and its speech function. The exceptions are disorders associated with congenital defects of the hard and soft palate and hearing impairment. Voice disorders can be an independent defect or one of the components of a speech defect (dysarthria, rhinolalia, speech impairment due to hearing loss and deafness). Voice disorders are divided into organic and functional. This is important for the choice of specialized treatment methods and speech therapy techniques. Functional disorders are associated with temporary changes in the larynx, therefore, during exercise, a normal-sounding voice is restored. With organic disorders, persistent changes in the structure of the larynx, vocal folds and extension tube are observed. During classes, the speech therapist manages to restore the communicative function of the voice, but the quality of the voice (strength, pitch, timbre) differs significantly from the norm. Functional voice disorders are less common in children than in adults. In children, the most common disorder is the so-called spasmodic dysphonia, which occurs due to overexertion of the voice. Children may also experience functional aphonia (lack of voice). Its characteristic feature is the instability of pathological changes in the larynx and the possibility of a sonorous voice appearing when coughing. Organic voice disorders are divided into central and peripheral. Central disorders include aphonia and dysphonia. Peripheral disorders include voice disorders due to pathological changes in the larynx. The cause is laryngitis, burns, trauma, tumors, paresis of the soft palate, cleft palate

From the very beginning of its inception, domestic psycholinguistics took shape and developed as theory of speech activity. Since the mid-1930s. within the framework of the psychological school of L.S. Vygotsky intensively developed the activity approach to the interpretation of the human mental sphere, presented in the most complete and complete form in the works of the Academy of Sciences. Leontyev (1974; 1977, etc.). The very concept of activity, which in philosophical terms goes back to the ideas of G. Hegel, in the history of Russian psychology is associated with the names of I.M. Sechenova, P.P. Blonsky, S.L. Rubinstein. The generally accepted psychological concept of A.N.’s activity in Russian science. Leontyev and his students (137, 8, 50, 98) directly relies on the approach outlined in the works of L.S. Vygotsky and S.L. Rubinstein. According to the concept of AN. Leontyev, “every objective activity meets a need, but always objectified in motive; its main constituents are the goals and, accordingly, the actions corresponding to them, the means and methods of their implementation and, finally, those psychophysiological functions that implement the activity, which often constitute its natural prerequisites and impose certain restrictions on its course, are often restructured in it and even by it are generated" (135, p. 9).

The structure of activity (according to A. Leontiev) includes motive, purpose, actions, operations(as ways of performing actions). In addition, it includes personal installations And results(products) of activity.

Different types of activities can be classified according to different criteria. The main one is the qualitative originality of the activity - on this basis we can divide work, play, and cognitive activities as independent kinds activities. Another criterion is external(material), or interior, mental nature of activity. These are different forms activities. External and internal forms of activity are interconnected and pass through each other in the processes interiorization and exteriorization(8, 50, 98, etc.). In this case, an action of one type can be included as a formative element in an activity of another type: a theoretical action can be part of a practical one, for example, work activity, a work action can be part of a gaming activity, etc.

In general psychology speech is defined as a form of communication mediated by language that has historically developed in the process of material transformative activity of people. Speech includes processes generation and perception(reception and analysis) messages for the purposes of communication or (in a particular case) for the purposes of regulation and control of one’s own activities (51, 135, 148). Modern psychology views speech as a universal means of communication, that is, as a complex and specifically organized form of conscious activity in which two subjects participate - the one who forms the speech utterance and the one who perceives it (133, 243).

Most domestic psychologists and linguists consider speech as speech activity, either in the form of whole act of activity(if it has a specific motivation that is not realized by other types of activity), or in the form speech actions, included in any non-speech activity (L.S. Rubinshtein (185); A.N. Leontiev (135); A.A. Leontiev (120, 133, etc.); N.I. Zhinkin (81); I .A. Winter (92, 94), etc.

According to AA. Leontiev, speech activity is a specific type of activity that is not directly correlated with “classical” types of activity, for example, work or play. Speech activity “in the form of individual speech actions serves all types of activity, being part of the acts of labor, play, and cognitive activity. Speech activity as such takes place only when speech is valuable in itself, when the underlying motive that motivates it cannot be satisfied in any other way than speech” (133, p. 63).

According to the concept of the Moscow psycholinguistic school, speech memory person is not a passive repository of information about language. This is a dynamic (moving) functional system. In addition, there is a constant interaction between the process of acquiring speech experience and its product. In other words, when receiving new speech information, a person not only processes it, but also rebuilds the entire system of his speech experience. This allows us to consider speech activity as a rather complex self-organizing system. The focus of psycholinguistics is precisely the organization and mechanisms of speech activity and human behavior, as well as the features of their formation and functioning.

This interpretation of human speech was first given in the science of L.S. Vygotsky (1934). In his attempt to create a new approach to defining the human psyche, L.S. Vygotsky proceeded simultaneously from two main principles. Firstly, from the position that the psyche is a function, a property of man as a material being; secondly, from the fact that the human psyche is social, that is, its features must be sought in the history of human society. The unity of these two provisions of L.S. Vygotsky expressed in his doctrine the nature of human activity mediated by social means. The human psyche is formed as a kind of unity of biological (physiological) prerequisites and social means. Only by assimilating these means, “appropriating them,” making them part of his personality in his activities, does a person become himself. Only as a part of human activity, as an instrument of the mental subject - man, do these means, and above all language, manifest their essence (43, 44).

At the same time, the “word” (speech) arises, according to L.S. Vygotsky, in the process of social practice, and therefore is a fact of objective reality, independent of the individual consciousness of a person (43, 46).

Speech activity is defined by the leading domestic specialist in psycholinguistics A.A. Leontyev as the process of using language to communicate during some other human activity(120, pp. 27–28; 133, etc.). According to A.A. Leontyev (not shared by all domestic psycholinguists), speech activity is a certain abstraction that is not directly correlated with “classical” types of activity (cognitive, play, educational), and cannot be compared with work or play. It - in the form of individual speech acts - serves all types of activities, being part of acts of labor, play, and cognitive activity. Speech activity as such takes place only when speech is valuable in itself, when the underlying motive that motivates it cannot be satisfied in any other way than speech (133, p. 63). Speech actions and even individual speech operations can be included in other types of activity, primarily in cognitive activity. Thus, speech(RD) is defined as one of the means of performing non-speech activities, speech (language) process, the process of generation (production) and perception (understanding) of speech, which ensures all other types of human activity. This applies to all forms of speech: (1) oral (sound), (2) written (reading and writing) and (3) kinetic (i.e., facial-gestural) speech.

Distinctive features of speech activity (SA), according to A.A. Leontiev, are the following.

Subject matter of the activity. It is determined by the fact that RD, in the figurative expression of AN. Leontyev, proceeds “eye to eye with the outside world” (135, p. 8). In other words, “in activity there occurs, as it were, an opening of the circle of internal mental processes towards the objective objective world, imperiously bursting into this circle, which does not close at all” (ibid., p. 10).

Focus, which means that any act of activity is characterized by a final goal, and any action is characterized by an intermediate goal, the achievement of which, as a rule, is planned by the subject in advance.

RD's motivation. It is determined by the fact that in reality, the act of any activity is prompted simultaneously by several motives merged into one whole.

Hierarchical (“vertical”) organization of speech activity, including the hierarchical organization of its units. In the works of school psychologists L.S. Vygotsky’s concept of the hierarchical organization of RD is interpreted differently. So, V.P. Zinchenko introduced into it the concept of a functional block (98); A.A. Leontyev distinguished between the concepts of macrooperations and microoperations and introduced the concept of three types of systematic activities (120, 122); A.S. Asmolov introduced the concept of levels of attitudes in activity and, together with V.A. Petrovsky developed the idea of ​​a “dynamic paradigm of activity” (8).

Phase(“horizontal”) organization of activities (119, 133).

The most complete and methodologically successful definition of speech activity was proposed by the famous domestic psycholinguist, prof. I.A. Winter. “Speech activity is a process of active, purposeful, language-mediated and situation-conditioned communication between people (with each other). Speech activity may be part of another, broader activity, for example, social-production (labor) or cognitive. However, it can also be an independent activity;... each type of RD has its own “professional embodiment”, for example, RD of speaking determines the professional activity of a lecturer, writing - of a writer...” (92, pp. 28–29).

Characterizing speech activity, I.A. Winter indicates that the taxiway is active, purposeful, motivated, substantive (substantive) process of issuing or receiving thoughts formed and formulated through language, aimed at satisfying the communicative and cognitive needs of a person in the process of communication (95).

It is clear that in these cases, RD is considered both as a communicative activity itself and as a professional activity of people. It acts as an independent, socially “fixed” human activity. Based on this provision, I.A. Zimnyaya makes a very important methodological conclusion, which is directly related to the methodology of speech development (and, accordingly, to the theory and practice of speech therapy work): teaching speech activity should be carried out from the position of forming it as an independent activity, possessing all the fullness of its characteristics of activity.

Any type of activity is aimed at achieving a certain goals, which determines the choice of action, the method of taking into account the conditions in which these actions are carried out. Any activity (as a rule) goes through the stage of orientation and development of an action plan, during the implementation of which control and correction mechanisms are used to compare the result obtained with the intended plan and, if necessary, make some changes to the action.

It should be emphasized that any activity includes a stage (or phase) at which the goal is realized and a plan is developed to achieve it. “The entire course of activity must be subordinated to achieving the intended result... and therefore requires planning and control of execution” (S.L. Rubinstein, 185, p. 572).

A special problem of human psychology and psycholinguistics is the relationship between speech activity and communication activity (AA Leontiev, 132, 133). Communication is defined in psychology as an activity to solve problems of social communication. The activity of communication acts as general type specifically human activity, private manifestations which are all types of human interaction with other people and objects of the surrounding reality.

The main and universal type of interaction between people in human society is speech, speech activity. Thus, the activity of communication and speech activity is considered in general psychology as general and particular, as a whole and a part. Speech in this case can be considered as a form and at the same time a method of communication. “Speech activity,” says AA. Leontyev, “is a specialized use of speech for communication and in this sense is a special case of the activity of communication” (133, p. 64).

It should, however, be taken into account that speech activity is not limited to the framework of communication in human society. It plays a huge role in a person’s life; the formation and development of RD is closely connected with the formation and development of the entire human personality as a whole. A.A. Leontyev emphasizes that “speech actions and even individual speech operations can be included in other types of activity, primarily in cognitive activity” (ibid., p. 64). As I.A. rightly points out. Winter (95), speech, speech activity is an integral part personalities of a person, it is closely connected with his consciousness. Thus, RD is one of the most important conditions for the implementation of intellectual activity (cognition, awareness, analytical-synthetic activity, creativity).

It is important to note that language, which acts as the main means of speech activity and is its integral part, according to the definition of L.S. Vygotsky, there is a unity of communication and generalizations(as a product of intellectual activity) - this is its essence. The relationship and interconnection of RD and communication activities can be reflected in the form of the following fairly simple diagram:

From what has been said, it clearly follows that speech activity has two main options for its implementation (otherwise, implementation, embodiment). The first is the process of verbal communication (verbal communication), which accounts for approximately two-thirds of the entire “layer” of speech activity; the second is individual speech-thinking activity, realized through internal speech.

§ 2. Basic provisions of the psycholinguistic theory of speech activity

The main provisions of psycholinguistic theory can be expressed as follows: postulates(A.A. Leontyev, 1997, 2003, etc.).

– Like any other human activity, speech activity includes:

need, motive, goal, plan, attitude, knowledge(cultural, linguistic, and appeal to them);

Multilateral analysis the situation in which the activity should and does occur;

decision-making to carry out or not to carry out activities and the choice of optimal means of carrying out activities for a given situation (forms of speech, their variants and actual linguistic means: phonetic, syntactic, lexical and others);

planning activity (at different levels of awareness of the results of planning) and prediction of its possible result (acceptor of the result of an action according to P.K. Anokhin);

production(perform) certain actions and operations;

Current control for the activity being performed and its correction (if necessary);

Final comparison the result of an activity with its purpose (intention).

– The units of psycholinguistic analysis are an elementary speech act and a speech operation (in the “ultimate” version - a holistic act of speech activity).

– These units must contain all the basic signs of speech activity. These include: 1) objectivity of activity(focus on a particular subject); 2) focus, because any act of activity is characterized by a final goal, and any action is characterized by an intermediate goal, the achievement of which, as a rule, is predicted by the subject; 3) motivation(at the same time, an act of human activity, according to A. Leontiev, is, as a rule, multimotivated, that is, it is motivated by several motives merged into a single whole); 4) hierarchical organization activity, including the hierarchical organization of its units, and 5) phase organization activities. Thus, in the concept of the Moscow psycholinguistic school, units of psycholinguistic analysis are identified and characterized in the “activity paradigm” (133, p. 65).

– The organization of speech activity is based on the “heuristic principle” (that is, it provides for the choice of a “strategy” of speech behavior). According to AA Leontiev, the psycholinguistic theory of speech activity should “a) provide for a link in which choice of strategy speech behavior; b) allow different ways of operating with utterances at individual stages of speech generation (perception); c) finally, do not contradict the experimental results obtained earlier on the material of various psycholinguistic models built on a different theoretical basis” (ibid., p. 67). The subject's activity in relation to the surrounding reality is mediated by the reflection of this reality (137).

According to A.A. Leontiev, any psychological theory of speech activity must examine, first of all, the relationships mediated by language image of the world human and speech activity as a communicative activity. Based on this, psycholinguistic theory combines the activity approach and the mapping approach. In the structure of human activity, mapping acts primarily as an orienting link. Accordingly, in the structure of speech activity, the subject of psycholinguistics research should be the stage (phase) of orientation, the result of which is the choice of an appropriate strategy for generating or perceiving speech, as well as the planning stage, which involves the use of memory images (133, p. 69).

– The choice of one or another method of implementing an activity already represents a “modeling of the future” (133, p. 70). It, according to N.A. Bernstein, “is possible only by extrapolating what is selected by the brain from information about the current situation, from “fresh traces” of immediately preceding perceptions, from all the individual’s previous experience, and finally, from those active tests and probings, which belong to the class of actions still very collectively designated as “indicative reactions” (19, p. 290). Such presetting to action, based on past experience, can be called probabilistic forecasting(228, pp. 127–128.) In speech activity, probabilistic forecasting plays a very important role.

§ 3. General (phase) structure of speech activity

Like any other human activity, RD is determined by its level or phase structure. The very idea of ​​a “phase” structure of activity belongs to the prominent Russian psychologist of the 20th century S.L. Rubinstein.

S.L. Rubinstein (186, 187) introduced the concept of the “phase structure” of an act of activity (in psycholinguistic studies the definition of “horizontal structure” of activity is found, which is contrasted with the “vertical”, hierarchical structure of RD). The first phase or stage of activity is its motivation, the product of which is intention (intention) and the corresponding attitude. The second phase of the act of activity is indicative actions. The third phase is activity planning. The fourth phase is the executive phase, which is the implementation of the plan. Finally, the last, fifth phase is the control phase.

Characterizing the phase structure of speech activity, the authors distinguish in their works a different number of phases of speech activity. (So, A.A. Leontyev identifies five independent phases of RD, a well-known domestic specialist in the field of practical linguistics, author of a method for developing speech for secondary school students T.A. Ladyzhenskaya - four, I.A. Zimnyaya - three phases). In our opinion, the model of the phase structure of speech activity proposed by I.A. Zimnyaya (92, 95, etc.), is very successful and the most acceptable from the point of view of the methodology of “speech work”. According to I.A. Winter, the structure of speech activity includes incentive-motivational, orientation-exploratory and executive phases.

First phase is realized by a complex interaction of needs, motives and goals of activity as its future result. In this case, the main source of activity is need. The source of speech activity (SA) in all its types is the communicative-cognitive need and the corresponding communicative-cognitive motive. This need, finding itself in the subject of RD - thought, becomes the motive for this activity. It is important to understand the nature of the psychological processes that make up this phase of RD, is the distinction between the concepts need And motive.

In general psychology need traditionally defined as a personal desire, a desire to carry out an activity (figuratively speaking, “I want to say” or “I can’t remain silent” - in relation to speech activity). At the initial moment of its existence, the need has an unconscious (or insufficiently conscious) nature. When the need is “realized,” i.e., associated with the subject of speech (the displayed fragment of the surrounding reality) and the goals of speech communication (primarily the goals of speech communication), it is transformed and turns into a motive. Based on this, motive can be defined as a “conscious” or “objectified” need. An important component of the first phase of RD, which plays a decisive role in transforming the need into a stable motive of speech, is "speech intention". According to I.A. Zimnya, speech intention is the direction of consciousness, will and feelings (emotions) of the subject of RD towards the implementation of this activity.

The motivational and incentive phase of RD, its motive, are included in the internal structure of activity, defining and directing it. It is no coincidence that L.S. Vygotsky defined motive, on the one hand, as the “source”, “driving force” of human speech, and on the other hand, as a kind of “launch mechanism” for speech. “Every conversation, every verbal communication is necessarily preceded by a motive of speech” (45).

As A.R. emphasized Luria, “the choice of all possible connections behind the word depends on the motive at the origin of the statement, only those that correspond to the given motive and give this statement a completely definite subjective meaning” (146, p. 28). Most domestic psycholinguists identify as a component of the first phase of RD communicative intention. Communicative intent (CI) determines the role speaker as a participant in communication and denotes a specific target his statements. The expression of CN, along with the lexico-grammatical means of the language, is mainly intonation(94, 95, 147, etc.).

Second phase RD makes it up indicative and research(or analytical) part aimed at studying the conditions for the implementation of activities, final selection subject activity, disclosure of its properties, etc. At the same time, this is the phase of planning, programming and internal - semantic - and linguistic organization of the RD. The first (orientative-exploratory) component of this phase presupposes a diverse orientation of the subject of RD in the conditions of carrying out this activity (primarily in the conditions of speech communication). It presupposes the orientation of the subject of RD on the following “questions”: “with whom”, “where”, “when”, “during what period of time” speech activity will be carried out (or is already taking place). It also provides for a clear definition of the goals of verbal communication (or one’s own individual verbal and mental activity), as well as awareness (clarification and “deciphering”) of the subject of the RD (what will be the subject of discussion or analysis, what will be displayed in the RD). Schematically, this component of the second phase of the RD can be represented as follows:

The second component of this phase is based on the implementation of the most important mental actions planning and programming speech utterances - conscious speech actions within the framework of RD. To characterize it, it is important to clearly distinguish the main intellectual operations that ensure the speech process. In psychology planning is understood as a mental action aimed at highlighting the main stages of activity (in relation to RD – speech actions, its components) and determining the sequence of their implementation. “A plan is any hierarchically structured process in the body that is capable of controlling the order in which any sequence of operations should be performed” (160, p. 17). Creating a plan includes outlining the path and method of action, i.e. drawing up a generalized program of upcoming actions. It should be especially emphasized that “internal, mental actions... (in the system of activity) come from external ones, they are the result of the process of internalization of the latter” (51, p. 119). In its turn, programming activity means transformation, deployment of the compiled plan into the activity program, based on its detailing and specification, during which the main actions (activity stages) are correlated with way And means as well as the conditions for carrying out activities. The first is various types and forms of speech (forms of RD implementation), and the second is the signs of the language.

An example of speech planning is drawing up a plan for a detailed speech utterance (a whole text), which consists of determining the main semantic fragments of the future utterance (subtopics, subsubtopics - paragraphs - within the text) or, according to the figurative definition of N.I. Zhinkin, his main “semantic milestones” and determining the sequence of their display in the text. This also includes the compositional structure of the text, highlighting its main structural parts - the “beginning” (introduction), the main (cognitive) part and the conclusion and definition in the most general form of their main content. In the future, when drawing up a program of utterances, these main semantic parts are concretized and detailed in terms of their substantive content (based on the identification of micro-topics, significant informative elements, operations of spatio-temporal and conceptual development of the text); at the same time, the form of displaying the subject of speech in the RD is selected, the style of speech is determined, and some means of linguistic expression are selected (81, 95, etc.).

The third phase is executive and at the same time regulating. This phase, which implements speech utterances (or their perception and understanding), also includes operations control for the implementation of activities and their results. The executive phase of RD is realized through a whole complex of speech actions and operations, most of which in speech sciences are attributed to the sensorimotor level of speech production and perception (speech motor operations that ensure the motor act of speech, and operations that make speech-auditory, in particular, phonemic speech perception possible) . The psychophysiological mechanisms of speech activity in the phase of external realization were once studied and analyzed by outstanding Russian scientists N.A. Bernstein (19), P.K. Anokhin (3) – in relation to processes speech production, as well as V.A. Kozhevnikov and L.A.Chistovich – in relation to the processes speech perception(181, 251). The main operations that ensure the phase of external speech realization, in our opinion, are very successfully and quite fully presented in the textbooks “Fundamentals of Speech Therapy” and “Speech Disorders in Children and Adolescents,” to which we refer the reader.

It should be noted that in relation to speech activity the above-described “horizontal” diagram of the general structure of activity acts as a phase structure of the process generating a speech utterance(speech action). It therefore includes the link motivation and formation speech intention(intentions), link orientation, link planning, link implementation of the plan(executive) and finally the link control.

§ 4. Psychological mechanisms of speech activity

Speech is one of the most complex forms of higher mental functions. Speech activity is characterized by ambiguity, multi-level structure, mobility and connection with all other mental functions. The implementation of speech activity at all phases (levels) of its implementation is ensured by a number of complex psychological mechanisms. These mechanisms have been and are still the subject of research by many psychologists and psycholinguists (74, 81, 95, 98, etc.). The most complete description of the psychological mechanisms of AD is presented in the studies of one of the domestic schools of psycholinguistics (“the school of V.A. Artemov – N.I. Zhinkin – I.A. Zimnyaya”). In the works of N.I. Zhinkin and I.A. Zimnyaya presents a holistic scientific concept of psychological mechanisms (PM) of speech activity. According to this concept, the main PMs of speech activity are: mechanism of comprehension, mnemonic organization RD (first of all - the mechanism speech memory), as well as the mechanism predictive speech analysis and synthesis(mechanism speech prediction or, which is the same thing, - speech prediction). This concept is most fully presented in the work of I.A. Winter "Linguistic psychology of speech activity" ().

The most important mechanism of RD, of course, is the mechanism comprehension. This mechanism provides a mental analysis of both the content of speech (primarily) and its structural organization and linguistic design. The mechanism of comprehension is implemented through the analytical and synthetic activity of the cerebral cortex - based on the involvement of all basic mental actions and operations (comparison, juxtaposition, generalization, classification, analysis and synthesis). The first thing to be considered is subject of speech(displayed in RD fragment, phenomenon, event surrounding reality). Based on this mechanism, the motives and goals of speech communication are fully realized, orientation in conditions implementation of speech activity (in particular, a comprehensive comprehensive analysis of the situation of speech communication). Without the use of this mechanism it is impossible to implement planning And programming speech activity. (This applies both to the planning of an integral act of activity implemented in the text, and to the programming of each individual speech utterance). Thanks to the operation of this mechanism, it is also possible control over the course of speech activity and its results.

An equally important role in the implementation of speech activity is played by the “mnestic mechanism”, including the mechanism speech memory. It also provides all aspects of the speech process, including both the "content aspect" of speech and the aspect of its linguistic expression. Representation in speech of its subject - this or that fragment of the surrounding reality - is impossible without updating the knowledge and ideas available in memory about this part of the world around us. In the same way, it is impossible without updating in the consciousness of images-representations about the signs of language and the rules of their use in the process of speech communication. Both are ensured by the functioning of the long-term memory mechanism. An example is the processes of updating and adequate use of an active vocabulary in speech utterances. In addition, the functions of speech memory also include:

– updating knowledge and ideas about methods of implementing speech activity (primarily methods of implementing speech communication);

– knowledge about social rules (“norms”) of speech communication in various situations of RD implementation;

– updating and use of norms and rules for the linguistic design of speech utterances traditionally established for a given language (spelling, grammatical, stylistic, orthographic - for written speech), corresponding to the concept of “language norm”;

– actualization (“retrieval from memory”) of speech, language and social “standards” of those units or elements, from which the corresponding aspects of speech activity are formed (for example, standards of the normative sound image of individual words and phrases, “grammatical” standards of word forms, speech motor standards necessary for the process of realizing speech in pronunciation terms, etc.).

The processes of short-term RAM also play an equally important role in the implementation of RD. The process of direct generation (creation) and perception of any speech utterance, the implementation of the actions and operations that form this process are impossible without retaining in memory all the components that make up this utterance (for the period of its generation or analysis).

The psychological mechanism of “anticipatory analysis and synthesis” (speech prediction) became the subject of active study in domestic psycholinguistics only in the 70s of the 20th century (81, 133, 228, etc.). However, to date, the mechanism for predicting speech activity remains insufficiently studied.

According to A.A. Leontyev (120, 133), the action of this mechanism can be characterized as a “heuristic principle” for organizing speech activity. In accordance with this, speech activity must provide a link in which choice of strategy speech behavior, as well as allow for different ways of operating with utterances at individual stages of the generation (perception) of speech. In this regard, it is important to use the created N.A. Bernstein within the framework of the theory of psychophysiological organization of movements “model of the future” (19, etc.)

Considering the emergence and implementation of voluntary movement, N.A. Bernstein presents its sequence in the form of the following stages: 1) perception and evaluation situations; 2) determination that should become with the situation as a result of the activity; 3) what need to do for this; 4) How do this (the last two stages form the programming of the solution to the problem).

Obviously, in order to “extrapolate” the future (second stage), the brain must be able not only to reflect what already exists, but also to construct a model of the future situation (“model of the desired future”). It is different from the “model of the present”: “In the brain, two categories (forms) of modeling the perceived world coexist in a kind of unity of opposites: the model of the past-present, or what has become, and the model of the future. The second flows in a continuous stream and is transformed into the first. They are necessarily different from one another primarily in that the first model unambiguous and categorical, while the second can only rely on extrapolation with one measure or another probabilities"(19, p. 288). From the possible predicted outcomes, one is then selected, and the action is programmed in relation only to it. What N.A. Bernstein denoted the concept of “extrapolation”; it is currently defined in psychology and physiology of higher nervous activity as “probabilistic forecasting”.

Thus, RD in all its forms is realized through a complex mechanism of human mental activity. The processes of comprehension, retention in memory, and anticipatory reflection serve as those internal mechanisms through which, in turn, the action of the main operational mechanism of speech is carried out, which N.I. Zhinkin defined it as the unity of two links - the mechanism of composing words from elements and composing phrases-messages from words. Psychological and speech mechanisms are a complex multi-link formation, each link of which is closely connected with the others.

§ 5. Main types of speech activity

Speech activity is realized in such forms as speaking, listening, writing and reading(I.A. Zimnyaya, etc.). These types of RD act as the main types of interaction between people in the process of verbal communication.

According to I.A. Zimnya, the definition of translation as a type of RD is not self-evident. In any case, it cannot be classified as one of the main types of RD, since it is not directly related to the processes of formation and formulation of thought (as the subject of RD), nor to the activities of its analysis and processing. It mainly provides the possibility of joint speech activity of people speaking and writing in different languages ​​(i.e., using different linguistic sign systems for verbal communication).

Special mention should be made of this type of conscious human activity, such as thinking. I.A. Zimnyaya believes that thinking can be rightfully defined as a type of mental retardation if it is considered as a unique form of communication, a person’s interaction with himself (92, 95). However, the unambiguous classification of thinking as a type of speech activity, in our opinion, is not entirely legitimate. The simplest but unbiased analysis of the thinking process shows that it relates equally to speech activity itself (in particular, to the processes of generating and perceiving speech utterances) and to the processes of thinking, analytical-synthetic human activity. Process interpretation thinking in modern psychology it also includes non-verbal, so-called. non-verbal forms of its implementation (based on visual-effective and, partly, visual-figurative thinking). And although non-verbal options for the implementation of the thinking process (compared to options for verbal thinking) in the analytical-synthetic activity of a person do not occupy such a large place (as most psychologists believe, no more than 10%), they cannot be completely ignored. Based on this, the thinking process should rather be considered as one of the options speech-thinking, and not the actual speech activity of a person. In relation to the conditions and forms of implementation of RD, the process of thinking, apparently, is most directly related to a person’s inner speech, although, of course, it is not identical to it. According to the concept of I.A. Zimnaya, the process of thinking often precedes the main forms of human interaction with other people (speaking, listening, reading and writing), playing the role of a kind of mental “draft”, preparation of speech activity “in the internal plane”, self-tests correct performance of such types of RD as speaking and writing.

All types of speech activity have much in common and at the same time differ from each other in a number of parameters. According to IA. Winter (92, 95, etc.), the main among these parameters are: a) the nature of verbal (speech) communication; b) the role of speech activity in verbal communication; V) the direction of the RD to receive or issue a message; G) connection with the way of forming and formulating thoughts; d) the nature of external expression; e) character involved in RD processes feedback. Let us consider the distinctive features of different types of speech activity based on these parameters.

– Based on the nature of speech communication, RD is divided into types that implement oral communication, and types that implement written communication. The first include speaking And hearing. It is these types of RD that are the first to be formed in ontogenesis as ways of realizing human communication with other people. A person has a hereditary predisposition (or “readiness”) for these types of RD, which is based on the following.

Firstly, this is the presence in a person of a specific unique apparatus for carrying out mental intellectual activity (the product of which is AD), namely the cerebral hemispheres of the cerebral cortex. The higher (cortical) parts of the brain, which provide a person with the opportunity to master speech activity, are already largely (about two-thirds) formed by the time of birth. Their intensive formation occurs in the first year of a child’s life, during the so-called “pre-speech period” of the formation of RD, and by the time they begin to master expressive external speech, the cerebral cortex is already largely formed in morphofunctional terms.

Secondly, “hereditary readiness” is largely determined by the special structure of individual anatomical parts of the human body, “responsible for mastering sounding articulate speech” and called peripheral speech apparatus. By the time a child is born, this anatomical and physiological apparatus of speech appears to be largely established, and in the “pre-speech” period (the first year of life) its “psychophysiological adjustment” occurs. Disruption, “breakdown” of the formation of the indicated structural apparatuses of speech activity during the period of intrauterine development or during childbirth (as clearly indicated by clinical and speech therapy data) always leads to disturbances in speech formation (SD). Therefore, an examination of the state of the peripheral speech apparatus and a neurophysiological examination, along with psychological and pedagogical “testing,” are necessarily included in the program of a comprehensive special pedagogical (speech therapy) examination.

The second - “superstructural” types of speech activity include reading and writing. These types of RD are formed on the basis of the first two - listening and speaking (writing in general is often defined as the reflection of oral speech “in written form”). Being secondary in origin, reading and writing are more complex types of RD. Pedagogical practice shows that in order for a child to master them, it is necessary special targeted education(systematic education according to a specific program).

– According to the nature of the role performed in the communication process, types of RD are divided into reactive And initial. Speaking and writing are the initial processes of verbal communication, which in turn stimulate listening and reading. The latter (listening and reading) act as response reactive processes, and at the same time they are a necessary condition for the processes of speaking and writing. I.A. Zimnyaya draws attention to the fact that listening and reading are as active psychologically as the initial types of RD. Typically, they represent processes of “internal mental activity.” The latter circumstance is important from a “methodological point of view” and should be taken into account by correctional teachers when working with children with developmental problems. One of the tasks facing the teacher is the comprehensive psychological and pedagogical activation of students’ listening and reading activities during classes and constant monitoring of the progress of these types of speech activities.

Based on the focus of speech activity carried out by a person on receiving or issuing a speech message, types of RD are defined as receptive(i.e. based on the processes of perception, “reception”) and productive. Through productive types of RD (speaking, writing), a person creates and issues a speech message. Through receptive types of RD (listening, reading) the reception and subsequent processing of speech messages is carried out. These two pairs of RD types differ from each other in the methods of their psychophysiological organization. When implementing receptive types of RD, primarily the auditory and visual analyzers function, while in productive types, the speech motor and speech-auditory analyzers are primarily involved. Accordingly, receptive types of RD are largely determined by the state and characteristics of auditory and visual perception, and productive types are determined by the state and level of development of the motor sphere.

– Different types of speech activity also imply different ways of forming and formulating thoughts (the subject of speech), different forms of organizing speech communication and corresponding forms of speech. Such forms, as defined by I.A. Winter, there are three - external oral, external written and internal speech. Speech, being primarily a means and form of communication, realizes this function through different types and forms of speech. There are three main types of speech: (1) oral (external) speech - expressive (spoken) speech and impressive speech (i.e. perception and understanding of speech), (2) written speech, including writing and reading, (3) internal speech , providing and mediating both the first two types of speech - oral and written.

At the same time, thinking can be considered as the process of forming thoughts through internal speech, and speaking and writing as external ways of forming and formulating thoughts in oral and written forms of communication. (Writing serves the purpose of recording the written, and sometimes oral, way of forming and formulating thoughts.)

The main forms of oral expressive speech are: monologue, dialogic and group speech (polylogue), which can be defined by the general concept of “spontaneous speech”. These types and forms of speech “form” living conversational speech. However, there are also forms of oral speech that do not directly participate in conversational speech, although they are its necessary conditions. This repeated and the so-called nominative speech (243, p. 39).

feedback, regulating these processes. Thus, in both productive types of RD (speaking and writing), neuromuscular feedback is carried out from the performing organ (articulatory apparatus, writing hand) to the part of the brain that “organizes” the program of this activity. This feedback (through the mechanism of “reverse afferentation”) performs the function of internal control and correction. At the same time, both forms of this muscle control are involved in the regulation of writing at the initial stages of its acquisition by children (internal “voicing” of the word to be written or pronouncing it in external speech and afferent nerve impulses from the muscles of the hand performing certain movements). Along with internal feedback, productive types of RD are also regulated by external feedback (auditory perception). In both receptive types of RD – listening and reading – feedback is carried out mainly through internal channels of semantic control and semantic analysis, the mechanism of which has not yet been sufficiently studied and clear (92, 95, etc.). If during the reading process the feedback effect is to one degree or another revealed in regressive eye movements and pauses in gaze fixation, then during listening this effect is generally unobservable and uncontrollable by internal feedback neuromuscular communication. This determines the great complexity of managing and organizing these types of taxiways. Special experimental studies (L.A. Chistovich, A.N. Sokolov, V.I. Beltyukov, etc.) have established that the feedback mechanism of the speaking process is also used in receptive types of RD, primarily in listening processes. Studies have shown that in the process of listening (perception and analysis of perceived speech), a person experiences internal “speech motor activity.” In the process of speech perception, it manifests itself in two main forms: in an increase in muscle tone in the organs of the peripheral (mainly articulatory) speech apparatus and in the form of specific micromovements of these organs (primarily movements of the tongue). According to their “kinematic scheme,” these micromovements almost completely correspond to the movements of the organs of articulation of the speaker, whose speech is perceived by the listener. Thus, the listener, as it were, reproduces (in the internal speech-motor plane) after the speaking interlocutor his speech utterance. This minimally delayed reproduction of perceived speech ensures a more accurate and complete perception of it. Specialists involved in the formation of speech in children (or its restoration in adults) need to take into account this feature of the listening process as a type of RD. There are two main aspects here. Firstly, the methodological justification for the use of loud and whispered pronunciation of the text during the reading process, repetition of speech utterances (in terms of half-whispered speech and silent pronunciation) in order to better perceive the addressed speech; a technique based on the deliberate activation and “strengthening” of feedback mechanisms through the connection of kinesthetic control. Secondly, the interpretation of the “phenomenon” correct pronunciation not only from the point of view of compliance with the phonetic norms of the native language, but also from the point of view of the qualitative level of formation of the universal psychophysiological “feedback” mechanism that ensures the implementation of speech activity. The importance of a child mastering orthoepic norms and syllable pronunciation skills should be explained by a speech therapist to the parents of a child with speech impediments, also taking into account the role of correct pronunciation in the formation of mechanisms for controlling its full perception. In other words, in his correctional work, a speech therapist should build on the following methodological position: The better the child speaks himself, the better he perceives the speech of others addressed to him.

– Types of speech activity differ from each other and in nature external expression. Speaking and writing act as outwardly pronounced processes of creating and expressing a mental task (as well as transmitting information) to others. Listening and reading (in its typical version of reading “to oneself”) are externally unexpressed – with the help of linguistic means – processes of internal mental activity. This circumstance, as noted above, should be taken into account by correctional teachers when conducting classes with children with developmental disabilities. Constant (“continuous”) monitoring on the part of the teacher of the progress of his pupils’ speech activity of listening and reading can be carried out with the help of orientation calls and instructions, “clarifying” questions, educational and game tasks that activate the processes of attention and perception in children, etc. .

Analysis of the qualitative features of the main types of speech activity shows that this activity in all cases is carried out by two subjects: on the one hand, the speaker and writer (the individual who carries out the initial, productive types of speech activity), and on the other, the listener and reader (the person who perceives and analyzes speech, speech utterances of a speaker or writer).

At the same time, for speech activity in general and all its types there are a number of common characteristics. According to the concept of I.A. Zimnyaya, these include: structural organization, including phase or level structure and operational structure; 2) subject (psychological) content; 3) unity of internal and external sides; 4) unity of content and form of its implementation; 5) the conditioning of human speech activity by the functioning of mental processes of perception, attention, memory, thinking, imagination, which act as the primary psychological mechanisms of RD.

The most important characteristic of RD is the unity of internal and external content that defines it - external executive, implementing side and internal, not externally observable.

The internal side of speech activity, which organizes, plans, and programs activities, are those mental functions by which it is realized. These are needs and emotions, thinking and memory, perception and attention. Their complex unity is considered as the psychological mechanism through which activity in general and RD in particular is realized. (A.A. Leontyev, 1974; I.A. Zimnyaya, 1978, etc.). Thus, the internal side or the main psychological mechanism of receptive types of RD is the “semantic decision”; the inner side of productive types of RD is the process of meaning expression, formation and formulation of thoughts.

§ 6. Subject (psychological) content of speech activity

Along with structural content, any activity, including speech, is also characterized by objective or psychological content. The substantive content of the activity includes the conditions of the activity, which are determined by such elements as object, means, tools, product, result (136, 148, 95).

Subject of activity is considered as the main element of its substantive content, since it largely determines the very nature of the activity (in particular, its purpose, type, form of implementation, etc.). It is in the object that the need – the motive of activity – is realized, “finds” itself. As emphasized by A.N. Leontyev, “every activity of the organism is directed towards one or another object; non-objective activity is impossible” (136, p. 37).

The subject of activity can be either “material”, materialized, or ideal. When analyzing the main types of speech activity, it is necessary to emphasize the ideality of its subject. According to the theoretical concept of I.A. Winter, the subject of speech activity is thought How form of reflection of connections and relationships of objects and phenomena of the world around us(92, 94, etc.). At the same time, the purpose of such types of speech activities as speaking and writing is to formation and expression of thoughts. IN adequate reconstruction of someone else's given thought the purpose of listening and reading is realized in turn. Purpose of the process thinking within the framework of human speech-thinking activity, it consists of creating a thought (mental reflection of the reality around us) or analyzing an already given thought (in the processes of listening and reading), the result of which is the formation of conclusions, i.e. new, one’s own thoughts about the subject of speech. Practical conclusion arising from this definition of the subject of speech (“In order to form speech activity, it is necessary to develop in the child the skills of adequate – complete, accurate and clear – expression of thought”), although it does not raise any objections, it still cannot be considered as a methodological installation, fully satisfying the needs of speech (including speech therapy) work: the task specified in it is formulated in a fairly general form.

The needs of the practice of speech work determine the need for a certain specification, clarification of this task through a corresponding specification of the very subject of speech activity.

In practical linguistics (methods of teaching native and foreign languages) there is the following definition of the subject of RD. The subject of speech (DS) is defined as one or another fragment of the surrounding reality (a social event, a natural phenomenon, a person, his external appearance and inner world, objects of inanimate nature, flora and fauna, etc.). This definition of the subject of RD in no way contradicts the one used in psycholinguistics, being its original “decoding” (since thought is a specific form of objective and generalized reflection of the surrounding reality in our consciousness). However, this definition directly indicates What specifically must be adequately (completely, clearly and clearly) reflected in each speech utterance. Accordingly, the main goal of “speech” work is to develop the ability to adequately reflect its subject in speech.

If the subject of RD is a thought, the formation and expression of which is aimed at speaking, then means the existence, formation and expression of this thought is language or language system. Speech communication is carried out according to the laws of a given language (Russian, German, English, etc.), which is a system of phonetic (graphic), lexical, grammatical and stylistic means and the corresponding rules for their use in the process of communication (speech communication). The peculiarities of speech activity, which distinguish it from other types of human activity, also lie in the special nature of its tools, which are the signs of language. Language is a system of signs that function as a means of communication and an instrument of thought.

However, the thought of a speaker or writer can be formed and formulated in different ways using the same linguistic means, that is, the same vocabulary and grammar. Based on this, we can say that speech(as a psychophysiological process of generating and perceiving speech utterances) “is not a process of communication, speech is not speaking, speech is a way of forming and formulating thoughts in the very process of speech activity"(92, p. 27). Based on this, speech (as a psychophysiological process), acting as a way of forming and formulating thoughts through language, is an internal weapon, a tool for performing all types of speech activities.

An equally important element of substantive activity is its product. According to the definition of A.A. Leontiev, the product of speech activity is the mass of what is said and written (during productive types of speech activity), as well as the totality of changes in the mental state of the subjects of speech activity (during the receptive activity of listening and reading). In addition to this general definition of the RD product, other terms and concepts are used in psycholinguistics. From the point of view of the needs of the “speech work” methodology, the term-concept “speech utterance” is quite convenient (56, 130). Since this term is used in speech psychology and psycholinguistics in several senses, it should be indicated here that in this case we mean a speech utterance in a ready-made, finished form(as a real, “materially materialized” product of speech activity of speaking and writing). Accordingly, for receptive types of RD, the product will be the result of the analysis of the same speech utterance. At the same time, it should be noted that the product of speech activity can be ideal, materially non-materialized, so, as a product of receptive types of RD, inference, which a person comes to in the process of speech perception (92, 93). It may or may not be recognized as a product of activity, being in this case like an intermediate decision made by the subject of the activity during its implementation. If product of RD speaking(letters) is a whole (expanded) utterance (text), then the speech actions that create this product are phrases (individual utterances) as relatively complete communicative semantic formations.

RD can also act as an element of subject content result activities. The result of any human activity, as a rule, is expressed in the reaction to the product of this activity of other people and, accordingly, in what prompts them to new (response) activity. In receptive types of RD, the result (listening, reading) is understanding the semantic content of a speech utterance and subsequent speaking (or other non-speech activity). The result of speaking activity is a response (speech or non-speech) action of another participant in verbal communication (regardless of whether this action has an external expression or not, whether it is carried out immediately or after some time). Based on this, the result of productive types of speech activity is the nature of reception (perception of speech) by other people. It is in this understanding that the result of speaking activity (including in relation to one’s own speech) should be used by teachers in the practice of correctional and speech therapy work. Pedagogical “speech” work should be aimed at achieving exactly this result. This methodological provision is of particular importance for pedagogical work with children with developmental problems.

The methodological aspect of the conceptual position discussed above about the dominant role of the subject of speech in its psychological content is as follows. Isolating its subject as the main component of the psychological content of speech activity - thoughts– unambiguously defines the main subject of speech (speech therapy) work as the formation semantics(semantic side) of speech. The main task of teaching children to construct speech utterances is to develop the ability for an adequate (complete, accurate, correct from a linguistic point of view, otherwise “codified”) reflection in speech of one or another fragment (fact, phenomenon, event) of the reality around us. Full compliance of the linguistic form of expression of thought with the language standard (language norms) adopted in a given language is, of course, very important, but still far from determining for the process of speech communication; Moreover, it cannot be an intrinsically valuable, self-sufficient component of speech work. The main thing in any speech utterance is its content; it is precisely this that must correspond to the goals of speech activity, which, in turn, becomes possible thanks to an adequate and accurate representation of its subject in speech.

The principle of “reliance on the semantics of speech” in speech therapy work was once actively promoted and defended by the famous domestic specialist B.M. Grinshpun (1975, 1988); it is adhered to by leading domestic speech therapists and methodologists (T.B. Filicheva, G.V. Chirkina, R.I. Lalaeva, T.V. Tumanova, V.K. Vorobyova, etc.). The practical implementation of this principle assumes that all speech utterances, without exception, (from the simplest - one- and two-part phrases - to complex sentences; from individual statements to extended ones), which children consistently master during training, must “correspond” to the needs of verbal communication, live speech communication, first of all, in the “semantic plan” - in terms of their content, “lexical content”, to be adequate in meaning and informative in content, regardless of whether they fully or only “partially” reflect the subject of speech. In this case, the emphasis is on displaying “predicative relations” in speech (conveying connections and relationships between objects of the surrounding reality). It is noteworthy that, according to the general methodological requirements for the quality of speech production of children with systemic speech disorders, during a sufficiently long period of speech therapy work, the option of incomplete “language compliance”, the presence of individual deficiencies in the phonetic and even lexico-grammatical design of speech utterances is allowed, provided that they do not have a significant impact on the semantics of speech, and therefore on the possibility of correct semantic interpretation of the child’s speech by listeners (61, 82, 230, etc.).

In this regard, a fundamentally important point in organizing speech work is a preliminary comprehensive analysis of the subject of speech, during which students must comprehend the main elements of the subject content of the fragment of surrounding reality displayed in speech. In the process of such analytical work, the most significant objects of the displayed subject situation, their most important characteristics, the subject of the action and the object to which it is directed, the relationships of the “actors” of the event situation, etc. are identified and analyzed. For this purpose, a “system” is used to clarify - guiding questions. (For example, when analyzing the content of a situational picture: “What is shown in this picture?”, “What is this?”, “Who is this?”, “Who is shown here?”, “What is he doing?”(name of subject of action)?”, “What does he ride on?” and so on.). After this, work is carried out on the selection of language signs (words and phrases) to designate the selected elements of subject content. This is based on a differentiated perception of the subject of speech and understanding of its substantive content preparatory stage Pedagogical work should be preceded by speech work itself: an exercise in independently composing speech utterances (based on a given sample or a visual diagram-model of a sentence). Quite demonstrably, the corresponding “scheme” of speech work is presented in the description of the methodology for teaching the compilation of phrases and statements from pictures in the general system of correctional speech therapy work with preschool children who have general speech underdevelopment (NA. Nikashina, L.F. Spirova, 1968; T. B. Filicheva, T.V. Tumanova, 1999; V.P. Glukhov, 2004, etc.).

§ 7. Operational structure of speech activity

Like any other type of human activity, speech activity has its own, quite complex operating structure.

According to A.A. Leontiev, “a single act of activity is the unity of all three of its sides (or phases). It begins with a motive and plan and ends with a result, the achievement of the goal initially intended; in the middle lies a dynamic system of specific actions And operations, aimed at this achievement” (120, p. 43). Actions and operations are the main structural components of activity. In addition, the successful and, most importantly, effective implementation of an activity (and its constituent actions and operations) is largely determined by its qualitative characteristics, such as skills And skills. Let us dwell in more detail on such constituent elements of speech activity as action, operation, skill and ability.

Human activity exists as an action or chain of actions. “If you mentally subtract actions from activity,” emphasizes A.N. Leontiev, then there will be nothing left from the activity at all. This can be expressed in another way: when a specific process unfolds before us - external or internal, then from the side of the motive it acts as a human activity, and as subordinate to the goal - as an action or a system, a chain of actions" (ibid., p. 13 -14).

Action in modern psychology (in the theoretical concept of activity) is defined as one of the components of human activity, prompted by its motive and correlated with a specific goal. Action is always aimed at achieving some goal (which in typical version is, as it were, “intermediate” in relation to the general, final goal of the activity); action always involves the solution of some specific, “particular” problem within the framework of the whole activity. Each specific type of activity is implemented by performing certain, often very specific actions.

A holistic action (according to the theoretical concept of P.Ya. Galperin) consists of three parts: an orienting basis, a process of execution and a process of monitoring it (50). The action is characterized by the following parameters:

The level of execution (for example, in expressive speech - this is a complete speech utterance that fully complies with the norms of a given language; in silent speech - internal pronunciation “in the mind”, i.e. at the level of internal speech);

The degree of generalization and abbreviation;

Finally, the degree of mastery and “automation”. A single action is different from activities in general, primarily by the lack of one’s own “motivation”. The motive for each action within the framework of an integral act of activity is the motive of the activity itself (137, 133).

Research by domestic psychologists (A.N. Leontyev, P.Ya. Galperin, D.B. Elkonin, etc.) made it possible to establish that on the basis of external material actions, through their successive changes and reductions, internal, ideal actions performed in the mental plan and providing a person with comprehensive orientation in the surrounding world (50, 135).

To define a speech act in psycholinguistics (at the suggestion of foreign specialists H. Jackson, C. Osgood, D. Skinner, etc.), the term “speech act” is most often used, which in its meaning “implies” both the motivation of speech and its social determination , and the individual-personal aspect of the practical implementation of RD. At the same time, one cannot help but notice that “from a methodological point of view”, in relation to the content of “speech” work, this term-concept is not entirely successful. It is a kind of general designation of an action, not filled with specific content. In addition, the basic meaning of the word “action” (social action, behavioral reaction, etc.) is quite firmly fixed in the lexical system of any language, which determines the need to constantly abstract from this basic meaning when using this word-concept to denote a speech action. For the practice of correctional speech therapy work, another term-concept proposed by A.A. is more suitable. Leontyev (129, 133).

According to their volume and structure, speech utterances (SV) are divided into separate(or single) statements and expanded speech statements (description, narration, reasoning). The first of them corresponds to such a unit of language as offer, second - text.“Individual statements” and “sentences”, “expanded statements” and “text” are not identical synonymous concepts. The first of them relate to units of speech and, accordingly, to psycholinguistic units, the second - to units of language (95, 119, 133).

A separate utterance can be realized in a combined version: some of its structural and semantic components can be expressed by language signs, others by non-verbal signs (gesture, facial expressions, non-speech sounds, voice intonation without phonemic production of syllables and words), and at the same time it still remains speech utterance. RT can (in exceptional cases) be realized only through the use of non-linguistic signs (an example is the “rope letter” of the ancient Indians of North and Central America). In relation to language units (sentence, text), such an “assumption” is impossible; these are “strictly normative” sign units, and therefore any non-normative version of their sign expression is always unambiguously interpreted as “erroneous,” as a deviation from the speech and language norm (200, 218).

According to their “communicative orientation” (task), speech utterances are divided into: (1) utterances that serve to convey “new” information; (2) statements whose purpose is to obtain the necessary information (at the level of individual statements they correspond interrogative offers); (3) statements– motives to non-speech and speech actions (or imperative statements) and (4) statements - conclusions.

A speech utterance is considered in psycholinguistics (95, 133, 216) as an action that has its own “signified” (the subject of the utterance, corresponding to the general subject of RD) and “signifier”. The “signified” is what a person wanted to express through his speech act; “signifier” is the form of implementation of the action (for a speech utterance, this is the corresponding linguistic form of expression).

The “signified” is the semantic content of the statement conveyed by the subject of the RD. The communicative form is the lexico-grammatical and intonation design of speech. Taking into account the above, speech utterance is realized in speech activity at the level messages or judgments, expressed in the form offers or text.

The second structural-forming component of the activity is operation. An operation is also one of the components of human activity, correlated with the objective and objective conditions for achieving the goals of the activity.

Operations are formed as a result of the transformation of actions during their execution. In this case, the action, changing its direction, becomes condition, means implementation of another action, a condition for achieving a new goal.

By its nature, operation is almost identical to action. Their main difference is as follows. The history of the formation and development of human society indicates that initially any activity was formed and carried out on the basis of consistent equal actions. Gradually (in the course of socio-historical development) individual actions began to be performed in the most automated form, conscious control over their implementation gave way to the subconscious, and the actions themselves ceased to be related to the solution of some particular, intermediate task in the course of the activity.

A specific feature of speech activity is that the main actions included in its composition - the actions of generating a speech utterance and its perception and understanding - include a whole set (several dozen) interconnected operations.

In speech psychology, linguistics and, of course, psycholinguistics, it is customary to differentiate operations according to their subject and purpose. Thus, it is customary to distinguish operations with language signs - language operations, semantic operations – operations with semantic units of speech (“sems”) and actual speech operations that ensure the implementation of speech activity (various types and forms of speech). Speech operations that provide a mechanism for constructing and implementing speech actions (speech utterances) include operations comparison, choice semantic and linguistic elements, “set” (composing a whole from parts), as well as rearrangement, replacement, constructing a statement Similarly etc. An example of speech operations is, in particular, the selection of the necessary elements of a semantic complex (field) in the process of lexical registration of a statement. (126, 133).

Operations in the process of speech activity are brought to automaticity. This, in turn, contributes to bringing the operational side of speech action to the level skill.

Skill is defined in the psychological theory of activity as optimal quality level performing an action or operation. This is a level of their implementation at which the consciousness of a person - the subject of activity - is completely or almost completely focused on content side this activity. In this case, the subject of the activity is distracted, “abstracted” from the technical side of performing actions and operations.

By analogy with operations, skill May be linguistic, if they are “automated” (brought to perfection) facilities formation of thoughts and construction of speech statements, and speech, if the methods of forming and formulating thoughts, the methods of carrying out verbal communication are automated (I.A. Zimnyaya, 92, 94). Basic language skills (in linguistics and psycholinguistics) include:

Skills in selecting language means (mainly words and phrases) when constructing speech utterances for the purpose of adequately representing the subject of speech;

Inflection skills (changing words according to grammatical forms) and, accordingly, skills in selecting word forms (the desired grammatical form of words);

Skills in correctly forming the grammatical connection of words in phrases, as well as constructing the phrases themselves;

Word formation skills (forming some words from others using various methods - “language strategies”);

Skills in correct grammatical structuring (formatting) of sentences;

Skills in the normative design of grammatical connections between sentences in the text.

Accordingly to speech skills in psycholinguistics include the skills of semantic analysis of the subject of speech and determination of the semantic elements of the content of a speech utterance; verbal communication skills; skills of dialogical speech (dialogical communication); skills of monologue statements (and these include the skills of retelling, composing a descriptive story, a story-message based on visual support, etc.). The division of skills into language and speech is quite arbitrary, since speech skills are “included” in their composition linguistic(since without them the normative construction of speech utterances is impossible), and language skills without their use in speech activity, in speech actions and operations have no independent value for a person. At the same time, differentiation of skills into linguistic And speech plays a significant role in the methodological aspect from the point of view of the correct organization of “speech work”, especially in relation to the practice of speech therapy. It is very important for a specialist professionally involved in the formation of children’s speech (especially in conditions of developmental pathology) to consciously and methodically competently approach the preparation of a program of correctional pedagogical work, in the structure of which it is necessary to maintain a strict “balance” of priorities and tasks of “speech work”, without allowing “ distortions" into speech or language work itself and without diminishing the importance of both directions in the work on speech formation. A methodological analysis of programs for correctional speech therapy work with different categories of children with speech disorders, proposed by different authors, should be carried out by a practicing speech therapist also taking into account the differentiation of speech and language skills.

No less important for a correctional teacher is knowledge evaluation parameters formation of the skill, which has not yet received sufficient distribution in the practice of “speech” (including speech therapy) work. In this regard, it is important to consider the main criteria for formation skill. These include:

The correctness and quality of performing an action or operation (in relation to a speech action - compliance of the content of a speech utterance with the goals of the RD, and its linguistic design - with the norms of a given language, i.e. language norm); no errors;

Optimal speed(tempo) of performing an action and its individual operations;

Lack of focus of consciousness on the form (“technical” side) of performing an action;

Lack of tension and fatigue;

exception intermediate operations;

stability - the quality and time of execution of actions (operations) must remain unchanged in conditions of increasing complexity (up to a certain limit) of the activity of which they are an integral part.

The role of speech practice in the formation of speech skills should be especially emphasized. All skills (both linguistic and speech proper) are formed with multiple execution speech actions. The implementation of speech activity presupposes that speech actions must be brought to such a level of perfection of their implementation as a “skill” (I.A. Zimnyaya, ).

Thus, speech skill - This is a speech action or operation carried out according to optimal parameters. “Such parameters are unconsciousness, complete automaticity, compliance with the norm of language, normal pace (speed) of execution, stability...” (133, p. 221). If, according to these parameters, a speech action or operation satisfies the needs of speech communication, it means that the student performs it correctly, therefore, the speech skill is formed.

If the concept of “skill” correlates with an action and operation and determines a fairly high level of their implementation, then “skill” can be correlated with the activity as a whole. “When mastering speech units and the rules of their use,” points out I.A. Winter - a person develops a speech ability, which is formed and improved under the influence of verbal communication. This ability is speech ability” (92, p. 39). Speech skill as a holistic system includes four constituent subsystems: lexical, grammatical, pronunciation And semantic. Each of the subsystems contains a set of interrelated skills and “private” skills, as well as corresponding images-representations, including image-standards. Speech ability person “is realized in the process of selection, selection of necessary words (units of language denoting both objects and phenomena, and their relationships) and drawing up of which are messages according to the corresponding rules of a given language” (93, p. 43).

Speech skills by their nature are rather stereotypical, “mechanical” actions (94, 133). At the same time, communicative and speech skills are creative in nature, since the conditions of communication are almost never completely repeated, and each time a person has to re-select the necessary language means and use the appropriate speech skills. Therefore, methods of teaching communicative-speech skills should be different from methods of teaching speech skills.

I.A. Zimnyaya considers speech ability as an obligatory factor in speech activity. “Speech activity is determined by the interaction of 3 factors: knowledge units of language and rules for their combination, skills the use of these units and rules and the combinational ability to use existing knowledge to express a new thought in a new situation” (92, p. 11).

Subject content of the main subsystems speech skills can be represented as follows.

Based on the analysis of the internal structure of speech skills, we can conclude that lexical And grammatical subsystems of speech skills are most directly related to language ability person, while pronunciation and, to a certain extent, semantic subsystem can be considered as components of the actual speech ability.

A system of interrelated skills that makes up the internal content of each subsystems speech skills, reflects the general content of speech, including correctional and speech therapy work. Moreover, each of the subsystems corresponds to a separate, independent direction of work on the formation of speech activity. Correctional teachers (primarily practicing speech therapists) need to take into account that speech ability is not just one, albeit rather complexly organized skill - it includes a whole complex of various skills and private abilities, the formation of which is the main subject of “speech work” " This is of particular importance due to the fact that “in the public consciousness” practical speech therapy is in most cases associated with the correction of deficiencies in the pronunciation side of speech, and many practicing speech therapists themselves see the main goal of their work in the formation of speech pronunciation skills, while the main purpose Corrective speech therapy activity consists of developing in each child with speech disorders comprehensive speech skills, the ability to adequately carry out speech activity in all forms of its manifestation.

“To form a speech skill,” A.A. points out. Leontiev, - this means ensuring that the student correctly constructs and implements the statement. But for full communication it is necessary that we be able to use speech skills in order to independently express our thoughts, intentions, experiences; otherwise, speech activity turns out to be formed only partially, at the level of its implementation” (133, p. 221). It is necessary that the student can voluntarily and consciously vary the choice and combination of speech operations (skills) depending on the purpose for which, in what situation, with which interlocutor the communication takes place. When a person has mastered these actions at a fairly good level, we can conclude that he has developed the appropriate communicative and speech skills (ibid., pp. 221–222).

§ 8. Specific features of speech activity

Speech activity is a specific type of human activity, significantly different from other types of activity. The most important distinctive features of the taxiway include the following.

One of the specific features of RD is its “bipolarity”: this is the type of activity that always has two subjects (two persons carrying it out). The first one is speaking or writing, and the second - listening or reading. The first subject of RD (Sx) in psycholinguistics is defined by the concepts transmitter, or agent; second subject(S2) – how receiver, or recipient.

In the one-sided (unidirectional) version, speech activity is not “normative” (we can say that in this form it does not exist at all): there is no speech without an addressee, addressed “to nowhere”, all the more impossible, as completely independent (without the perceived and analyzed “speech material”), the processes of listening and reading. It should be noted that a possible variant of the speech activity of speaking in the absence of another person is defined in speech psychology and psycholinguistics as a person’s communication with himself. In this case, a person simultaneously acts as both subjects of RD (speaker and listener or writer and reader). This embodiment of the RD is not typical for it, and therefore quite common; if the main version of RD is impossible for some exceptional reasons, then taking into account the “social” nature of a person and the social orientation of his RD, the second subject of RD is most often created artificially.

When considering this characteristic of the RD, one should pay attention to the fact that the second subject of speech activity simultaneously acts as its object: thus, the object of the speech activity of the speaker is the listener, and the RD of the writer is the reader. The relationship between the first and second RD subjects in the process of speech communication can be presented in the form of the following simple diagram:

It is important to emphasize that the second subject of speech activity in the process of speech activity is just as active an actor as the first. His speech activity, as defined by I.A. Zimnyaya (94, 95), proceeds as a process of “internal mental activity.” This point is quite obvious based on the fact that the tasks facing the listener and reader (full perception and deep, thorough analysis of the information received and response intellectual activity in the form of creating conclusions about what was heard or read) require a thorough mobilization of the mental (intellectual) activity of the recipient .

From this feature of speech activity, which is its specific structural characteristic, follows an important methodological conclusion that is directly related to the practice of speech (speech therapy) work: the full formation of speech activity in a version that meets the needs of social communication is impossible without a person mastering the ways of its implementation as all the main subjects of this activity. Full mastery of language and speech activity necessarily presupposes the development of speech communication skills in relation to the content and forms of organization of speech activity speaking, listening, writing and reading. The second methodological conclusion is directly related to the organization and content of pedagogical work in remedial classes: it presupposes the need for pedagogical and psychological “tuning” of the speech activity of students’ listening and reading, since these types of RD are an indispensable condition for full-fledged speech communication of all participants in the educational process. Another task facing teachers is constant monitoring of the progress of listening and reading activities (“to oneself”), since these types of RD are, as stated above, outwardly unexpressed “processes of internal mental activity” (92, 95).

Speech activity in many respects should be defined as intellectual Kind of activity. This follows primarily from the nature and properties of the subject of RD and its main goals. The subject of RD is thought - a mental reflection in the human mind of one or another fragment of the surrounding reality. Adequate (accurate and complete) reflection of her in speech subject necessarily involves a detailed objective analysis of what is displayed, the involvement of all basic mental actions and operations and, above all, the operations of analysis and synthesis. Accordingly, the main goals speech activity are: creation (formation) and formulation of a thought (certain mental content) - for productive types of RD and adequate reproduction of a “foreign”, given thought - for receptive types of this activity. One of the most important tasks of RD is to adequately display one or another mental content using a system of specific signs - language signs and auxiliary “metalinguistic” (non-verbal) signs. This, in turn, implies deliberate selection and targeted manipulation of data means speech communications, their differentiated use, which also refers to intellectual actions and operations. An important role in the implementation of speech activity is played by the so-called. “semantic control” over the process of its implementation and results, which is also impossible without the participation of a mechanism for understanding the content of speech and its compliance with the norms of a given language (95, 133, 134). The Essential Importance of the Mechanism comprehension for the implementation of speech activity we have already discussed above; Here I would like to emphasize that it itself is one of the components (or components) of RD, since it is realized through one of the forms of speech activity, namely through a person’s inner speech.

A specific feature of speech activity (which distinguishes it from many other types of human activity) is that it has not one, but two main implementation options. The first and main one is the embodiment of the RD in the form speech communication, speech communication; the second is individual “internal” speech activity, the form of implementation of which is internal speech. The second (in terms of prevalence, but not significance) option for the implementation of speech activity is closely connected with the mental process of thinking and all intellectual activity in general.

Based on the above, it is quite reasonable to define speech activity as an activity speech-thinking, what the leading theorists of domestic speech therapy pay special attention to (B.M. Grinshpun, R.I. Lalaeva, T.B. Filicheva, V.K. Vorobyova, S.N. Shakhovskaya, E.F. Sobotovich, etc. ) and which is shared by many domestic psycholinguists (87, 95, 227). The definition of RD as speech-mental activity correlates quite well with the scientific concept of the dialectical relationship between the processes of thinking and speech, developed by L.S. Vygotsky and his students and followers in Russian psychological science. Based on this scientific concept, human speech activity (as a holistic, unified intellectualized process, in all the diversity of its manifestations) can, although with some assumption, be defined as a unique dialectical unity thinking and speech (as the processes of generation and perception of speech utterances). At the same time, it should be pointed out that the question of interpreting RD as speech-mental activity is not a finally “resolved issue” in modern psycholinguistics, but is one of its current research problems.

The peculiarity of speech activity, which distinguishes it from other types of human activity, lies in the special nature of its tools, which are signs of language. With the help of language as an integral system of signs, people interact in the process of understanding the world, in the process of joint work and other socially useful activities. In this regard, speech activity is defined in linguistics and psycholinguistics as language activity - activity, one of the important aspects of which is the multidimensional manipulation of language means. It is no coincidence that speech activity is determined by A.A. Leontyev as “the process of using language to communicate.” The most vivid interpretation and study of speech activity as a language activity is presented in the works of representatives of the American school of psycholinguistics (J. Miller, N. Chomsky, etc.), according to whose definition speech activity is basically an operational language activity.

Since the main means (units) of language in speech activity appear in their iconic functions, i.e., as signs of language, speech activity is also defined as sign activity.

The social nature of speech activity is also determined by the fact that this specifically human type of activity has a direct social conditioning. Congenital (hereditarily determined) components of RD (prerequisites for speech acquisition) can be realized in ontogenetic development only under the influence of those mediating them social factors. The latter include: social conditions for the upbringing and development of a child (social environment and a full-fledged “speech environment”), features and pedagogical influences of the surrounding society, conditions of training and upbringing (“educational environment”), a methodically correctly organized approach to the education (formation) of speech , ensuring full cognitive and intellectual development, etc. Ensuring the positively directed influence of social factors is one of the most important aspects of speech (and above all speech therapy) work.

From these specific features of human speech activity, one can derive its main socially oriented “global” functions.

Speech activity is basic and universal means communication between people in human society and at the same time - the main means communications.

Thanks to speech (RD), the continuity of people's social experience is carried out. By mastering speech and using it, the child also masters the socio-historical experience accumulated by humanity over the entire previous history of its development.

Speech activity is the most important means of human cognition (starting from childhood) of the world around him. It acts both as a universal means and as an indispensable condition for the cognitive activity of any person.

Speech activity plays a huge role in all mental intellectual activity of a person. Speech (RD) is the main factor mediation, which means that not a single somewhat complex form of human mental activity is formed or realized without the direct or indirect participation of speech.

In the processes of cognition and creativity, a person most actively uses verbal thinking along with the so-called non-verbal intelligence (sensory perception, visual images and ideas, visual-effective and visual-figurative thinking). It is important to note that for any person who has already mastered speech activity to a sufficiently high degree, the latter mediates and organizes the so-called non-verbal thinking, intellectual operations not directly related to speech, using language signs.

At the end of this section, we present a diagram showing the general structure of speech activity, taking into account its main components, proposed by I.A. Winter (93, 95, etc.).

Ferdinand de Saussure was one of the first who set out to create a general theory of language. However, first of all, it was necessary to answer the question: what is language? Saussure designated all phenomena associated with the processes of speaking and listening with the general term speech activity ( langage). Speech activity is extremely diverse and comes into contact with a number of areas: physics, physiology, psychology.

According to A.A. Leontiev, speech activity is a specific type of activity that is not directly correlated with “classical” types of activity, for example, work or play. Speech activity “in the form of individual speech actions serves all types of activity, being part of acts of labor, play, and cognitive activity. Speech activity as such takes place only when speech is valuable in itself, when the underlying motive that motivates it cannot be satisfied by another in a way other than speech" Leontyev A.A. Fundamentals of psycholinguistics. - Ed. 3rd. - M.: St. Petersburg, 2003.

Speech activity is one of the most complex types of activity in all its parameters.

Firstly, in terms of its organization. Let's start with the fact that speech activity extremely rarely acts as an independent, complete act of activity: it is usually included as an integral part of a higher-order activity. For example, a typical speech utterance is an utterance that somehow regulates the behavior of another person. But this means that the activity can be considered completed only if such regulation is successful. For example, I ask my neighbor at the table to pass me a piece of bread. The act of activity, taken as a whole, is not completed: the goal will be achieved only if the neighbor actually gives me the bread. Thus, speaking further about speech activity, we are not entirely precise: it will be of interest to us and we will further consider not the entire act of speech activity, but only a set of speech actions that have their own intermediate goal, subordinate to the goal of the activity as such. Speech activity is studied by various sciences. Speech activity is an object studied by linguistics and other sciences: language is a specific subject of linguistics that actually exists as an integral part of an object (speech activity) and is modeled by linguists in the form of a special system for certain theoretical or practical purposes.

Speech activity is determined by the leading domestic specialist in psycholinguistics A.A. Leontiev as the process of using language for communication during any other human activity Leontiev A.A. Language, speech, speech activity. - M., 1969. . According to A. A Leontyev (not shared by all domestic psycholinguists), speech activity is a certain abstraction that is not directly correlated with “classical” types of activity (cognitive, gaming, educational), and cannot be compared with work or play. It - in the form of individual speech acts - serves all types of activities, being part of the acts of labor, play, and cognitive activity. Speech activity as such takes place only when speech is valuable in itself, when the underlying motive that motivates it cannot be satisfied in any other way than speech Leontyev A.A. Fundamentals of psycholinguistics. - Ed. 3rd. - M.: St. Petersburg, 2003. Speech actions and even individual speech operations can be included in other types of activity, primarily in cognitive activity.

From what has been said, it clearly follows that speech activity has two main options for its implementation (in other words, implementation, embodiment). The first is the process of speech communication (verbal communication), which accounts for approximately two-thirds of the entire “layer” of speech activity; the second is individual speech-thinking activity, realized through internal speech.

Like any other type of human activity, speech activity has its own rather complex operational structure.

According to A. A. Leontiev, “a single act of activity is the unity of all three of its sides (or phases). It begins with a motive and plan and ends with a result, the achievement of the goal initially intended; in the middle lies a dynamic system of specific actions and operations aimed at this achievement” (124, p. 43). Actions and operations are the main structural components of activity. In addition, the successful, effective implementation of an activity (and its constituent actions and operations) is largely determined by such qualitative characteristics as skills and abilities. Let us dwell in more detail on such constituent elements of speech activity as action, operation, skill and ability.

Action in modern psychology (in the theoretical concept of activity) ( FOOTNOTE: The modern theory of activity was created in the 20th century, mainly thanks to the work of representatives of the Russian school of psychology (L.S. Vygotsky, A.N. Leontiev, S.L. Rubinstein, P.Ya. Galperin, A.N. Sokolov , L.A. Wenger, etc.) and neurophysiology (N.A. Bernstein, P.K. Anokhin, etc.)) is defined as one of the components of human activity, prompted by its motive and correlated with a specific goal. An action is always aimed at achieving some goal (which in a typical case is, as it were, “intermediate” in relation to the general, final goal of the activity); action always involves the solution of some specific, “particular” problem within the framework of the whole activity. Human activity exists only in the form of a chain (or sequence) of actions. Each specific type of activity is implemented by performing certain, often very specific actions.

A holistic action (according to the theoretical concept of P. Ya. Galperin) consists of three parts: an orienting basis, a process of execution and a process of monitoring it (56). The action is characterized by the following parameters:

§ level of execution (for example, in expressive speech - this is a complete speech utterance that fully complies with the norms of a given language; in silent speech - internal pronunciation “in the mind”, i.e. at the level of internal speech);

§ degree of generalization and abbreviation;

§ and, finally, the degree of mastery and “automation”.

An individual action differs from the activity as a whole, first of all, by the lack of its own “motivation”. The motive for each action within the framework of an integral act of activity is the motive of the activity itself (141, 139).

Research by domestic psychologists (A. N. Leontyev, P. Ya. Galperin, D. B. Elkonin, etc.) made it possible to establish that on the basis of external material actions, through their successive changes and reductions, internal, ideal actions are formed, performed in mentally and providing a person with comprehensive orientation in the surrounding world (55, 56, 141).

To define a speech act in psycholinguistics (at the suggestion of foreign specialists C. Osgood, D. Skinner, etc.), the term “speech act” is most often used, which in its meaning “implies” both the motivation of speech, and its social determination, and individual personal aspect of practical implementation of RD. At the same time, one cannot help but notice that “from a methodological point of view”, in relation to the content of “speech” work, this term-concept is not entirely successful. It is a kind of general designation of an action, not filled with specific content. In addition, the basic meaning of the word “action” (social action, behavioral reaction, etc.) is quite firmly fixed in the lexical system of any language, which determines the need to constantly abstract from this basic meaning when using this word-concept to denote a speech action. For the practice of correctional speech therapy work, another term-concept proposed by A. A. Leontyev (133, 138) is more suitable.

The main speech actions within the framework of speech activity, according to the concept of A. A. Leontyev, are: speech utterance ( FOOTNOTE: In contrast to the use of this term to define a RD product, here we mean the process of composing a speech utterance itself, which, undoubtedly, is an independent speech act within the framework of speech activity.)(for productive types of RD - speaking and writing) and the actions of perceiving and understanding a speech utterance (in the processes of listening and reading). In this case, the term “utterance” defines communicative units (from a separate sentence to a whole text), complete in terms of content and intonation and characterized by a certain (grammatical, compositional) structure. This term-definition is undoubtedly more convenient in practical terms, since the substantive aspect of the methodology of speech work on developing children’s skills in composing speech statements in general and special pedagogy is quite well developed.

According to their volume and structure, speech utterances (SU) are divided into individual (or single) utterances and expanded speech utterances (description, narration, reasoning). The first of them corresponds to such a unit of language as a sentence, the second - a text. “Individual statements” and “sentences”, “expanded statements” and “text” are not identical synonymous concepts. The first of them relate to units of speech and, accordingly, to psycholinguistic units, the second - to units of language (98, 133, 139).

A separate utterance can be realized in a combined version: some of its structural and semantic components can be expressed by language signs, others - by non-verbal signs (gesture, facial expressions, non-speech sounds, voice intonation without phonemic production of syllables and words), and at the same time it still remains speech utterance. RT can (in exceptional cases) be realized only through the use of non-linguistic signs (an example is the “rope letter” of the ancient Indians of North America). In relation to language units (sentence, text), such an “assumption” is impossible; these are “strictly normative” sign units, and therefore any “non-normative” version of their sign expression is always unambiguously interpreted as “erroneous,” as a deviation from the speech and language norm (207, 228).

According to their “communicative orientation” (task), speech utterances are divided into: (1) utterances that serve to convey “new” information; (2) statements whose purpose is to obtain the necessary information (at the level of individual statements they correspond to interrogative sentences); (3) statements - incentives for non-speech and speech actions (or imperative statements) and (4) statements of inference.

A speech utterance is considered in psycholinguistics (98, 138, 226) as an action that has its own “signified” (the subject of the utterance, corresponding to the general subject of RD) and “signifier”. The “signified” is what a person wanted to express through his speech act; “signifier” is the form of implementation of the action (for a speech utterance this is the corresponding linguistic form of expression).

The “signified” is the semantic content of the statement conveyed by the subject of the RD. The communicative form is the lexico-grammatical and intonation design of speech. Taking into account the above, a speech utterance is realized in speech activity at the level of a message or judgment expressed in the form of a sentence or text.

The second structural-forming component of activity is operation. An operation is also one of the components of human activity, correlated with the objective and objective conditions for achieving the goals of the activity.

Operations are formed as a result of the transformation of actions during their execution. In this case, the action, changing its direction, becomes a condition, a means of carrying out another action, a condition for achieving a new goal.

By its nature, operation is almost identical to action. Their main difference is as follows. The history of the formation and development of human society indicates that initially any activity was formed and carried out on the basis of consistent equal actions. Gradually (in the course of socio-historical development) individual actions began to be performed in the most automated form, conscious control over their implementation gave way to the subconscious, and the actions themselves ceased to be related to the solution of some particular, intermediate task in the course of the activity. At the same time, these private, auxiliary actions began to be correlated with general, “staged” actions, still identified within the framework of all activities; they began to be recognized as conditions, means of their fulfillment. If the main actions are performed during the implementation of an activity sequentially, in a “linear order,” then operations can be carried out while performing the action sequentially and simultaneously, and in the option of “superposing” one operation on another. Thus, an operation is a separate component of a whole action; this is a transformed action, which is a means, an “instrument” for performing the main, expanded, completed action (98, 140, 195, etc.).

A specific feature of speech activity is that the main actions included in its composition - the actions of generating a speech utterance and its perception and understanding - include a whole set (several dozen) of interconnected operations *.

In speech psychology, linguistics and, of course, psycholinguistics, it is customary to differentiate operations according to their subject and purpose. Thus, it is customary to distinguish operations with language signs - language operations, semantic operations - operations with semantic units of speech ("sems") and actual speech operations that ensure the implementation of speech activity (various types and forms of speech). Speech operations that provide a mechanism for the construction and implementation of speech actions (speech utterances) include operations of comparison, selection of semantic and linguistic elements, “set” (composing a whole from parts), as well as rearrangement, replacement? constructing a statement by analogy, etc. An example of speech operations is, in particular, the selection of the necessary elements of a semantic complex (field) in the process of lexical design of a statement (133, 139).

Operations in the process of speech activity are brought to automaticity. This, in turn, helps to bring the operational side of speech action to the level of skill.

A skill is defined in the psychological theory of activity as the optimal qualitative level of performing an action or operation. This is a level of their implementation at which the consciousness of the person - the subject of the activity - is completely or almost completely focused on the content side of this activity. In this case, the subject of the activity is distracted, “abstracted” from the technical side of performing actions and operations.

By analogy with operations, a skill can be linguistic, if the means of forming thoughts and constructing speech utterances are “automated” (brought to perfection), and speech, if the methods of forming and formulating thoughts, methods of implementing verbal communication are automated (I. A. Zimnyaya, 95 , 97). Basic language skills (in linguistics and psycholinguistics) include:

§ skills in selecting language means (mainly words and phrases) when constructing speech utterances for the purpose of adequately reflecting the subject of speech;

§ inflection skills (changing words according to grammatical forms) and, accordingly, skills in selecting word forms (the desired grammatical form of words);

§ skills in correctly forming the grammatical connection of words in phrases, as well as constructing the phrases themselves;

§ word formation skills (forming some words from others using various methods - “language strategies”);

§ skills of correct grammatical structuring (formatting) of sentences;

§ skills of normative design of grammatical connections between sentences in the text.

Accordingly, speech skills in speech psychology and psycholinguistics include the skills of semantic analysis of the subject of speech and determination of the semantic elements of the content of a speech utterance; verbal communication skills; skills of dialogical speech (dialogical communication); skills of monologue statements (and these include the skills of retelling, composing a descriptive story, a story-message based on visual support, etc.). The division of skills into language and speech is quite conditional, since speech skills “include” language skills (since without them the normative construction of speech utterances is impossible), and language skills without their use in speech activity, in speech actions and operations have no independent value for humans they do not have. At the same time, the differentiation of skills into language and speech plays a significant role in the methodological aspect, from the point of view of the correct organization of “speech work,” especially in relation to the practice of speech therapy. It is very important for a specialist professionally involved in the formation of children’s speech (especially in conditions of developmental pathology) to consciously and methodically competently approach the preparation of a program of correctional pedagogical work, in the structure of which it is necessary to maintain a strict “balance” of priorities and tasks of “speech work”, without allowing “ distortions" into speech or language work itself and without diminishing the importance of both directions in the work on speech formation. A methodological analysis of programs for correctional speech therapy work with different categories of children with speech disorders, proposed by different authors (and many such original methodological systems of speech therapy work have appeared over the last decade), should be carried out by a practicing speech therapist also taking into account the differentiation of speech and language skills.

No less important for a correctional teacher is knowledge of the parameters for assessing a formed skill, which has not yet received sufficient distribution in the practice of “speech” (including speech therapy) work. In this regard, it is important to consider the main criteria for developing a skill. These include:

§ correctness and quality of execution of an action or operation (in relation to a speech action - compliance of the content of a speech utterance with the goals of the RD, and its linguistic design - with the norms of a given language, i.e., the language norm); no errors;

§ optimal speed (tempo) of performing an action and its individual operations;

§ lack of focus of consciousness on the form (“technical” side) of performing an action;

§ lack of tension and fatigue;

§ exclusion of intermediate operations;

§ sustainability - the quality and time of execution of actions (operations) must remain unchanged in conditions of increasing complexity (up to a certain limit) of the activity of which they are an integral part.

The role of speech practice in the formation of speech skills should be especially emphasized. All skills (both linguistic and speech proper) are formed by performing speech actions. The implementation of speech activity presupposes that speech actions must be brought to such a level of perfection of their implementation as a “skill” (I. A. Zimnyaya).

Thus, a speech skill is a speech action or operation carried out according to optimal parameters. “Such parameters are unconsciousness, complete automaticity, compliance with the norm of language, normal pace (speed) of execution, stability...” (139, p. 221). If, according to these parameters, a speech action or operation satisfies the needs of speech communication, it means that the student performs it correctly, therefore, the speech skill is formed.

If the concept of “skill” correlates with an action and operation and determines a fairly high level of their implementation, then “skill” can be correlated with the activity as a whole. “When mastering speech units and the rules for their use,” points out I. A. Zimnyaya, “a person acquires a speech ability, which is formed and improved under the influence of verbal communication. This ability is speech ability” (95, p. 39). Speech skill as an integral system includes four subsystems that make it up: lexical, grammatical, pronunciation and semantic. Each of the subsystems contains a set of interrelated skills and “private” skills, as well as corresponding images-representations, including image-standards. A person’s speech ability “is realized in the process of choosing, selecting the necessary words (units of language denoting both objects and phenomena, and their relationships) and composing a message from them according to the appropriate rules of a given language” (96, p. 43).

Speech skills by their nature are rather stereotypical, “mechanical” actions (97, 139). At the same time, communicative and speech skills are creative in nature, since the conditions of communication are almost never completely repeated and each time a person has to re-select the necessary language means and use the appropriate speech skills. Therefore, methods of teaching communicative-speech skills should be different from methods of teaching speech skills.

I. A. Zimnyaya considers speech skill as an obligatory factor in speech activity. “Speech activity is determined by the interaction of 3 factors - knowledge of language units and the rules for their combination, skills in using these units and rules, and the combinational ability to use existing knowledge to express a new thought in a new situation” (95, p. 11).

The subject content of the main subsystems of speech skills can be presented as follows.

Speech skill
LEXICAL SUBSYSTEM Mastering the basic lexical signs of the language; having sufficient vocabulary. Mastering the rules for the adequate use of lexical signs when constructing speech utterances. Formation of skills in operating with lexical signs in RD, including - skills in selecting words according to their basic semantic features, skills in lexical differentiation (differentiation of words according to their meaning, etc.). Formation of linguistic (lexical) representations and generalizations, “semantic” standards and “semantic” fields of words.	GRAMMAR SUBSYSTEM Mastering the basic grammatical means of the language (primarily morphological and syntactic). Mastering the norms of adequate use of learned grammatical means when constructing speech utterances. Formation of skills for adequately operating grammatical signs of the language in the process of RD. Formation of appropriate linguistic (grammatical, syntactic) representations and generalizations. Formation of language skills (N. inflection, word formation, forming connections between words in phrases, etc.). Development of a “sense of language” in relation to the use of grammatical means of implementing RD	PRONUNCIATION SUBSYSTEM Formation of basic speech-pronunciation skills: skills of producing phonemes (N. sound pronunciation); syllable-pronunciation skills; skills in producing (reproducing) semantic sound combinations (words); skills of tempo-rhythmic organization of speech. Formation of skills in melodic-intonation and emotional-expressive design of speech utterances. A sufficient level of formation of speech-auditory perception processes (phonemic hearing and phonemic perception); formation of sensorimotor and visual-figurative “standards” of words.
SEMANTIC SUBSYSTEM Skills in semantic analysis of the subject of speech (displayed in the RD fragment of the surrounding reality); skills of adequate perception and analysis of the conditions of speech communication, including situations of speech communication; planning and programming skills (drawing up a detailed semantic program) of speech utterances; skills of semantic control over the implementation of speech activity and its results; skills of adequate semantic analysis of perceived speech.

Based on the analysis of the internal structure of speech skills, we can conclude that the lexical and grammatical subsystems of speech skills are most directly related to a person’s language ability, while the pronunciation and, to a certain extent, semantic subsystem can be considered as components of the speech ability itself .

The system of interconnected skills, which makes up the internal content of each of the subsystems of speech skills, reflects the general content of “speech”, including correctional and speech therapy work. Moreover, each of the subsystems corresponds to a separate, independent direction of work on the formation of speech activity. Correctional teachers (primarily practicing speech therapists) need to take into account that speech ability is not just one, albeit rather complexly organized skill - it includes a whole complex of various skills and private abilities, the formation of which constitutes the main subject of “speech education.” work." This is of particular importance due to the fact that “in the public consciousness” practical speech therapy is in most cases associated with the correction of deficiencies in the pronunciation side of speech, and many practicing speech therapists themselves see the main goal of their work in the formation of speech pronunciation skills, while the main purpose Corrective speech therapy activity consists in the formation in each child with speech impairments of complex speech skills - the ability to adequately carry out speech activity in all forms of its manifestation.

“To form a speech skill,” points out A. A. Leontyev, “means ensuring that the student correctly constructs and implements the statement. But for full communication it is necessary that we... be able to use speech skills in order to independently express our thoughts, intentions, experiences; otherwise, speech activity turns out to be formed only partially, at the level of its implementation” (139, p. 221). It is necessary that the student can voluntarily and consciously vary the choice and combination of speech operations (skills) depending on the purpose for which, in what situation, with which interlocutor the communication takes place. When a person has mastered these actions at a fairly good level, we can conclude that he has developed the appropriate communicative and speech skills (ibid., pp. 221-222).