Conditions for English oral speech development in EFL classes in Saudi primary schools

2021 ◽  
Author(s):  
Walaa Esmail H Mandili
Keyword(s):  
Primary Schools ◽  
Speech Development ◽  
Oral Speech

Discussion as a mechanism for the development of students’ coherent oral Russian speech: theory and method

2021 ◽  
pp. 126-133
Author(s):  
Oksana O. Ayvazyan
Keyword(s):  
Speech Development ◽  
Practical Significance ◽  
Oral Speech ◽  
Teacher Students ◽  
Preliminary Preparation ◽  
Preparatory Stage ◽  
Pedagogical Research ◽  
High Level ◽  
Positive Effect ◽  
Development Of Students

The study is devoted to the consideration of the features of the development of coherent oral Russian speech of students in social reality. Many theoretical works are devoted to the study of the theoretical and methodological foundations of the development of coherent Russian speech, since correct, normalized speech allows you to effectively interact in all spheres of life. Without a high level of speech skills, it is impossible to argue and develop freely, speech should not be con-strained, which, in turn, will allow a more thorough approach to the substantive side of the process of speech activity. In order to identify the level of development of oral Russian speech and solve problems, we present an analysis of pedagogical research in the form of a control discussion on a given topic. We also describe the basics of the working methods at the preparatory stage of the discussion as one of the forms for the implementation of coherent oral Russian speech. The results of the study showed that without preliminary preparation for oral utterance under the strict guidance of a teacher, students make a significant number of errors and shortcomings, among which we can especially note: lexical, punctuation, intonation, and logical. Based on the results of the study, we state that the most important components of the process of oral Russian speech development are pre-training and the teacher’s word, which has a significant positive effect on the development and development of students’ coherent oral speech. The theoretical and practical significance of the presented study lies, first of all, in the fact that it has a scientific and cognitive value.

scholarly journals Features of inflection skills of preschoolers with general speech underdevelopment

2020 ◽  
Vol 8 (2) ◽  
pp. 7
Author(s):  
Yu. A. Bazhenova ◽  
Yu. S. Mokhova
Keyword(s):  
Preschool Children ◽  
Speech Therapy ◽  
Speech Disorders ◽  
Speech Development ◽  
Grammatical Structure ◽  
Leading Role ◽  
Oral Speech ◽  
And Gender ◽  
High Level ◽  
Normal Speech

Introduction. The article is devoted to the study of the features of inflection skills of the preschoolers with a general speech disorders. The problem of studying the grammatical structure of speech plays a leading role in modern scientific and practical research, and the question of the mechanisms of the formation of grammatical patterns of language of children having general speech underdevelopment and the development of recommendations for speech therapy effects on this basis is especially relevant. Taking this factor into consideration, it is important to study the characteristics of inflection skills of preschoolers with a general speech disorders, as one of the categories of the grammatical structure. Accordingly, the purpose of the study was to investigate the characteristics of inflection skills of preschoolers with general speech underdevelopment. In accordance with the purpose, the course of the study is described, its results are analyzed, and conclusions are formulated. Accordingly, recommendations for speech therapy have been developed.Materials and methods. The study of the features of inflection skills of preschoolers with a general underdevelopment of speech was carried out in several stages. At the stage of analysis, synthesis, generalization and comparison of scientific literature data, the main theoretical and practical works of leading specialists were studied, dealing with the problem of formation and development of inflection skills in both normal and impaired speech development process. At the stage of the ascertaining experiment, preschoolers were offered a test aimed at determining the level of formation of inflection skills. At the final stage, empirical methods for processing empirical data (quantitative and qualitative analysis) were used.Results. As a result of the study, it was found that the inflection skills  of preschool children with general speech disorders are mainly formed at a lower-than-average level, while their peers with normal speech development are formed at a high level. The hypothesis of the study, which suggested that the word-modification skills of preschoolers with General speech disorders, in contrast to preschoolers with normal speech development, are characterized by inconsistencies in gender, number, case of nouns and adjectives, errors in the use of forms of number and gender of verbs, was confirmed.Discussion and Conclusions. Taking into consideration the results of the study, we concluded that there is a need for speech therapy to compensate for the underdevelopment of inflection skills, as a result, logopedic recommendations were developed for developing inflection skills of preschool children with general speech disorders, which are part of a comprehensive speech therapy on the development of oral speech.

scholarly journals Dialogical speech development among senior preschool children in the process of productive activities using workshop technologies

2020 ◽  
Vol 47 (5) ◽  
pp. 186-198
Author(s):  
Tatiana P. Bashlacheva ◽  
◽  
Svetlana V. Savinova ◽  
Lyudmila N. Vakhrusheva ◽  
◽  
...  
Keyword(s):  
Preschool Children ◽  
Communication Skills ◽  
Educational Institution ◽  
Effective Means ◽  
Speech Development ◽  
Educational Process ◽  
Preschool Age ◽  
Joint Activities ◽  
Education Group ◽  
Oral Speech

The development of coherent dialogical speech is most effectively carried out in preschool age, since this period is favorable for the development of the ability to master oral speech. However, this problem is not always given due attention within the framework of the educational process of preschool institutions, the work is carried out mainly in special classes on speech development. Besides, in various types of organized educational activities, there are great opportunities for teaching dialogue to children, one of which may be a workshop. The empirical part of the work was carried out on a sample of 50 children from the pre-primary education group, at the age of 6-7 years attending the preschool educational institution "Kindergarten No. 26" in the city of Kirov (Kirov region, Russian Federation). For diagnosing their level of dialogic speech development, the methodology for identifying the level of development of dialogical communication skills by M.M. Alekseeva, V.I. Yashina; diagnostics of dialogical speech development in preschool children by A.V. Chulkova. The statistical analysis was carried out through mathematical statistics – Pearson’s test. On the basis of the data obtained, it was concluded that productive activity is an effective means of developing the dialogical speech of senior preschool children; speech skills and abilities include the ability to make contact; the ability to make a request for information; replication; possession of speech etiquette; communication emotionality; the ability to compose a dialogue. The effectiveness of workshops as a means of developing the dialogical speech of 6-7-year-old children can be ensured by creating the following conditions: providing children with the opportunity to conduct dialogues at all technological stages of the workshop; implementation of various forms of organizing children’s joint activities; providing children with the opportunity to organize exhibitions, presentations and playing around hand-made crafts. In the process of applying the technology, the possibilities of each stage of developing children’s speech skills should be taken into account. According to the results of the experimental group χ2emp=31.922, which exceeds the critical value, therefore, the discrepancies between the distributions are statistically valid. The prospect of the study is to study the development of children’s communication skills during the workshop.

scholarly journals Psychological foundations of the development of coherent speech in children with simultaneous visual and mental disabilities

2021 ◽  
pp. 59-67
Author(s):  
Indira Sedredinovna Ismailova ◽  
Viktoriya Viktorovna Ponomareva
Keyword(s):  
Mental Disorders ◽  
Primary School ◽  
Primary Schools ◽  
Boarding School ◽  
Social Adaptation ◽  
Mental Disabilities ◽  
Primary School Students ◽  
School Students ◽  
Formative Experiment ◽  
Oral Speech

This article describes the psychological foundations of conducting a formative experiment on the development of coherent speech in children with simultaneous visual and mental pathologies, or in other words, children with complex sensory-mental disorders. The goal of this work is to determine the stages of correctional work of the formative experiment on the development of coherent speech in children with complex visual and mental disabilities. The subject of this research is the process of psychological-pedagogical impact reflected in the process of correctional work on the development of coherent speech among primary school students with visual and mental disabilities. The object of this research is the primary school students of 3rd and 4th grade with complex visual and mental disabilities of various severity in a boarding school for children with visual impairments. The scientific novelty of this research consists in optimization of activity of a pedagogue specializing in the development different types of coherent speech – dialogues, conversations and stories based on the picture among primary school students with sensory-mental disorders, which is of particular importance for school practice as it indicates the techniques for improving the quality of their speech and their social adaptation in the society. The author also underlines the importance of such work with children for fulfilling their personal potential in the context of the requirements of the principle of social justice. Accuracy of acquired results is defined by substantiation of the initial theoretical and methodological positions; comprehensive application of theoretical and empirical methods adequate to the object,  subject, goals and objectives of the research, long-term practical activity of the author dedicated to the development of coherent oral speech in primary schools students n with visual and mental disabilities.

scholarly journals Development of positive socialization and dialogic speech in older preschoolers

2021 ◽  
Vol 98 ◽  
pp. 01012
Author(s):  
Maria Romanova ◽  
Tatiana Fedorenko ◽  
Tatiana Savenkova ◽  
Ekaterina Ryabova
Keyword(s):  
Facial Expressions ◽  
Empirical Test ◽  
Self Esteem ◽  
Speech Development ◽  
Preschool Age ◽  
Socialization Process ◽  
Behavioral Skills ◽  
Content Organization ◽  
Oral Speech ◽  
The Individual

The article deals with the problem of positive socialization of children in the course of dialogic speech development. At the early stages, the effectiveness of the socialization process of the individual largely depends on the development of skills and abilities of oral speech, in particular dialogic speech. The study aimed to develop the content, organization form, personal enhancement methods, and methodology of dialogic speech advancing as a factor of positive socialization of the child’s personality during preschool age. Based on the purpose of the study, a methodology has been developed which proves that the level of positive socialization depends on the development of skills and abilities of dialogic speech. The proposed program and methodology focus not only on the ability to build a dialogue in question-and-answer form but also on the ability of optimal listening (to hear the interlocutor, to make replicas-responses according to what was heard, to change the course of the conversation without deviating from its main topic), as well as etiquette and behavioral skills. During classes on the “Program on positive socialization and development of dialogic speech in older preschool children” developed based on the proposed methodology, along with dialogic speech, children develop important components of emotional intelligence: the ability to adequately express their own emotions; understand the emotions and motives of other people’s behavior; improve the skills of using nonverbal means (facial expressions, gestures, etc.) of communication in the course of dialogue; as well as to enhance the parameters that characterize positive socialization, such as self-esteem, independence, and successfulness. The program has passed an empirical test, which confirmed its effectiveness.

scholarly journals Pedagogical diagnostics of the development of oral speech of pupils with hearing impairment at the levels of primary and basic general education

2020 ◽  
pp. 61-72
Author(s):  
Svetlana N. Feklistova
Keyword(s):  
General Education ◽  
Hearing Impairment ◽  
Educational Needs ◽  
Speech Development ◽  
Diagnostic Tools ◽  
Special Educational Needs ◽  
Speech Activity ◽  
Oral Speech ◽  
Development Of Students ◽  
Interpretation Of Results

The article presents the author’s methodology of pedagogical diagnostics of oral speech development of students with hearing impairment. The necessity of development and introduction of complex, multilevel diagnostic tools is grounded. The tasks, content, means and procedures of pedagogical diagnostics are described, criteria of evaluation and interpretation of results are defined. The levels of forming speech activity components in students with hearing impairment at the levels of primary and basic general education are singled out and described. A generalized description of the special educational needs of students with hearing impairment in the field of speech development is given.

scholarly journals Peculiarities of the development of oral speech for foreign students

2021 ◽  
pp. 148-162
Author(s):  
Olga Zlotnyk-Shagina ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Students ◽  
Main Tool ◽  
Oral Communication ◽  
Speech Development ◽  
Holistic View ◽  
Academic Context ◽  
Language And Culture ◽  
Oral Speech

The article considers oral speech as the main tool in the process of learning the Ukrainian language for foreign students. Therefore, oral speech should always be developed and improved. And for foreign students, the development of oral speech in the study of the Ukrainian language is the most important aspect. Without oral coherent speech it is impossible to fully master the Ukrainian language. There are many different methods of speech development for foreign students, for example, Ukrainian literature is closely related to the language and culture of the Ukrainian people, which is ideal for the development of oral speech of foreign students. to determine the role of oral speech in language learning and the formation of students' professional understanding of the essence of communicative activity, nature, components and forms of communication, features of verbal and nonverbal communication code, the influence of national and cultural factors on communication in both professional and everyday activities. As oral presentations become an increasingly important feature of higher education, it is important to find out what oral communication skills students need to function successfully in an academic context. Thus, this specific presentation aims to identify and describe students' assessment of their own skills in the oral academic Ukrainian language, in particular, to compare how good and important their skills are. Oral speech allows students to form a holistic view of the nature and functions of communication in society, the technical means of communication; to acquaint foreign students with the basic laws of communication, with the verbal and nonverbal code of communication, types of communication barriers; to expand the active and passive vocabulary in the field of professional speech of foreign students of philology; to form basic practical skills necessary for communication in the field of intercultural communication; to raise the general educational and cultural level of foreign students. The article presents options for the development of oral speech and presents examples of exercises that contribute to the rapid study of the Ukrainian language as a foreign language and the development of oral speech.Keywords: oral speech, learning Ukrainian as a foreign language, listening, speaking, dialogue, monologue, written language, reading, writing.

Sign in / Sign up

Export Citation Format

Share Document