научная статья по теме The sociocultural condirtionality of formation of the language competence in junior schoolchildren Биология

Текст научной статьи на тему «The sociocultural condirtionality of formation of the language competence in junior schoolchildren»

DOI: 10.12731/wsd-2014-9-14 UDC 159.922

THE SOCIOCULTURAL CONDIRTIONALITY OF FORMATION OF THE LANGUAGE COMPETENCE IN JUNIOR SCHOOLCHILDREN

Chernov D.N.

Studying of a role of «parent - child» generality, developing as a collective subject, in formation of the language competence in junior schoolchildren is the research purpose. Research is executed in a paradigm of the subject-activity approach.

The Heidelberg test of child language development was applied to studying of the language competence. For studying of a child-parental generality as a collective subject the special methodical complex consisting of seven techniques was used.

The essential component of structure of child-parental relations is formation of a collective subject «parent - child» with the style of parental relation «indulging hyperpatronage». This generality positively causes development of speech-linguistic and speech-pragmatic competence spheres. The collective subject «parent - child», functioning on the background of the style of upbringing «indulging hyperpatronage» performs the backbone, mediating and compensating function in relation to diverse biosociocultural influences on formation of the language competence of a child in primary school age.

Results can be used for the organization and carrying out of correction-preventive work on formation the optimum socio-cultural situation of child development for formation of the language competence of a junior school child.

Keywords: collective subject «parent - child»; speech; language; language competence.

СОЦИОКУЛЬТУРНАЯ ОБУСЛОВЛЕННОСТЬ

СТАНОВЛЕНИЯ ЯЗЫКОВОЙ КОМПЕТЕНЦИИ У МЛАДШИХ ШКОЛЬНИКОВ

Чернов Д.Н.

Целью работы является изучение роли общности «родитель - ребенок», развивающейся по типу коллективного субъекта, в становлении языковой компетенции младших школьников. Исследование выполнено в парадигме субъек-тно-деятельностного подхода.

Для изучения языковой компетенции применялся Гей-дельбергский тест речевого развития ребенка. Детско-родительская общность как коллективный субъект изучалась при помощи специального методического комплекса, состоящего из семи методик.

Существенным компонентом структуры детско-ро-дительских отношений является сформированность коллективного субъекта «родитель - ребенок» на фоне стиля воспитания «потворствующая гиперпротекция». Эта общность положительно обуславливает развитие сфер

речелингвистической и речепрагматической компетенции. Коллективный субъект «родитель-ребенок», функционирующий на фоне стиля воспитания «потворствующая гиперпротекция», выполняет системообразующую, опосредующую и компенсирующую функции по отношению к многообразным биосоциокультурным влияниям на становление языковой компетенции ребенка в младшем школьном возрасте.

Результаты могут быть использованы для организации и проведения коррекционно-профилактической работы по формированию оптимальной для становления языковой компетенции младшего школьника социокультурной ситуации его развития.

Ключевые слова: коллективный субъект «родитель-ребенок»; речь; язык; языковая компетенция.

Language mastering is the important condition of child person development. The analysis of modern Russian and foreign researches allows to allocate four approaches in studying of a problem of language development: psycholinguistic, psychogenetic, medical-biologic and sociocultural approaches [1]. In psycholinguistic approach problems of children's language and speech perception and pronouncing, children's language understanding and expression in it of sense, language creativity are considered [2-4]. Despite achievements of the psycho-linguistic approach in study of subjective bases of language formation social context as an essential condition for the emergence of child language, is considered, but is considered extremely generally In the framework of a psychogenetic approach the contribution hereditary

and environmental factors in formation of individual distinctions in language development is estimated. The methodology of the psycho-genetic approach allows ascertaining the significance of heredity and shared environmental factors for formation of individual characteristics of child language [5-7], but, at present, only to be risen to disclosing of psychological content of these factors. In the framework of a medical-biological approach the negative role for child language development various prenatal, perinatal and neonatal factors is studied [8-10]. The actual problem of the medical-biological approach is working out of a complex model of biosociocultural conditionality of language development, which allows taking into account the gradual inclusion of children in different social contexts, involving resource of environmentally relevant sociocultural conditions of life-activity to correct the deficiencies in language development [11-13]. In the framework of a sociocultural approach the condition of children's language development by various sociocultural factors is investigated. It is shown that individual differences in language sphere due to the action of such factors as gender [14], socioeconomic and educational status of family [15]; the identity of a child to particular race / ethnic minorities [16]; bilingualism [17], configuration of family (mother's age, number of siblings and their birth order, twin situation) [15, 18]; linguistic saturation of home environment [19], the upbringing style of a child in family [20].

At high detail allocated factors of children's language development the problem of sociocultural conditionality of this process still has not received convincing permission. It can be solved only at construction of the methodologically proved model of sociocultural con-ditionality of child language development in which the principle of

spontaneity of influence various medical-biological and sociocultural factors on language development will be overcome. The key to the problem decision, apparently, lays in studying of mediating influence of child-parental relationship on development of a child personality. Especially important the problem of sociocultural conditionality of child language development is for studying of formation of the language competence in junior schoolchildren.

So, the research of sociocultural conditions of formation of the language competence in junior schoolchildren became the purpose of our work. Being guided by the concept of the collective subject [21], we have offered the subject-activity approach to analysis of child-parental relationship. The child-parental generality becomes the collective subject when a parent and a child have deep requirement for joint activity; the child, depending in development from active parent participation in the organization of various developing forms of activity, to the greatest degree receives in them possibility for realization of subject potential. For formation of the collective subject «parent -child» the reflexion by a parent of child possibilities in development, comprehension of necessity of creation of developing sociocultural conditions according to the child individuality is necessary. It is suggested that thanks to the active subject-subject interaction influences of various biosociocultural factors on child language development can be potentially compensated or strengthened [22]. The object of research is the model of sociocultural conditionality of child language development which central link is a collective subject «parent - child». The hypothesis is formulated: formation of the language competence in a junior schoolchild is caused by features of it's development as subject of language activity in interaction with it's parent as subject of language upbringing.

Research methods and techniques. To estimate level of language competency the Heidelberg test of language development adapted and standardized for Russian population was used [23]. The test sections, the names of subtests and spheres of operations in study of which it is directed, are presented in Table 1.

Table 1

The sections, the subtests of Heidelberg test and their associated spheres of verbal operations

Test section Subtest sphere of operations

The sentence structure Understanding of grammatical structures Sentence

Direct memorization and repetition of grammatical structures

The morphological structures Formation of plural nouns Morpheme

Formation of cognate words

Formation of degrees of comparison of adjectives

The meaning of sentences Correction semantically incorrect sentences Phrase

Construction of sentences

The meaning of words Finding the words by analogy Word

Classification of concepts on general grounds

Interactive meaning Variation of names (the name of the same person depending on the context of interpersonal communication) Saying / speech act

Establishing a relationship of verbal and non-verbal emotive information

Coding of information taking into account the specific characteristics of social role

Generalizing stage Remembering and retelling of the text (story) Text

Primary scores were transferred into standard assessment. The final assessment is calculated as arithmetic average on standard subtest estimates.

For the study of child-parental generality in terms of representations of a collective subject used previously developed complex of techniques [see more, 24]. The complex includes: techniques «The parent and the child are together», intended for diagnostics of child-parental relations as a collective subject (PMCS, D.N. Chernov), «The person orientation» (QPO, V. Smekal - M. Kuchera), «The film-test» (FT, R. Zhil), «The kinetic drawing of a family» (KDF, R. Burns and S. Kaufman), «The analysis of family relationships» (QAFR, Y.G. Eydemiller and V.V. Yustitskis); the questionnaire of diagnostics of reflexivity (QDR, A.V. Carpov), the questionnaire of parental relations (QPR, A.Y. Varga and V.V. Stolin), the questionnaire for children «My family» (QMF). For an estimation of indicators of socioc

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