Psychologistic Phenomena «Knowledge of the Language» and «Knowledge About Language»: Problems of Relationship and Functioning In Children's Speech
The article is devoted to the coverage of some aspects of preschool and junior school age children’s mastering of language knowledge and knowledge about language, the distinction between these two varieties of knowledge, the disclosure of their differences and features, and the specifics of functioning. It describes some strategies and tactics for the empirical acquisition by preschoolers of language knowledge, in particular: imitation, constructing, unconscious language generalizations, attempts and mistakes, word formation, adaptation to the conditions of speech communication, etc., as well as features of mastering knowledge about language; the procedures for using meta-language and language learned in a natural way are presented; the essence of unconscious, unintentional spontaneous level of children’s learning of language knowledge at the age of 5 years is revealed and the definition of child’s language competence is formulated, under which it means the ability to understand and produce everyday sentences (statements), distinguishing grammatically correct from the wrong ones without changing the meaning of the context to rephrase sentences, phrases, and also microthemes, by making synonymous replacement, to experience lexical and grammatical-stylistic meanings of words, their polysemy, etc. In the article significant differences of language knowledge (knowledge of the language) from knowledge about language are shown, as well as here are presented two kinds of metalanguage knowledge– declarative and procedural, the significance of the latter for the improvement of speech and speech competence of children is substantiated. In the article great attention is also paid to proving the role of different levels of functionality of linguistic and metalanguage knowledge in the production of utterances. The more advanced knowledge is suggested to consider empirical knowledge of the language than studied knowledge about language, especially in those cases where the latter are, firstly, only declarative, and procedural – are absent altogether; secondly, when procedural knowledge is mechanically learned, and therefore they are almost unconscious and non-functional, although they can be explored by children in memory.
Zalevskaya, A.A. (2007). Vvedenie v psiholingvistiku [Introduction to Psycholinguistics] (2nd ed., rev.). Moscow : Ros. gos. gumanit. un-t [in Russian].
Zinchenko, V.P. (1998). Psihologicheskaya pedagogika: materialyi k kursu lektsіy [Psychological pedagogy: materials for the course lektsiy] (2nd ed., rev.). Samara : «Samarskiy Dom pechati» [in Russian].
Kalmikova, L.O. (2017). Perspektivnіst і nastupnіst u navchannі movi y rozvitku movlennya dіtey doshkіlnogo y molodshogo shkіlnogo vіku: psiholіngvistichniy і lіngvometodichniy vimіri [Perspectives and continuity in language learning and speech development for children of preschool and junior school age: psycholinguistic and lingomomethodic measurements]. Kyiv : Vidavnichiy dim «Slovo» [in Ukrainian].
Kalmikova, L.O. (2011). Psihologiya rozvitku movlennevoyi diyalnosti ditey doshkilnogo viku [Psychology of development of speech activity of children of preschool age]. Doctor’s thesis. Kyiv [in Ukrainian].
Leontev, A.A. (2003). Osnovyi psiholingvistiki [Fundamentals of psycholinguistics]. (3nd ed., rev.). Moscow : Smyisl; SPb. : Lan [in Russian].
Lyah, N.Yu. (1996). Osobennosti vospriyatiya slov v shume i funktsionalnaya asimmetriya mozga [Features of the perception of words in noise and functional asymmetry of the brain]. Extended abstract of candidate’s thesis. Sankt-Peterburg [in Russian].
Norman, D. (1985). Pamyat i nauchenie [Memory and Learning]. (N. Alekseenk, Trans). Moscow : Mir [in Russian].
Sepir, E. (1993). Izbrannyie trudyi po yazyikoznaniyu i kulturologi [Selected works on linguistics and culturology]. (A.E. Kibrika, Trans). Moscow : Progress, Univers [in Russian].
Ushakova, T. N. (2004). Rech : istoki i printsipyi razvitiya [Speech: the origins and principles of development]. Moscow : PERSZ [in Russian].
Fortunatov, F. F. (1982). Sravnitelnoe yazyikovedenie. Hrestomatiya po istorii russkogo yazyikoznaniya [Comparative linguistics. Reader on the history of Russian linguistics]. In F. P. Filina (Ed.). Moscow : Vyisshaya shkola [in Russian].
Chernigovskaya, T.V. (1993). Evolyutsiya yazyikovyih i kognitivnyih funktsiy: fiziologicheskie i neyrolingvisticheskie aspektyi [Evolution of linguistic and cognitive functions: physiological and neurolinguistic aspects]. Doctor’s thesis. St. Petersburg [in Russian].
Chernigovskaya, T.V. (2012). Ariadnyi i pirozhnyie Madlen: neyronnaya set i soznanie [The thread of Ariadne and Madeleine’s cakes: neural network and consciousness.]. V mire nauki – In the world of science. Retrieved from www.sciam.ru
Tseytlin, S.N. (2000). Yazyik i rebenok: Lingvistika detskoy rechi [Language and child: Linguistics of children’s speech]. Moscow : Gumanit. izd. tsentr VLADOS [in Russian].
Shaff, A. (1963). Vvedenie v semantiku [Introduction to semantics]. Moscow : Izd-vo inostr. l-ryi. [in Russian].
Anderson, J.B. (1983). The Architecture of Cognition. Cambridge (Mass.).
Ellis, R. (1986). Understanding second language acquisition. Oxford :Oxford University Press.
Diamanti, V., Benaki, A., Mouzaki, A., Ralli, A., Antoniou, F., Papaioannou, S., & Protopapas, A. (2017). Development of early morphological awareness in Greek: Epilinguistic versus metalinguistic and inflectional versus derivational awareness. Applied Psycholinguistics, 39(3). doi: 10.1017/S0142716417000522
Hunter, C., & Pisoni, D. (2017). Early language experience and underspecified phonological representations. Applied Psycholinguistics, 38(6), 1325–1329. doi: 10.1017/S0142716417000285
Kalmykova, L.O. (2015). Ontogenesis of the vocal activity of children of the sixth year of life. Acquisition of Slavic Languages. In H. Kyuchukov (Ed.). Munich: Lincom.
Simard, D., Labelle, M., & Bergeron, A. (2017). Measuring Metasyntactic Abilities: on a Classification of Metasyntactic Tasks. Journal of Psycholinguistic Research, 46(2), 433–456. doi.org/10.1007/s10936-016-9445-z
Foursha-Stevenson, C., Schembri, T., Nicoladis, E. et al. (2017). The Influence of Child-Directed Speech on word Learning and Comprehension. Journal of Psycholinguistic Research, 46(2), 329–343. doi.org/10.1007/s10936-016-9441-3
Tian, Y., Maruyama, T., & Ginzburg, J. (2017). Self Addressed Questions and Filled Pauses: a Cross-linguistic Investigation. Journal of Psycholinguistic Research, 46(4), 905–922. doi.org/10.1007/s10936-016-9468-5
Abstract views: 202 PDF Downloads: 187
Copyright (c) 2018 Psycholinguistics
This work is licensed under a Creative Commons Attribution 4.0 International License.