Theoretical and methodological bases of studying comprehension and use by children of senior preschool age phraseological units in speech
The article presents theoretical approach to phraseological analysis of preschoolers’ speech with taking into account psycholinguistic postulates. The proposed approach provides identification of specific features in mastering and acquiring knowledge in using phraseologisms by preschool children, based on understanding of phraseological units as the most common, primarily for everyday style of speech and expressions. They are important means for studying the speech development of children, laconicity of the child’s individual speech, its imagery, impressiveness, accuracy, and at the same time emotionality and expressiveness, the presence of pearls of national-authorial thought in it. The phraseologisms are considered in the article as a kind of integral macro unit of the multivector and multidimensional phenomenon of metalanguage, analyzed not by elements, but by “units” (L. Vyhotskyi), which are defined as micro units having all the signs of the whole. These are psychological, psycholinguistic and linguistic micro units, different in functions and meanings. The article scientifically substantiates the choice of criteria and indicators of studying the understanding and use of phraseology in speech by the children of the senior preschool age: a semantic criterion with corresponding indicators: lexical – understanding of the semantics of the direct meaning of the words-components of phraseologisms; metaphorical – understanding of phraseological (figurative) meaning; conceptual – the understanding of the content volume of the word-concept – a component of phraseology. Pragmatic criterion with corresponding indicators: activity in using phraseologisms; correctness of their reproduction; appropriateness of phraseologisms actualization in one or the other situation of communication. Expressive-stylistic criterion with its corresponding indicators: appreciation – providing through the used phraseologisms favorable or unfavorable characteristics of objects, people, situations; emotionality - reflection in speech of the mood, emotions, feelings, experiences by means of phraseologisms; figurativeness – the ability to understand and use in utterances the language units that actualize visual-sensory representations.
Akhutina, T. V. (2002). Neyrolingvisticheskiy analiz dinamicheskoy afazii. O mekhanizmakh postroeniya vyskazyvaniya [Neuro-linguistic analysis of dynamic aphasia. On the mechanisms of constructing a statement]. Moskva: Terevinf [in Russian].
Bakhtin, M. M. (1979). Estetika slovesnogo tvorchestva [Aesthetics of verbal creativity]. Moskva: Iskusstvo [in Russian].
Vygotskiy, L.S. (1999). Myshlenie i rech [Thought and Language]. Moscow [in Russian].
Gavrin, S. G. (1975). Problema funktsionirovaniya frazeologicheskogo fonda russkogo yazyka v svyazi s obshchimi voprosami teorii frazeologii [The problem of functioning of the Russian language phraseological fund in connection with general issues of the theory of phraseology] Extended abstract of candidate’s thesis. Leningrad [in Russian].
Dmitryuk, N. V. (2009). Frazeologicheskiy somatikon kak otrazhenie arkhetipov yazykovogo soznaniya etnosa [Idiomatic somaticon as the reflection of ethnic language consciousness archetypes]. Voprosy psikholingvistiki – Journal of Psycholinguistics, 10, 30–33 [in Russian].
Dobrovolskiy, D. O. (1991). K probleme frazeologicheskikh universaliy [On the problem of phraseological universals]. Filologicheskie nauki – Philological sciences, 2, 95–103 [in Russian].
Zhukov, V. P. (1978). Semantika frazeologicheskikh oborotov [Semantics of phraseological turns]. Moskva: Prosveshchenie [in Russian].
Kalmykova, L.O. (2011). Psykholohiia rozvytku movlennievoi diialnosti ditei doshkilnoho viku [Developmental psychology of preschoolers’ speech activity]. Doctor’s thesis. Kyiv [in Ukrainian].
Kalmykova, L., & Mysan, I (2014). Psyxolingvistychni aspekty frazeologiyi yak teoretyko-metodologichni zasady zbagachennya movlennya ditej ekspresyvno-stylisty`chnymy zasobamy movy [Psycholinguistic Aspects of Phraseology as Theoretical and Methodological Foundations of Children’s Speech Enriching]. East European Journal of Psycholinguistics, 1, 66–74. [in Ukrainian].
Kosmeda, T. (2000). Aksiologichni aspekty pragmalingvistyky [Axiological aspects of pragmalinguistics]. Lviv: LNU im. Ivana Franka [in Ukrainian].
Kunin, A. V. (1985). O porozhdayushchem frazeologicheskom kontekste [On generating phraseological context]. Frazeologicheskaya semantika v kommunikativnom aspekte – Phraseological semantics in the communicative aspect, 244, 98–102 [in Russian].
Leontyev, A. A. (2001). Deyatelnostnyy um (Deyatelnost. Znak. Lichnost') [Activity mind (Activity. Sign. Personality)]. Moskva: Smysl [in Russian].
Mysan, I. V. (2015). Zbagachennya movlennya ditej starshogo doshkilnogo viku frazeologizmamy [Enrichment of preschool children’s speech by means of phraseology]. Candidate’s thesis. Odesa [in Ukrainian].
Mitkina, I. N. (2001). Osobennosti ovladeniya frazeologizmami detmi sedmogo goda zhizni [Features of mastering phraseologisms by children of the seventh year of life]. Candidate’s thesis. Moskva [in Russian].
Potebnya, A. A. (1993). Mysl i yazyk [Thought and language]. Кyiv [in Ukrainian].
Synycya, I. O. (1974). Psyxologiya usnogo movlennya uchniv 4–8 klasiv [Psychology of verbal communication of pupils of the 4-8 grades]. Kyiv: Radyanska shkola [in Ukrainian].
Stepanova, A. A. (2012). Psikholingvisticheskiy podkhod k opisaniyu frazeologicheskikh edinits russkogo yazyka [Psycholinguistic approach to the description of Phraseological units of the Russian language]. Voprosy psikholingvistiki – Journal of Psycholinguistics, 1 (15), 124–133 [in Russian].
Uzhchenko, V. D., & UzhUchenko, D. V. (2007). Frazeologiya suchasnoyi ukrayinskoyi movy [Phraseology of the modern Ukrainian language]. Kyiv: Znannya [in Ukrainian].
Kharchenko, V. K. (1987). Semantika slova v detskoy rechi: problemy i nablyudeniya [Semantics of the word in children’s speech: problems and observations]. Detskaya rech kak predmet lingvisticheskogo izucheniya – Children’s speech as a subject of linguistic study, 160 [in Russian].
Kleist K. Gehirnpathologie. Leipzig, 1934.
Abstract views: 59 PDF Downloads: 154
Copyright (c) 2017 Psycholinguistics
This work is licensed under a Creative Commons Attribution 4.0 International License.