Genesis of the Logico-Semantic Organization of Adolescents Speech in the Post-Nonclassical Perspective of the Contemporaneity
The article presents the results of theoretical and empirical analysis of the trends in the speech development of adolescents in the context of psycholinguistic scientific space. As one of the vectors of adolescents’ thought-speech activity development, the author considers the development of the logical-semantic organization of the speech utterance, which is a complex unity of interrelated but phenomenologically independent phenomena: object-meaning and logical ordering of speech utterance structure.
The necessity of using the post-neoclassical approach (evolutionary-synergetic paradigm of scientific rationality) to study the trends in the variability of modern adolescents speech development is grounded in the article, which makes it possible to analyze the phenomenological field of speech from the standpoint of the development of open dissipative systems in the unity of the socio-cultural, psychological and psycholinguistic contexts.
Empirical study procedure involves the study of the features of logical-semantic organization of teenager’s speech activity of by the formation of written speech utterance by the method of quasi-creative work with the supports. The subject of analysis were meaningful text content (denotative content presentation units and their hierarchical matching) and logical ordering of the speech utterance structure (proportional correlation of each of the microtopics within the logics of integral text, compliance consistency of information blocks, ensuring communications between first-order predicators). Comparison of the average values of predicators of the psycholinguistic profile of verbal constructs of adolescents of different ages revealed certain differences in the compared groups and showed nonlinearity of the respondents speech development.
The data obtained are interpreted by the author as the conditionality of the schoolchildren’ speech development not only by the external situational and contextual influence of the educational process, but also by the specificity of age-related neoplasms of the cognitive spectrum. In this context, the purposeful formation of the communicative culture of an individual, mastery of effective ways of forming and formulating thoughts in the logic of dialogical partnership is defined as an indispensable prerequisite for the personal development of adolescents.
Bodnar, R.V. (2004). Socіolekt pіdlіtkіv jak ob’yekt lіngvіstichnih doslіdzhen (na materіalі anglіjskoї movi) [Socіolekt of adolescents as an object of linguistic research (on the material of the English language)]. Movnі і konceptualnі kartini svіtu – Linguistic and Conceptual Worldviews, 10, 45–50 [in Ukrainian].
Kalmkova, L.O. (2016). Formuvannja u dіtej starshogo doshkіlnogo vіku movlennєvoї dіjalnostі: dіagnostiko-rozvivalnij kompleks [Formation in children of the senior preschool age of speech activity: diagnostic-development complex]. Kyiv : Vidavnichij Dіm «Slovo» [in Ukrainian].
Leontev, D.A. (2007). Psihologija smysla: priroda, stroenie i dinamika smyslovoj realnosti [Psychology of meaning: nature, structure and dynamics of the semantic reality]. Moskow : Smysl [in Russian].
Leonteva, A.V. (2015). Refl eksija v mentalnom i jazykovom konstruirovanii dejstvitelnosti: predposylki i grani semanticheskoj diffuznosti [Refl ection in the mental and linguistic construction of reality: the prerequisites and facets of semantic diffusion]. Voprosy kognitivnoj lingvistiki – Questions of Cognitive Linguistics, 2(043), 40–45 [in Russian].
Petrenko, O.B. (2016). Postneklasichna paradigma osvіti j vihovannja: Teoretichnij analіz [The post-informal paradigm of basic knowledge: Theoretical analysis]. Іnnovatika u vihovannі – Innovation in upbringing, 3, 40–49 [in Ukrainian].
Tokareva, N.N. (2014). Razvitie kommunikativnoj kompetentnosti lichnosti podrostka [Development of communicative competence of the adolescent’s personality]. Scientifi c Papers of The Witelon State University of Applied Sciences in Legnica, 12 (3), 57–66 [in Russian].
Ushakova, T.N. (2011). Rozhdenie slova: Problemy psihologii rechi i psiholingvistiki [Birth of the word: Problems of speech psychology and psycholinguistics]. Moskow : Institut psihologii RAN [in Russian].
Furs, L.A., & Vlasova, K.V. (2013). Modelirovanie komplimentarnosti kak tipa ubezhdajushhej kommunikacii [Simulation of complementarity as a type of persuasive communication]. Voprosy kognitivnoj lingvistiki – Questions of Cognitive Linguistics, 1 (034),100–105 [in Russian].
Hrenov, N. (2002). Kultura v jepohu socialnogo haosa [Culture in the era of social chaos]. Moskow : Jeditorial URSS [in Russian].
Chomsky, N. (1968). Language and Mind. New York: Harcourt Brace Jovanovich, Inc.
Chrabaszcz, A., & Gor, K. (2017). Quantifying contextual effects in second language processing of phonolexically ambiguous and unambiguous words. Applied Psycholinguistics, 38 (4), 909–942. DOI: 10.1017/S0142716416000497
Foursha-Stevenson, C., Schembri, T., Nicoladis, E., & Eriksen, C. (2017). The infl uence of child-directed speech on word learning and comprehension. Journal of Psycholinguistic Research, 46 (2), 329–343. DOI:10.1007/s10936-016-9441-3
Greene, J. (1972). Psycholinguistics. Chomsky and Psychology. New York : Penguin Books.
Slobin, Dan I. (1971). Psycholinguistics. Illinois : Glenview, & London : Scott, Foresman and Co.
Frank, St.L., & Christiansen, M.H. (2018). Hierarchical and sequential processing of language. Language, Cognition and Neuroscience, 33 (9), 1213–1218. DOI:10.1080/23273798.2018.1424347
Abstract views: 82 PDF Downloads: 52
This work is licensed under a Creative Commons Attribution 4.0 International License.