One of the main means of speech development is learning - a purposeful, systematic and systematic process in which, under the guidance of an educator, children master a certain range of speech skills and abilities (A. M. Alekseeva, V. I. Yashina).

The role of education in mastering the child mother tongue was emphasized by K. D. Ushinsky, E. I. Tikheeva, A. P. Usova, E. A. Flerina and others. Teaching the native language in the methodology is widely considered: as a pedagogical impact on the speech of children in Everyday life and in the classroom. Speaking about language learning in everyday life, they mean promoting the speech development of the child in the joint activities of the educator with the children and in their independent activities.

Special classes are considered the most important form of organizing speech teaching in the methodology.

Some methodologists believe that special classes on the development of speech should be abandoned, leaving them only in the senior and preparatory groups as classes in preparation for teaching literacy. The tasks of speech development need to be solved in other classes. One cannot agree with this point of view, it contradicts scientific data on the role and nature of teaching native speech. A number of speech skills and abilities that form the basis of language ability are formed only in the conditions of special education: the development of the semantic side of the word, the assimilation of systemic relations between words, the mastery of the skills of coherent monologue speech.

The need for training is determined by a number of circumstances:

Without special training sessions, it is impossible to ensure the speech development of children at the proper level. A.P. Usova believed that the learning process introduces into the speech development of children such qualities that, in normal conditions develop poorly. Classes help to overcome the spontaneity of speech development, to solve the problems of speech development systematically, in a certain system and sequence;

Classes help to realize the possibilities of speech development in preschool childhood, favorable period for language acquisition.

In the classroom, the child's attention is purposefully fixed on certain linguistic phenomena, which gradually become the subject of his awareness. In everyday life, speech correction does not give the desired result;

In kindergarten, in comparison with the family, there is a deficit of verbal communication with each child, classes to a certain extent help to compensate for this deficit.

The peculiarity of speech classes is that their main activity is speech, which is closely connected with mental activity, with the speech activity of the child.

The typology of classes takes into account: the leading task (classes for the development of a dictionary, the formation of a grammatical structure, etc.); the use of visual material (the use of real objects, observations, etc.: examining objects, observing animals, excursions); stage of training (the initial stage of training, its consolidation or automation); didactic goals (classes for communicating new material, consolidating knowledge, generalizing and systematizing, control classes, combined classes, integrative classes, complex classes), the number of participants (group, individual, frontal).

Speech development classes must meet the general methodological requirements:

Thorough preparation for the lesson;

Determination of the optimal load (correspondence of the material of the lesson to the age-related capabilities of the mental and speech development of children);

The educational nature of the lesson;

The emotional nature of the lesson;

A clear structure of the lesson;

A clear selection of program material, tasks, means and methods of work;

Ensuring the repetition of the material, a combination of frontal and individual forms of work;

Ensuring the speech activity of each material;

Accounting for the results of the lesson.

Under the methodological principles understand the general initial provisions, guided by which the teacher chooses the means of education. He" reflect the specifics of teaching native speech, complement the system of general didactic principles and interact with them and with each other.

In the methodology of speech development, the methodological principles of teaching native speech are determined. The main ones among them are:

· The principle of the relationship of sensory, mental and speech development, children. It is based on the understanding of speech as a speech-thinking activity, the formation and development of which is associated with the knowledge of the surrounding world. Speech is based on sensory representations, which form the basis of thinking, and develops in unity with thinking.

· The principle of a communicative-activity approach to the development of speech. It is based on the understanding of speech as an activity consisting in the use of language for communication. It follows from the goal of the speech development of children and is one of the main ones.

The principle of the development of linguistic flair (“sense of language”). Linguistic flair - unconscious possession of the laws of the language. In the process of repeated perception of speech and the use of similar forms in their own statements, the child forms analogies on a subconscious level, and then he also learns patterns. Here the ability to memorize and use new language units in constantly changing situations is manifested. speech communication. The development of a sense of language is associated with the formation of language generalizations.

· The principle of formation of elementary awareness of the phenomena of language. It is based on the fact that the basis of mastering speech is not only imitation, imitation of adults, but also an unconscious generalization of the phenomena of language. At preschool age, the arbitrariness of speech is first formed, and then its components are isolated. Awareness is an indicator of the degree of formation of speech skills.

· The principle of the relationship of work on various aspects of speech, the development of speech as a holistic education. The implementation of this principle consists in such a construction of work, in which the development of all levels of the language is carried out in their close relationship - the process of mastering the language system. In the process of development of one of the aspects of speech, others simultaneously develop. The focus of the teacher should be to work on a coherent statement, which summarizes all the achievements of the child in mastering the language.

· The principle of enrichment of the motivation of speech activity. The quality of speech and, ultimately, the measure of learning success depend on the motive. Important tasks are the creation by the teacher of positive motivation for each action of the child in the learning process, as well as the organization of situations that cause the need for communication. At the same time, one should take into account age features children, use a variety of techniques that are interesting for the child, stimulating their speech activity and contributing to the development of creative speech skills.

· The principle of ensuring active speech practice of children. The language is acquired in the process of its use, speech practice. Speech activity is one of the main conditions for the timely speech development of a child. The repetition of the use of language means in changing conditions allows you to develop strong and flexible speech skills. Speech activity is not only speaking, but also listening, perception of speech. When working on a speech, use various factors that ensure the speech activity of all children: an emotionally positive background, subject-subject relations, individually directed techniques, the widespread use of visual material, game techniques, a change in activities, tasks addressed to personal experience, and etc.

So, a kindergarten teacher must have a method of conducting classes that corresponds to general didactic and methodological principles, the ability to interact with children, taking into account their characteristic form of communication.

Organization of speech development of children preschool age should be built taking into account not only didactic (visibility, accessibility, systematic, consistency, repetition, etc.), but also methodological principles, with the help of which the intensification of the learning process is ensured.
Methodological principles determine the choice of content, methods and techniques for teaching speech in accordance with the tasks of speech education of children.
Under methodological principles are understood as general initial rules, guided by which the teacher chooses (or creates)
means of education. Methodological principles reflect the specifics of teaching native speech and act in conjunction with each other.
.
One of the important methodological principles of teaching is the principle of the formation of children's speech activity as an active process of speaking in understanding. This is dictated by the fact that speaking and understanding are two types of the same speech activity. They have a similar internal psychological nature and require the same conditions. Both the creation and understanding of speech presuppose the possession of a system of language, that is, a system of those ways in which language conveys certain phenomena and relations of reality. For example, to correctly understand the statement "bring pencils", you need to feel that "and" at the end of the word "pencil" is a plural indicator. The one who creates the statement should also feel the same if he wants to get a few pencils. A child who listens to speech does not passively perceive it, he immediately joins in the process of actively processing what he hears in order to extract content, thoughts from the utterance. P. P. Blonsky wrote that listening to speech “is not just listening, to a certain extent we seem to be talking together with the speaker.” A. A. Leontiev emphasized that “any methodological concept that fundamentally opposes listening to speaking is fundamentally wrong.”
Teaching mother tongue is also based on the principle of interconnection of all its sides: phonetic, lexical and grammatical. The unity of all aspects of the language is manifested primarily in its communicative function, which acts as the main property of the language, its essence.
The sound form inherent in any word creates an opportunity for communication: words are physically reproduced and perceived. However, the sound system of a language does not exist by itself. Not any complex of sounds, but only one that has a certain meaning, can serve the purposes of communication. The word acts as such a sound complex. The vocabulary of the language, its vocabulary is a kind of construction material used to express thoughts. Nevertheless, no matter how rich the vocabulary of the language is, without grammar it is dead, since it does not perform a communicative function. For the purpose of communication, words are grammatically organized, that is, they enter into certain relations with each other in the structure of a sentence. Thanks to this, thoughts receive a harmonious form of expression.
The peculiarity of each of the sides of the language is manifested in the specifics of language units; for phonetics, the sound of speech, the phoneme act as such units; for lexicology - a word in terms of its systematic meaning and use; for grammar, a word in its forms, as well as a phrase and a sentence.
The provisions below define the methodology for teaching the native language of preschoolers, taking into account intra-subject connections.
1. Based on the fact that all aspects of the language are interconnected and at the same time, each of them has specific features, in order to consciously master the language, children must learn the features of each of the sides of the language And connection between them.
The system of teaching the native language at preschool age should be built taking into account the essence of the connection between the sides of the language. this provision should be implemented both in determining the sequence of training, and in the content of training itself.
2. Since the interaction of all aspects of the language is manifested in its communicative function, in order for preschoolers to master the essence of this interaction, it is necessary to carry out training taking into account the leading role of the communicative function of the language, i.e., realizing the importance of each of the sides of the language and their unity in the process of communication.
For these purposes, when educating the sound culture of speech and preparing for literacy, a great place is given to explaining to preschoolers the unity of the semantic and pronunciation sides of the word and the semantic role of sounds.
In dictionary work, special attention is paid to showing the unity of all aspects of the word: pronunciation, lexical meaning, totality grammatical features. At the same time, it is necessary to achieve an understanding of both the nominative (naming) function of the word and the lexical meaning.
When teaching grammar, the leading direction is the formation in children of the ability to use sentences. different structure.
Language is acquired in the process of its use. Therefore, it is very important to include children in the sphere of communication with others in a timely manner, to organize active speech practice for them. The forms of including children in active speech practice are diverse:
this is reading works of art, looking at illustrations and retelling their content; repetition of poems; guessing riddles, didactic games and exercises, various types of children's theaters, etc. Children, under the guidance of a teacher, need to solve speech cognitive tasks, compare, contrast.
The speech practice of children contributes to the development of what is usually called a "sense of language" or language flair, which is the ability to use language tools appropriate to a given speech situation, without involving knowledge of the language. This skill needs to be developed. If the spontaneously arising orientation in the language is not supported, it collapses.
An important methodological principle is the principle speech action. The teacher must remember that not every pronunciation of speech sounds (even whole texts) is speech. The phrases that the child says will be the result of a speech action only if a number of conditions are met:
if the trainee has an internal motive (Why it must be said);
- if there is a target (For what it must be said);
- with a thought (what content needs to be put into words).
The learning process should be built in such a way that the child's actions are truly verbal at every moment of learning.
As a result of training, children should develop those speech skills, without which it is impossible to create any, even the most elementary statement (skills for choosing words, changing them, choosing constructions, observing “grammatical obligations”, changing words in accordance with them, etc. ). A speech skill can be considered formed only if it is transferred to new words and speech situations that have not yet been encountered by the child.
Researchers (L. P. Fedorenko, E. P. Korotkova, V. I. Yashin) also name other methodological principles:
- the relationship of sensory, mental and speech development of children;
- communicative-activity approach to the development of speech;
- enrichment of the motivation of speech activity; organization of observations on linguistic material;
- the formation of an elementary awareness of the phenomena of language, etc.
.
Based on the above methodological principles, a methodology for teaching children the sound culture of speech is being built. vocabulary work, the formation of the grammatical structure of speech and the development of coherent speech.
Task to repeat /
List the methodological principles of teaching the native language, reveal their essence.

2.4. Activity as a condition for the development of speech

and mother tongue teaching

Speech serves the most important areas of human activity. A person's activity in these areas is closely related to how well he speaks. The same applies to preschoolers. (no art. 32-32)

Denoting volitional and intellectual actions, make up
6.24%, and medal verbs - 3%. The imperative of the verb is reduced by about 10%. Index ratio changes
and personal pronouns in favor of personal ones. From the age of four appears
indirect speech.
Extra-situational-personal form of communication typical for children five to seven years old. At the age of five - seven years, communicative tasks come to the fore. Preschoolers actively talk with adults about what is happening between people; persistently trying to figure out how to act; reflect both on their own actions and on the actions of other people. These conversations are theoretical in nature (questions, discussions, disputes). Children talk about themselves, ask adults about themselves, talk about group friends, love to hear stories about everything that concerns people. Older preschoolers turn any activity into a springboard for discussing issues that concern them. They strive for mutual understanding and empathy. Compared to other stages, children are characterized by the greatest inclination of their speech to a partner. Unreversed speech makes up 40% of all speech. Children already speak in more complex sentences (14.9%). Adjectives determine, in addition to attributive properties (69.8%), aesthetic (14.6%), ethical properties of characters (2.32%), their physical and emotional state (9.3%). The proportion of verbs of volitional and intellectual action is increasing (9.7% of all verbs). share imperative verbs decreases to 4.8%. Personal pronouns make up 69.7% of all pronouns. Children begin to use both indirect and direct speech.
So, the development of speech in preschoolers occurs in their communication with adults. Under the influence and at the initiative of an adult, children move from one form of communication to another, a new content of the need for communication is formed.
However, the child communicates not only with adults, but also with his peers. Communication with peers that occurs in children in the third year of life has the following features:
- bright emotional richness. If a child usually speaks with an adult more or less calmly, without unnecessary expressions, then a conversation with peers, as a rule, is accompanied by sharp intonations, screaming, antics, etc. In the communication of preschoolers, there are almost 10 times more expressive-mimic manifestations than in communication with adults;
- non-standard children's statements, the absence of strict norms and rules. Communicating with an adult, even the smallest child adheres to certain norms of statements, generally accepted phrases and speech turns. When talking with each other, children use the most unexpected, unpredictable words, combinations of words and sounds, phrases (buzz, crackle, mimic each other, come up with new names for familiar objects);
- the predominance of initiative statements over response ones. When communicating with peers, it is much more important for a child to express himself than to listen to another. Therefore, conversations, as a rule, do not work out: children interrupt each other, each speaks about his own, not listening to his partner. A child perceives an adult in a completely different way. The preschooler most often supports his initiative and proposal, tries to answer his questions, listens more or less attentively to messages and stories. When communicating with an adult, the child prefers to listen rather than speak himself;
- children's communication with each other is much richer in its purpose, functions. Here: both managing the partner’s actions (showing how you can and how you can’t do it), and controlling his actions (make a comment in time), and imposing your own models (getting him to do just that), and playing together (together decide how we will play) , and constant comparison with yourself (I can do that, can you?). From an adult, the child expects either an assessment of his actions, or new cognitive information.
From the foregoing, the conclusion follows: an adult and a peer contribute to the development of different aspects of the child's personality. In communication with adults, the child learns to speak and do the right thing, to listen and understand the other, to acquire new knowledge. In communication with peers - express yourself, manage other people, enter into a variety of relationships. In addition, a peer can teach many things much better, for example, the ability to speak correctly. Research by A. G. Ruzskaya, A. E. Reinstein, and others showed that a child’s speech addressed to a peer is more coherent, understandable, expanded, and lexically rich. Communicating with other children, the child expands his vocabulary, replenishing it with adverbs of mode of action, adjectives that convey an emotional attitude, personal pronouns, more often uses a variety of verb forms and complex sentences. Researchers explain this by saying that a child is a less understanding and empathetic partner than an adult. It is the incomprehensibility of a peer that plays a positive role in the development of children's speech.
When talking with an adult, the child does not make much effort to be understood. An adult will always understand him, even if the child's speech is not very clear. Another thing is a peer. He will not try to guess the desires and moods of his friend. He needs to be clear and precise. And since children really want to communicate, they try to more coherently and clearly express their intentions, thoughts, desires.

Communicating with an adult, a preschooler masters speech norms, learns new words And phrases. However, all these learned words, expressions can remain “in the passive” and not be used by him in everyday life. A child may know a lot of words but not use them because it is not necessary. For passive knowledge to become active, a vital need for it is needed. This need arises in a child when he communicates with a peer.
Thus, for the development of children's speech, it is necessary for the child to communicate with both adults and peers, since each of the areas of communication has an impact on the development of certain aspects of the speech of preschoolers.
One of the important activities in the formation of speech is training in special classes.
Classes- it is a part, a fragment of a single whole, a kind of "cell" of the educational process, in which the signs inherent in the whole phenomenon are manifested. Teaching the native language in the classroom is a systematic systematic process of development of all aspects of the child's speech and thinking, the process of purposeful formation of his speech skills and abilities.
Speech activity is the main activity of children' in the classroom in their native language. It is closely connected with mental activity, mental activity: children listen, think, answer questions, ask them themselves, compare, draw conclusions, generalizations. The guys not only perceive the speech of an adult, but also, expressing thoughts in their speech, select from vocabulary the right word that more accurately characterizes an object or phenomenon and reflects the attitude towards it.
The peculiarity of many activities is the internal activity of children with their external inhibition. For example, one child is talking and the rest are listening. Listeners are externally passive, but internally active (follow the sequence of the story, empathize with the hero, etc.).
In the classroom, children receive new knowledge, learn to perform tasks in accordance with verbal instructions, acquire the initial skills of organized mental work, and learn to study. Classes enable the teacher to see the successes and failures in the assimilation of knowledge and the formation of the skills of each child.
In the early 90s. 20th century some authors suggested abandoning classes for the development of speech, leaving them only in the senior and preparatory groups as classes in preparation for teaching literacy. They proposed to solve the tasks of speech development in other classes and in the process of everyday life, arguing that in the classroom: it is not possible to provide each child with sufficient speech practice; many children limit themselves mainly to listening; reproductive teaching methods predominate; the relations of the educator with the children are built on an educational and disciplinary basis; teaching the native language is little directed at the development of communicative activity, etc. .
This point view was not supported by either researchers studying the problems of speech development of preschoolers, or practitioners. The need for special classes M. M. Alekseeva and V. I. Yashin is explained by a number of circumstances:
1) training in the classroom allows you to complete the tasks of all sections of the program systematically, in a certain system and sequentially;
2) in the classroom, the attention of children is purposefully fixed on certain linguistic phenomena, which gradually become the subject of their awareness;
3) whole line speech skills that form the basis of language ability (development of the semantic side of the word, mastery of the skills of monologue speech, etc.) are formed only in conditions of special education;
4) in the classroom, in addition to the influence of the teacher on the speech of children, there is a mutual influence of the speech of children on each other.
To improve the effectiveness of classes in the laboratory of speech development under the guidance of F. A. Sokhin and O. S. Ushakova, it was proposed an integrated approach to solving speech tasks that allow for the correct speech education of children and the education of mental activity, contributing to the awareness of certain aspects of the language. Under the complex solution of problems is understood the combination (combination) of speech tasks in the program content of one lesson and the selection of appropriate methods (methods, techniques) for performing these tasks.
The need to combine the tasks of teaching children their native language is explained by the fact that:
- language is a complex system its constituent subsystems and elements that are in structural relationships. Language units (phonemes, morphemes, words, phrases, sentences) are interconnected in speech activity, therefore the interdependence of language elements should be taken into account in teaching speech in the classroom;
Kindergarten should solve a number of problems of language teaching and speech development of children. Without their combination it is impossible to provide multi-aspect linguistic education of preschool children;
- a comprehensive solution of speech problems of learning creates favorable conditions for the realization of creative possibilities and the development of children's linguistic abilities;
- the combination of learning tasks saturates classes in the native language, makes them more meaningful, allows you to increase the speech practice of children controlled by the teacher;
- combining learning tasks creates conditions for teaching children a greater volume of speech skills per unit of study time;
- combining learning tasks allows you to diversify the types of speech activity of children;
combining learning tasks increases the effectiveness of the formation of coherent speech;
- combining learning objectives encourages educators to be creative .
A comprehensive solution of speech problems is not just a combination of individual tasks, but their relationship, interaction, mutual penetration based on a single content. The central place in the classroom is given to the development of coherent speech, the rest of the tasks work on the construction of statements of various types. Combining tasks in a lesson can be different: connected speech, sound culture of speech, vocabulary work can be practiced in one lesson; on the other - coherent speech, vocabulary work, grammatical structure of speech; on the third - coherent speech, sound culture of speech, grammatical structure of speech, etc.
Integrated classes have become widespread in practice, which use different types of children's activities and various means of speech development (for example, reading and drawing, storytelling and listening to music, etc.).
The following requirements for speech development classes are distinguished.
1. The relationship of developing, teaching and educational tasks that ensure the formation of an active cognitive position in children.
If in a lesson children are not only given knowledge and skills, but an interest in learning is formed, the foundations of a personal attitude to this process are laid, then such an lesson will be simultaneously teaching, developing and educating.
2. In the classroom, an atmosphere of respect, mutual understanding, general (teacher and children) interest, collective search, mutual satisfaction from “cognitive victories” (Sh. A. Amonashvili), an atmosphere of cooperation should reign.
Cooperation, as M. S. Soloveichik emphasizes, is the only way development, appropriation of culture. But the culture is multilevel, heterogeneous. And the forms of cooperation are equally diverse, plunging into which the child masters various layers of culture. The most accurate attitude to the cultural content to be mastered and the forms of cooperation in which this content is transmitted to new generations was formulated by L. S. Vygotsky: "A new type of generalization requires a new type of communication."
In the scientific literature, direct-emotional, subject-business, playful and educational forms of cooperation between a child and an adult are singled out. During classes, the teacher should rely on all forms of cooperation. Only in this case, the development of children,
3. Classes must be linguistically literate (in terms of content, setting questions, selecting didactic material, organizing work with children). It is necessary that the teacher understand the linguistic essence of all the phenomena of the language, he himself is well versed in the concepts being studied.
4. The lesson should be a holistic "pedagogical work (M. Ya. Skatkin), have a certain deployment logic learning activities children. to do this, it is necessary, while thinking about the lesson, to determine its “core”, the main thing that must be achieved, and then outline the stages for achieving this goal, look for ways and means of learning for each stage. in other words, when preparing for the lesson, the teacher needs to answer the next questions: How to set a learning task for children in order to include them in active mental and speech activity? What types of tasks and in what sequence to offer children, what is their goal? How to ensure the assimilation of the necessary information (is it possible to organize the lesson in such a way that the children themselves “discover the mode of action, the desired feature, property and how to achieve this?
At preschool age, speech development of children is of great importance. a game And work. They facilitate the complex process of familiarizing children with the surrounding reality and consolidate new information with the help of a word. Representations received not only by the sensual, but also by the active way, are deeper and more distinct.
In the process of playing and working, children learn to compare objects by similarity and difference, both visually and from memory; give short description homogeneous objects; to distinguish the essential from the non-essential; classify objects according to their characteristics, materials, purpose, etc. All this is accompanied by speech and contributes to the development of speech activity.
Play and work are the strongest stimuli for verbal communication of children with adults and peers, for the manifestation of amateur performance of preschoolers in the field of language. They enrich, consolidate and activate the child's vocabulary, skills for quickly choosing the most appropriate word, as well as skills for changing and forming words; contribute to the education of the sound culture of speech, the development of expressiveness of speech; exercise in the preparation of coherent statements; develop dialogue and explanatory speech. Therefore, children should be provided with toys, various materials, tools, and benefits for independent use. The teacher should show interest in children's activities, enrich its content, guide it, and in the process of leadership, exercise the language of children.
Promotes speech development household activity. Its advantage is in the naturalness of the environment, in which children communicate more easily. The teacher has the opportunity to talk with many children, to diversify the topics of conversations with them. In the process of everyday activities (dressing, gymnastics, walking, eating, preparing for bed), the vocabulary of children is extremely enriched, and dialogic speech skills are formed.
Thus, it is possible to achieve a high level of speech development of children only by using all types of activities in the aggregate.
Questions and tasks for repetition
1. Why is it necessary for the development of children's speech not only an adult, but also a peer?
2. Prove the need for teaching the native language in special classes.
H. Formulate the basic requirements for classes.
4. How to make learning the native language in the classroom developmental?

1

The article deals with the issues of modern school system teaching a foreign language based on comparison with the native language. In practice, we constantly observe the positive impact of students' experience in their mother tongue. Knowledge of the native language makes it easier to learn not only Russian, but also a foreign language foreign language based on the native represents the end and the means comparative analysis phonetic, lexical and grammatical component of both languages ​​and contributes to the linguistic growth of a person. And for most students in national regions, the foreign language introduced in the second grade is already the third language they learn. Great importance has the principle of relying on the native language, in this case - Karachai. The presented material allows us to conclude that when learning a second foreign language, it is advisable to rely on the linguistic experience that students have already acquired in the process of learning the first foreign language, as well as general educational knowledge.

native language

Karachai language

intercultural learning

intercultural competence

foreign language teaching system

1. Galskova N.D. Education in the field of foreign languages: new challenges and priorities. - 2003. - No. 4. - P. 5–7.

2. Galskova N.D. Theory of teaching foreign languages: linguodidactics and methodology / N.D. Galskaya, N.I. Gez. – M.: 2005. – 336 p.

3. Karachay-Balkaro - Russian dictionary. - 1965.

4. Passov E.I., Kuzovlev V.P., Korostelev V.S. The purpose of teaching a foreign language at the present stage of development of society. General methodology teaching foreign languages. Reader / Ed. Leontiev A.A. - M., 1991.

6. Sysoev V.P. Cultural Self-Determination in the Conditions of Language Multicultural Education (on the Material of Cultural Studies in the USA). Diss. … Dr. ped. Sciences. / V.P. Sysoev. - M: Moscow State University. M.V. Lomonosov, 2004.

7. Sysoev P.V. Multicultural language education: what is it? // P.V. Sysoev / IYASH. - 2006. - No. 4. - P.2–14.

8. Ter-Minasova S.G. Language and intercultural communication / S.G. Ter-Minasova - 2nd edition, revised. - M.: Publishing house of Moscow State University, 2004. - S. 30.

9. Lado R. Language Teaching: A Scientific Approach. New York, 1964. - R. 14.

The question of the role of native culture in the process of preparing for real intercultural communication is very relevant. The study of native culture is an integral component of the process of teaching a foreign language and culture, as it is the key to understanding a foreign one.

In the very concept of intercultural communication lies the equal cultural interaction of representatives of various linguocultural communities, taking into account their originality and originality, which leads to the need to identify the universal on the basis of a comparison of the studied and one's own cultures.

An interesting fact is that within the framework of their culture, a person develops a strong illusion about the “correctness” of his image of the world, traditions, foundations, and mentality. According to S.G. Ter-Minasova, people do not recognize themselves as products of their culture even in those rare cases when they understand that the behavior of representatives of other cultures is determined by their other culture.

And only when comparing one's own and another culture, a person is able to understand the specifics of his mentality, to feel the difference and similarity (if any) of his own and another culture.

Teaching the culture of the country of the language being studied means teaching to recognize, understand, evaluate communicators, comprehend other peoples through the language, as a result of which the student better knows himself and his own culture. It has been established that the contact of cultures and mentalities through languages ​​(native and studied foreign languages) is ensured by a sufficient level of knowledge of the native language and culture.

By decree of the President of the Russian Federation V. Putin, 2015 was named the Year of Language and Literature. By the decree of the President of the KChR R. Temrezov, 2015 was named the Year of Native Languages ​​and Literature.

Language is the wealth of the people, the pantry of its history. A person, being born into the world, receives a gift from God 6 things that he cannot choose at will: gender, beauty, height, mother and father, nationality and his age.

The most precious thing in the life of each of us is connected with the native language. Having uttered his first word “mother” in his native language, a child with mother’s milk absorbs love for his native language, his people, loves his native land, appreciates the history, culture, songs and dances of its people. He thinks, expresses his feelings and emotions in his native language. Every nation sees and knows the world in its own way and retains knowledge of it in its own language. Consequently, a person who does not know his native language deprives himself of the wealth accumulated by his people for centuries. We must not forget that self-consciousness, life, traditions and customs of peoples are connected with language.

A nation that has lost its native language is losing knowledge, culture, losing itself!

“A people that has lost material wealth can restore it. A people that has lost its language will not be able to restore it,” says a Karachai proverb. As you know, there are about 7,000 languages ​​in the world today. Of these, 2,500 languages ​​are endangered. There are 136 such languages ​​in Russia. In the North Caucasus, these include Adyghe, Abaza, Kabardino-Circassian, Karachay-Balkarian, Ingush, Chechen, Abkhazian, Ossetian, 25 languages ​​of Dagestan and many others.

In the last century alone, about 100 languages ​​have disappeared from the face of the Earth. In order for the language of the people to be preserved, so that today's children can pass it on to their children, the language must “work”. And for this, the language should be used in every family, in every home.

“Only having mastered the initial material, that is, the native language, to the best possible perfection, will we be able to master the foreign language to the highest possible perfection, but not before,” Fyodor Dostoevsky believed.

Another great Russian writer Leo Tolstoy argued that “Whatever you say, the native language will always remain native. When you want to speak to your heart’s content, not a single French word comes to mind, but if you want to shine, then it’s another matter.

Knowledge of the Russian language is an undoubted necessity on the territory of not only the Russian Federation, but throughout the world today. It deservedly occupies a leading position in connection with the geopolitical, political, economic and cultural situation in the world. In multinational Russia, it is the state language voluntarily recognized by all peoples. Knowledge of two languages ​​- Russian and one's own - has become a vital necessity. Practice has proven that they do not interfere with each other. Knowledge of the native language facilitates the study of not only Russian, but also a foreign language. They enrich each other, make them stronger. Teaching a foreign language on the basis of the native one is the goal and means of a comparative analysis of the lexical and grammatical components of both languages ​​and contributes to the language growth of a person.

Here I would like to quote an excerpt from an article by N.D. Galskova, Doctor of Pedagogy, Professor, Project Manager of the Center for the Development of the Russian Language from Moscow "Education in the field of foreign languages: new challenges and priorities", published in the journal "Foreign Languages ​​at School": "I remember one episode from my own experience as a member of the jury All-Russian competition teacher of the year. It was in the mid-1990s, when foreign language teachers had just begun to participate in the competition at the all-Russian level. One of the participants - a representative of the southern region - taught a lesson in the 8th grade of a school with in-depth study English language of Moscow. The lesson had a clearly expressed culturological orientation, the teacher set the goal of introducing students to the multilingual and multicultural situation in southern republic. The students were asked the question: “What languages ​​are spoken in Russia?”. The teacher had the hope that the students already know something about their multinational country. But they named only Russian and English, after a long pause, one girl timidly whispered: “Tatar”. And that's all. The impression was sad, especially since the group of students was heterogeneous in national and ethnic composition» .

Russia, being a multilingual-ethno-cultural state, provides tremendous additional opportunities for the implementation of the goals and objectives of intercultural education and the formation of intercultural competence among students. And for most students in national regions, the foreign language introduced in the second grade is already the third language they learn. A feature of the modern school system of teaching a foreign language is the comparison with the native language. In practice, we constantly observe the positive impact of students' experience in their mother tongue. So, for example, in working on a foreign language, they are helped by the ability to divide the flow of speech into its constituent elements, knowledge of a number of grammatical categories, the ability to use analogy and. e. On the other hand, the habitual norms of the native language, if they diverge from the norms of a foreign language, especially at the initial stage of learning, can certainly have an inhibitory effect on mastering the ability to build sentences, combine words with each other, etc. .

Each nation has its own national vision, understanding, comprehension of the surrounding world.

By the way, from a scientific point of view, the rainbow has 7 colors; red (kyzyl), orange (...), yellow (sary), green (jashil), blue (...), blue (kyok), violet (...). As you can see, out of 7 optical spectra, the Karachay singles out only 4, the remaining 3 - orange, blue and violet - do not even have names. Karachays do not pay attention to the difference between blue and blue. For them, the sky is blue and blue is blue. Moreover, for Karachays, purple is also blue: Erning is burnung suukdan kyogeredi (The nose and lips are blue from the cold), Kültyum kyom is kyok bolady (Bruise is blue). Even more surprising, even the grass is blue (Hans is kyokdyu), and white stallion - blue (kyok ajir).

Thus, the color picture of the surrounding world, which is reflected in one language, may be different or much different from the color perception in another. At the same time, a Karachay is not colorblind - 6 pure colors stand out in the Karachay language:

ak - white,

karara - black,

kyok - blue,

jashil - green,

kyzyl - red,

sary - yellow.

In addition, mor - brown, boz - gray are used as separate colors.

As you can see, the color world of a Karachay does not quite coincide with the optical spectrum (he does not “see” 3 colors). But to be more precise, it is richer - a Karachay recognizes 8 separate colors. Although the eye of an average person distinguishes more than 2,000 color shades, in ordinary life he basically does not use them. In the languages ​​of the world, most often, 4 - 6 names of colors are used. And a Karachay, drawing or describing the world around him in words, would use 8 colors existing in his native language, along with their various shades.

Consequently, each nation sees and perceives everything that surrounds it differently, in its own way, and, therefore, retains historically accumulated knowledge in its native language.

The main method in mastering a second language should be a comparison, for example, of phonetic and lexical aspects, as well as a comparison of grammatical phenomena.

Positive influence the first foreign language can manifest itself in the assimilation of words of a common root, in the establishment of logical associations, in the production of sounds, etc.

Manifestation negative influence(interferences) should be prevented at an early stage of training. Comparison of the articulation bases of co-studied languages ​​will help students reduce the level of interference, since any phonetic base is a system, and it should be assimilated as a system, and not as randomly selected elements.

It is no secret that many students in the second, third (and even older) grades read slowly not only in a foreign language, but often in their native language as well. The reason for slow reading lies in the very initial stage of language learning. It is in the 2nd grade that children cannot cope with numerous difficulties, consisting in the discrepancy between the phonemic-grapheme systems of their native and foreign languages, in voicing foreign graphic signs. The most serious problem for children is the ambiguity of sound-letter correspondences, when the same letter can be read differently or not read at all, and the same sound can be graphically depicted in different ways. If, in addition, we take into account the presence of transcription signs, a lot of reading rules and exceptions to them, then quickly and firmly establishing the sound-letter correspondences of a foreign language turns out to be a really difficult task.

A special role in multicultural education should be given to the representation of the variability of the cultures of the native country, region, locality and so on. This can contribute to the formation of students' ideas about cultural diversity as a norm of coexistence and mutual development of cultures in modern multicultural communities of the native and studied languages. Moreover, such variability and variety of thematic content curricula necessary to create conditions for students to better understand themselves in the spectrum of cultures - the cultural self-determination of the individual.

Firstly, breeding in time the process of learning to read in the native, Russian and foreign languages ​​and, secondly, achieving an unambiguous correspondence between a graphic sign and sound based on the personification of letters and letter combinations, endowing them with individual characteristics and inclusion in game, fairy-tale plots. This is most consistent with the typical orientations of 7-9 year old children to specific, rather than abstract signs of things and phenomena, and, most importantly, ensures a fairly quick mastery of the technique of dynamic reading in a foreign language.

For children of Karachay nationality, learning English is not a big problem from the point of view of the phonetic aspect.

The presence of the same sounds that are absent in the Russian language and presenting a certain difficulty for Russian-speaking students, but available in their native language, contributes to easier and faster assimilation English pronunciation. For example:

The English mixed vowel [?:] - girl, early - is present in the words "etmek" - bread; yorge "- up, yosum - growth, etc.

- [?] - Jim, jelly- is reflected in the Karachai words: dzhai - summer, dzhyl - year, dzhol - road and many others;

- [?] - long, ring - pronounced in the words dzhangur - rain, angy - concept;

- [?] chin, chicken - found in the words chach - hair, charh - wheel

- [h] - horse, hair - the sound x pronounced on the exhale is used in the words khaiyr - benefit, khalk - people, etc.

At the lexical level, the following words can be cited as an example, which have similar meanings:

The word "murder" in both English and Karachai means "murderer".

Teeth - teeth - in English, in the Karachai language - “tish” - tooth.

In English Jab [?æb] - push, nod, push, shove, hit - car. "Jab!" - close the!

Jack [?æk] - man, guy. Before you say Jack - in 2 counts; and you will not have time to come to your senses; car. "Jak-jack" deb turma!" - Do not chat!

Jazz [?a:z] - bright colors, variegation. - "Jazz" - spring.

Join[? ?? n] - unite, join, join - "Jiyin" - retinue, artel, crowd, crowd, crowd.

Jar[? a:] - disagree - cause trembling, disharmony, "Jar" ​​- abyss, crack

Jag [?æg] - put, collect; car. "Dzhak" - to smear.

In terms of education, in order to develop the ability to listen to the interlocutor without interrupting him, showing him respect, it is appropriate to talk about the need to listen to the end in order to understand the difference in English interrogative sentences like: "Where are you going to?" (Where are you going?) or "Where are going from?" (Where are you going from now?).

Special methodological organization of linguistic and speech material sufficiently reliably provides the first stage of the formation of grammatical skills, which brings us closer to solving perhaps the most difficult problem of early learning of foreign languages ​​- the problem of the formation of foreign language grammatical skills. Work in this perspective can be fruitful, since the comparison of various grammatical phenomena in foreign and native languages ​​contributes to the effective assimilation of the grammatical system of the English language, taking into account the specifics of the native (Karachai) language of students.

Absence in English language the category of gender and number also does not present any difficulty for Karachay-speaking children, since this category is also absent in their native language.

A good girl - Igi kyzchyk - Good girl

A good boy - Igi jashchyk - Good boy

Good boys - Igi jashla - good boys

All assignments for exercises, explanations of difficult words before the text, etc. are given in the native language of students, which facilitates understanding and assimilation of the material. And this, in turn, helps to solve one of the urgent problems of ethnolinguodidactics at the present stage - the problem of teaching the grammar of a foreign language in conditions of mixed bilingualism.

"God saves everything - especially the words ...". In relation to the topic under discussion, as one of the examples, let's take the word "jigit", which is common in all Turkic languages ​​and is found even among Russians. But in the Turkic languages ​​there is no [ji] sound already mentioned above, with the exception of Karachay (Alan) and Kirghiz. Based on this, we can conclude that the etymology of this word goes back to Karachay (Alan), since the Kyrgyz did not live and do not live in the Caucasus. In Russian there is a word “key”, which, I dare to assume, is Karachai in origin. How can we prove this hypothesis?

According to our assumption, the word "key" comes from the Karachai "kylych" - a sword. The Karachais are known to have used a sword as a bolt (key) for a door. What was it for and what did it look like? To find out and understand this, it is enough to cast a glance into the recent past of the Karachais, who were surrounded by enemies on all four sides. The door, instead of a bolt, was locked with a sword, and when the owner of the house opened the door, he did not yet know whether a friend or an enemy had come to his house. He always had to be ready for battle. And, therefore, the sword had to be at hand. This is the goal pursued when the Karachays used the sword as a bolt (key). Therefore, the origin of the word "key" looks like this: kylych (sword) - key (bolt).

Obviously, in order to teach a foreign language as a means of communication, it is necessary to create an environment of real communication. According to S.G. Ter-Minasova, "each lesson of a foreign language is a crossroads of cultures, it is a practice of intercultural communication, because each foreign word reflects a foreign world and a foreign culture: behind each word there is an idea of ​​the world conditioned by national consciousness" .

Thus, taking into account the foregoing, we understand that language teaching should be built in parallel with teaching the culture of the country of the language being studied, since only the presence of background knowledge makes it possible to correctly and appropriately use a foreign language. Mastering a foreign culture makes it possible to understand and “feel” the peculiarities of speech usage, what semantic loads and various kinds of connotations this or that statement carries.

Bibliographic link

Tekeyeva M.B. THE PRINCIPLE OF RELYING ON THE NATIVE LANGUAGE IN TEACHING A FOREIGN LANGUAGE (BY THE MATERIAL OF ENGLISH AND KARACHAY LANGUAGES) // International Journal of Experimental Education. - 2016. - No. 2-2. - S. 311-315;
URL: http://expeducation.ru/ru/article/view?id=9581 (date of access: 04/27/2019). We bring to your attention the journals published by the publishing house "Academy of Natural History"

Introduced: m methodologist of national schools of OIPKRO Biktimirova L.R.
Date: 11.03.03.

Language is an infinitely expensive treasure that has come down to our times,
which for thousands of years absorbed the mind, traditions,
philosophical views on life - all spiritual wealth
one people or another.

Post-war urbanization, increased migration processes, as well as the party’s course towards the formation of a “supranational” new historical community with common Soviet-wide character traits and a single language of communication” led to the alienation of the entire upbringing and educational system of the country from the people, their cultural roots and traditions. The disappearance of the national from school, kindergarten contributed to the disappearance of national ecology from the family. As a result, the native language has lost its position, and in some cases has disappeared from the family sphere of communication. And this led to a weakening of the position of the native language in the spiritual sphere. So there was a violation of the natural mechanisms, the stages of transmission of the native language from generation to generation.

in urban public schools and rural schools with an international composition of the population, where the native language is studied as a subject or optional, the level of development of students' speech is low, children do not communicate in their native language. The reason is that in elementary school too much attention is paid to grammatical material. It is no secret that students who do not speak their native language enter our schools, and teachers, in pursuit of program material, load the child with grammar almost from the first days. As a result, children seem to write correctly, but do not know how to speak their native language.

Is it possible for a person who does not know his native language to be Tatar, Bashkir, Kazakh, Chuvash? Ignorance of a language leads to linguistic assimilation And linguistic assimilation is usually followed by ethnic assimilation.

Today's task is to find constructive civilized ways to solve the problems of reviving the national language and the ethnos itself.

Intensive language acquisition is possible subject to certain principles

communicative principle.It is necessary to introduce new technologies, where the grammatical-written orientation would be replaced by a new one. Noteworthy is the communicative-developing methodology, built on a block planning system, for the intensive study of languages ​​in kindergartens and in primary grades of general education schools, where the majority of children do not speak their native language.

Everyone knows that the birth of a language in a person is a natural process. It is not connected with knowledge or ignorance of the basics of the grammar of a particular language. A child who begins to speak never thinks about the forms of the sentence. If the birth of a language went first through the study of individual words, then through the study of individual grammatical forms, this would be a difficult path. Language is born only in communication. Grammar analysis can only be done when you know the language. The main goal is to remember grammatically related phrases. Through communication, sections of the language are also studied.

The communicative-developing technique assumes, for example,

Drawing up dialogues (when meeting, parting, getting to know each other, etc.)

Tasks can be of the following nature:

n make up a dialogue with a friend you met on the way to school, talk to him).

n congratulate each other on the start school year; having a good summer vacation

n make up a dialogue with a remark-invitation;

n talk with each other about the translation of the Tatar script into Latin script, etc.;

n compare a book with a magazine;

n listen and say how you understand the saying;

n write short reviews (after watching performances, video materials, make up dialogues).

Situational-thematic principle.The grammatical features of words can be realized through various situations or blocks.

Block - This is a topic designed for one or two weeks, which goes through all regime processes and classes.

The methodology is based on studying the experience of teaching a foreign language using an intensive method based on everyday topics (blocks):

1. Acquaintance.

2. Family.

3. School.

4. Clothes.

5. Crockery, etc. d.

cultural principle. (The principle of education and development).

IN last years a number of state documents reflect the need to study the language in cultural aspects. It is impossible to study the language of the people, their history in a different way. It is important to show that the language is not only a means of communication, but the study of the language involves the study of folk psychology, traditions, rituals.

Only culture, acquired primarily through the native language, will stop the moral decline of a person, the coarsening of his soul. Language, as a form of culture - a necessary means of human thinking, cognition and communication, must be assimilated along with it. That is why any lesson of the native language, in a certain sense, turns into a study of the culture of this people. Acquaintance with culture is carried out at several levels. The object of study is words, phrases with nationally unique semantics: proverbs, sayings, riddles, phraseological units, winged words and sayings. It is their comprehension that forms the national-cultural background necessary for the perception of culture.

Comfort is created by the teacher by the elements of the game, as well as by learning proverbs, sayings, riddles, and tongue twisters. Communication can be through crossword puzzles, through phonetic exercises, poetic five minutes and physical education. The sound of national music, learning the elements of folk dance, learning folk songs are the most successful forms of instilling interest in national culture.

Songs - a useful form of language practice. They can be recorded and listened to at home, they can be worked with in the classroom. You can start the lesson with a song, the song can be included as a pause. If students are given a text in advance and read it several times during the lesson, they can sing along while listening to the recording. You can arrange a competition for the best singer.

This principle provides great opportunities for spiritual growth and education, familiarization with the history and culture of the native people..

A communicative and developmental methodology based on a block planning system for children who do not speak their native language, in addition to the fact that children learn their native language at the colloquial and everyday level, at the end of the year gives the following cultural results:

Children learn:

1) brief information on the history of the Tatar people;

2) ethno-cultural features of the names of outerwear; (the topic is “Clothes”);

3) national flavor of color adjectives; (theme “Colors”);

4) national and cultural symbols of the names of flora and fauna (theme “Vegetables and fruits”);

5) national flavor in the names of dwellings (the theme “Dwelling”);

6) national cuisine (theme “Food”);

7) names of national dishes. (the topic is “Dishes”);

8) ethno-cultural symbolism transmitted by numbers (theme “Numbers”);

9) the names of mythological creatures, fairy-tale characters; (the theme is “Tales”);

10) national and cultural features of the perception of the seasons; (the theme is “Seasons”), etc.

The principle of introducing a lexical minimum.This technique does not aim to teach the literary language.
Its purpose is to teach communicationat the conversational level. There is an opinion that a child whose vocabulary is 500 words can already communicate in another language at the everyday level.

In one lesson, you can enter from 7-80 words. But how do you learn a word?

1. It is important to learn the lexical minimum of words.

2. Learn to listen and understand them while reading.

But, having mastered only the lexical minimum and explaining the lexical meaning of words, one cannot teach to speak.

The introduced lexical minimum should be based on the following principles:

1) the word in the context of the topic should indicate importance;

2) the word must enter into a semantic relationship with other words;

3) the word must be used frequently;

4) the word must be a root forming for other words;

5) the word should be easily assimilated (st; tege; min; yuk; yakshy; zur; st; yakshy; min...).

This also does not mean that, having memorized words and observing the listed principles of the lexical minimum, the child will learn his native language.

The word should not be studied separately. It should be used only within a sentence, because, for example, the word “bash” (“head”) in the Tatar and Bashkir, Kazakh languages ​​has about ten meanings.

This will also help develop attention to the sounds of native speech, the ability to understand and retell the text.

The principle of activity and understanding.The material must be understandable, its meaning is clear, then only it is perceived. Knowledge material in this case is mastered firmly and is stored in memory for a long time. You cannot memorize mechanically without understanding. Such knowledge is usually forgotten quickly.

The methodology includes the concepts of intellectual, emotional and conversational activity. Intellectual activity involves the creation of problem situations.

The principle of systematic and phased.The principle is characterized as follows: from the simple to the complex, from the known to the unknown, from the near to the far. Basis of the principle: not yet explored previous material You can't move on to learning new stuff.

When implementing this principle, it is necessary to keep in mind that the sections of the language are interconnected, complex, integral.

A person cannot acquire the content of the language on an intuitive level. Knowledge is needed, and science gives knowledge. As you know, the program for national schools involves the study of sections of the language in the system: “Phonetics and Graphics”, “Vocabulary”, “Word Formation”, “Morphology”, “Syntax”. At the initial stage, language learning by children who do not speak their native language involves learning the language according to other principles - children learn to communicate in their native language.

The principle of specific features of the native language (the introduction of a phonetic and grammatical minimum).Grammar, as the science of language, although it can be applicable to all languages, however, cannot be equally applicable to any particular language, because languages ​​are different in structure and application.

Reading aloud is inextricably linked with the articulation and pronunciation of certain sounds. Therefore, when teaching the pronunciation of children who do not speak their native language, one should start with the general articulatory features of the native and Russian languages ​​(sounds that are written and pronounced the same way).

General phonetic phenomena of contacting languages, but characterized in each of them by their own characteristics.

It is necessary to switch to the equally named in the native and Russian languages, but having their own specific articulatory features in the native (sounds that are written the same way, but pronounced differently).

For example, when studying the Tatar sound a, one cannot simply explain the pronunciation rules and learn them by heart - this will not lead to the correct pronunciation of the sound in words. The teacher must show the differences between the Russian sound [a] and the Tatar sound [a]. The Tatar sound is pronounced with an overtone of o. Next, you should perform exercises to distinguish between Russian and Tatar sounds [a] - all this will help to perceive the material at a conceptual level, strengthen students' working capacity and the quality of teaching their native language will increase in many ways. Specific phonetic phenomena of the studied language.

It takes an extremely long time to form the pronunciation of sounds, the articulatory features of which are characteristic only of the native language.

(sounds that are spelled and pronounced differently).

For them to assimilate sounds that are not in the Russian language, more time and more training exercises and more time are needed.

Phonetic minimum Tatar language should include not only a list of phonemes, their positions and ways of implementation in native speech, but also a list of lexical correlations reflecting these phonemes and their oppositions and positions.

During the study of situational topics, students are given information about the language, although the communicative-developing method of studying the language as a system does not become a fundamental goal, but learning the language at the communicative level still implies knowledge of some rules:

1) information about the law of synharmonism;

(Hard vowels: a, y, o, s.

Soft: e. oh, e, and

a) the pronunciation of words in the native language depends on the presence of hard or soft vowels in them;

balalar, urynnar - solid pronunciation

isemem, kesheler - soft pronunciation

b) the hardness and softness of the attached affixes depends on the root of the word;

bala - lar, keshe - ler

c) such agreement of vowels in hardness and softness is called the law of synharmonism; this will allow the children to see the patterns of joining affixes to the studied lexical units, in the formation of forms of various parts of speech, and in making sentences with them.

con-ner-il-ler

bar-a-laruky-dy-lar);

2) information about sounds (some letters of the Tatar and Bashkir, Kazakh alphabet denote several sounds (E-3 sound (floor, floor, tessir). K-sound (cinema, frame, kara). V-2 sound (vakyt, avyl) ;

3) the stress in the Tatar and Bashkir, Kazakh languages ​​is most often placed on the last syllable, and inside the word the stress is lost and merges with the syntagmatic stress. The logical stress usually falls on the word before the verb.

4) in the Tatar and Bashkir, Kazakh languages, two consonants cannot be combined (except for RT, LM, NM, YT); but two vowel sounds can be combined, while the second syllable cannot begin with a vowel.

It is also necessary to give theoretical information about the order of words in the Tatar language.The most significant discrepancy is manifested in the structures of sentences and in the order of words in them. For example:

1. Violation of word order in the independent construction of sentences: Kitap yata ostelde. (Instead of: Kitap ostelde yata.) / The book is on the table.

2. Replacing the preposition of the definition with respect to the word being defined:

Maktep zur. (Instead of: Zur maktep.) \ Big school.

3. Mistakes in the construction of interrogative sentences (particle omission - we, -mu): Shin bugen kilesen (Instead of: Shin bugen kilesen me?)\ Are you coming today?

4. Errors when compiling a phrase like quantitative numeral + noun: Un kitaplar (Instead of: Un kitap). ten books

The principle of keeping in memory the features of the Russian language.All types of speech development (listen to understand using visual material; dialogues, verification work in reading and writing and etc.) organize on the basis of the Russian language with translation into the native language.

The principle of working with text.An important stage in the assimilation of the native language by children who do not speak their native language is learning to read in their native language. In the process of learning to read in the native language, the vocabulary grows, the intonational features of the language and the pronunciation of certain sounds of the native language are better absorbed.

Reading “to oneself” and aloud, mastering the content in order to convey the main thing from the text is difficult psychological process associated with linguistics and methods of teaching reading.

Reading technique and assimilation of the content of the read text are the external and internal aspects of the development of speech. The first implies correct and fluent reading, and the second - expressive reading and conceptual assimilation of the text.

In the lower grades, attention is primarily paid to correct and fluent reading.

Reading aloud is considered a normal reading rate when the reading rate corresponds to the speech rate of a particular language.

The assimilation of external aspects (work on articulation) creates conditions for working on the internal side of the text in terms of conceptual perception, when the student not only assimilates the content of what was read, but also knows how to express his opinion about what he read, knows how to reason about what the author wanted to say, and also with the help of voice, intonational means to convey the content of the text.

Important role at the same time, the ability to correctly select the text offered for reading in the native language plays.

The text must meet the following requirements:

1) it should be easy to read; it should contain words used in everyday life;

2) the text should be appropriate for the age of the child and should be of interest;

3) you can not use text with previously unlearned letters and sounds;

4) the text should have a title, it should contain illustrations;

5) The text should have educational value.

The following tasks are offered:

Listen and retell the text;

Listen and continue the text;

Listen, retell the text, supplementing the retelling with personal impressions, etc.

The principle of using game material. Work in pairs. This form of learning activity allows a large number of students to take an active part in what is happening in the lesson. The teacher needs to prepare such assignments for pair work so that the students do not lose interest in the subject. To do this, there must be a clear idea of ​​what the purpose of their work is. It is better if it is something specific: “Are you a doctor, ask your patient if he leads the right way of life? When he gets up after sleep, does he do exercises, does he ventilate the room?

Role-playing game. Each student during the lesson is given the opportunity to act in any role, depending on the subject and content of the lesson. In elementary grades, these can be roles from fairy tales. In high school - conferences, disputes, interviews, meeting guests, hiking. In the conditions of the game, students exercise in repeated repetition of speech patterns, form psychological readiness for speech communication, train in choosing the right speech option. If the game is used as a training session during the initial consolidation, it is given 15-20 minutes. In the future, this game serves as a kind of repetition of the material already covered and, which is also important, emotional relaxation.

Games are very useful for keeping students interested in knowledge.

The success of the game largely depends on the simple and clear instructions of the teacher, who must first:

n make sure everything you need is available for the game;

n determine the optimal number of participants;

n allow students to choose their own leader;

n the teacher can be a participant in the game or lead this game, but not dictate their terms; the conditions or rules of the game must be agreed in advance;

n invite students to come up with a game on their own;

n provide students with items material culture native people;

n Remind students of the passed speech turns, commonly used phrases.

The teacher should pay attention, first of all, to the communicative orientation of the games.

Group work.The principle of joint learning underlies the work in groups of 3-5 people. By working together, children learn from each other. In addition, such an organization allows them to more actively express their opinions and learn teamwork. Each of these groups is given a task: to conduct a survey of young people about how they see the teaching of their native language in the next century.

The communicative principle requires students to fulfill the following conditions:

1) studied conversational material within the situation;

2) in order to consolidate and master the material, they repeated it several times;

3) used more material requiring communication.

The principle of visibility.It involves the use of subject plot drawings, teaches to read.

The use of material, stage, subject and plot drawings, diagrams, maps, tables, computer, audio and video materials helps to better master the language.

A large visual material is also contained in the books of Ch.M. Kharisov “Learning to speak in Tatar” (1992), “My first Tatar dictionary”: (Illustrative Tatar - Russian dictionary (1995)), “Know the Tatar language” (2000), “In the world of words and sentences” (2000).

The principle of clarity and activity.This principle is based on taking into account the psychophysiological capabilities of children. It is necessary to create conditions for learning the native language. Overcoming the difficulties that arise is possible if the teaching of grammar is carried out in accordance with the age. But we must also not forget that overcoming difficulties in the student causes a feeling of satisfaction, develops the ability to overcome difficulties. All digestible material should not be lightweight. But heavy, voluminous, unbearable material reduces interest in learning the language. It will be right if at the same time the teacher, parents, classmates come to the aid of the student. It is also necessary to take into account the level of preparedness of students, the ability to learn the language.

The principle of taking into account the personal abilities of students.This principle involves taking into account the student's natural abilities and interests. For some it is enough to explain once, for others it is necessary to pay more attention and time. For example, when compiling the dialogues “Kazan is the capital of Tatarstan”, one student needs enough advice, the second one needs to ask leading questions, the third one needs to give phrases. All this implies differentiation, taking into account the personal characteristics of the student requires the psychological characteristics of each student. Positive success is achieved by teachers who, after checking the individual possibilities of mastering educational material prepare differentiated tasks and achieve positive results. Otherwise, it will contribute to the mental lag of children.

The work was added to the site site: 2016-06-20

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" xml:lang="en-EN" lang="en-EN">1. Learning the native language in class leading agent " xml:lang="en-EN" lang="en-EN">" xml:lang="en-EN" lang="en-EN">formation of children's speech.

" xml:lang="en-EN" lang="en-EN">1.1." xml:lang="en-EN" lang="en-EN">" xml:lang="en-EN" lang="en-EN">The meaning of the native language in speech development classes. The structure of the native language teaching lesson. Forms of organizing the teaching of native speech to preschoolers

" xml:lang="en-EN" lang="en-EN">Every year, the amount of knowledge that needs to be passed on to the younger generation is steadily growing. To do this, new programs are being created to prepare children for school in preschool institutions and schooling. To help children cope challenging tasks, you need to take care of the timely and complete formation of their speech.

" xml:lang="en-RU" lang="en-RU">The development of speech at preschool age has a diverse impact on children. First of all, it plays a big role in mental development.

" xml:lang="en-EN" lang="en-EN">Native language is “the key that opens the treasures of knowledge to children” (O.I. Solovieva). Through the native language, children become familiar with material and spiritual culture, receive knowledge about the world around them.In a word, children express their thoughts, impressions, feelings, needs, desires.

" xml:lang="en-RU" lang="en-RU">Native language teaching creates more opportunities for the moral development of preschoolers. The word helps the development of joint activities of children, accompanying their games and work. Through the word, the child learns moral norms, moral values.

" xml:lang="en-EN" lang="en-EN">Mastering the native language occurs simultaneously with the education of an aesthetic attitude to nature, man, society, art. The native language itself has the features of beauty, is able to evoke aesthetic experiences. For aesthetic development have an artistic word, verbal creativity and artistic speech activity of children.

" xml:lang="en-EN" lang="en-EN">Thus, the role of the native language in the comprehensive development of the child is enormous and undeniable.

" xml:lang="en-EN" lang="en-EN">The main goal of work on the development of speech in preschool institutions is the formation of oral speech and a culture of speech communication with others.;color:#000000" xml:lang="en-EN" lang="en-EN">
Teaching the native language is systematic, purposeful process development of children's cognitive abilities, their assimilation of a system of elementary knowledge about the environment and the corresponding vocabulary, the formation of speech skills and abilities. The main form of preschool education is classes. According to didactic goals, the following types of classes in the native language can be distinguished: classes on the communication of new material; consolidation of knowledge, skills and abilities; generalization and systematization of knowledge; final or accounting and verification (control); combined (mixed, combined). In kindergarten, the concept new material»on the development of speech is sometimes relative, since children are faced with those linguistic phenomena that they use every day in their speech (sounds, intonation, grammatical forms, words). And yet, it is safe to talk about presenting new things to children.

;color:#000000" xml:lang="en-EN" lang="en-EN">This is an interpretation, an explanation of familiar facts, the accumulation of new ideas, the formation of new skills. A.P. Usova noted that the ideas that practice introduces into the consciousness and behavior of children, as if they are completely familiar, but scattered, random, interpreted from a child's point of view.Classes should reveal to children what they need to see, how to see, and also how to act.Examples of activities where children are taught new material , are an excursion to the studio, watching a squirrel, examining the manager's office, etc. These are the first lessons in teaching storytelling, in which children learn how to compose a story, classes in reading new works, memorizing poems.

;color:#000000" xml:lang="en-EN" lang="en-EN">Classes to consolidate and deepen the acquired knowledge and skills are widespread in kindergarten, for example, telling children about a trip to the atelier, examining shreds of fabrics, a conversation about the premises of the kindergarten, repeated classes in reading, memorization, etc.

;color:#000000" xml:lang="en-EN" lang="en-EN">In such classes, the educator, of course, provides some new, additional information, but basically he directs the children's efforts to independent use already the existing stock of knowledge, to strengthen speech skills.This can be a consolidation of individual facts, and generalizations, and skills.The teacher can apply literal reinforcement, reproducing (retelling a familiar text, reciting learned verses by heart), training repetitive exercise (in sound pronunciation, in using one and the same grammatical form) and creative (play-dramatization using a familiar text, conversation based on observations). To achieve positive results, it is important to introduce elements of novelty, creative activity into the process of repeating the material. This type of activity is close to classes that summarize and systematize the material covered For example, in the process didactic games such as “Who needs what?”, “Shop”, etc. children practice classifying objects by color, shape, purpose, etc. In the older groups, generalizing conversations are held: about their hometown, about the work of adults, about transport, about books. The children are tasked with purposefully reproducing the material (telling about passenger transport, the work of a driver, about their favorite fairy tales). Classes of a generalizing type are very valuable for the formation of logical thinking, analytical and synthetic activities of preschoolers. Accounting sessions are most often carried out on visual activity. However, they are also necessary in the native language, since it is sometimes necessary to establish the level of certain knowledge and skills of children. It is advisable to conduct control and verification classes in some sections at the beginning of the school year to familiarize the teacher with the knowledge of the children of the new group and at the end, when summing up the results of the work. Control classes in the native language are also used in the mass verification of the work of kindergartens.

;color:#000000" xml:lang="en-EN" lang="en-EN">Partly they are educational in nature." xml:lang="en-EN" lang="en-EN">As a rule, the educator uses only indirect teaching methods in order not to leave the mistakes made by children uncorrected.

" xml:lang="en-EN" lang="en-EN">1.2. Didactic requirements for classes on the development of children's speech.

" xml:lang="en-EN" lang="en-EN">
The most widespread in kindergartens are combined classes with a set of didactic goals, for example, familiarizing children with new material, repeating and consolidating what has been passed and practical use. Classes for the development of speech have a number of features that cause certain difficulties in their implementation. For example, it often happens that children are busy with various activities: one speaks, the others listen; due to the short duration of classes, it is not possible to provide each child with sufficient speech practice, etc. In order for classes to bring the maximum effect, they must meet the general didactic requirements, namely:;color:#000000" xml:lang="-none-" lang="-none-">

" xml:lang="en-EN" lang="en-EN">1. Careful advance preparation for the lesson, determination of its content and teaching methods. At the same time, its place in a number of other classes in the native language, the level of knowledge and skills are taken into account children, their workload is determined. The teacher should be clear on speech tasks and specific speech content. The methods and techniques necessary for studying the intended program material are selected, the structure and course of the lesson are thought out. The necessary visual aids, educational equipment are prepared. Individual learning objectives are determined (tasks are differentiated , the order of calling children is thought out).

" xml:lang="en-EN" lang="en-EN">2. The optimal intensity of the load. The teacher is guided by the principle of developmental education. He gives the children tasks for enough high level difficulties, so that their implementation requires active mental activity.

" xml:lang="en-EN" lang="en-EN">Sometimes the load is not enough: children do not have to act independently, solve analytical and synthetic speech problems, establish connections between objects, isolate similarities, etc. If the child does not have the work of memory, thought, and the educator requires only passive contemplation, quiet behavior and repetition of facts known to children for a long time, the lesson turns into a spectacle for them.
The mixed structure of the lesson helps to establish the correct measure of the load; more complex special techniques are also useful: questions for inferences, comparisons, etc.

" xml:lang="en-EN" lang="en-EN">3. The educational nature of the lesson. In the classes for the development of speech, the principle of nurturing education, which exists in Soviet pedagogy, is implemented. The educational effect is exerted by both the content of speech activity and its linguistic design, as well as the correct organization, methods of conducting the lesson.Since the lessons are given not scattered information, but certain system knowledge, children gradually have elements of a conscious attitude to the language, to its assimilation.
In the process of speech development, as already mentioned, all mental processes. It is important that the cognitive interests of children are formed in the classroom, from general curiosity at a younger preschool age to the differentiated and persistent interests of older preschoolers, to an accessible analysis and evaluation of their activities.
Assimilation of the native language, the gradual awareness of the child of its wealth and beauty contribute to patriotic education. Providing children with information of a socio-historical nature, familiarizing them with the life of Soviet people is associated with the education of high moral feelings and ideas that help to cultivate love for the Motherland, internationalism, collectivism, and hard work. In the classroom, the teacher teaches children to independently, creatively use the acquired knowledge and skills. It is very important to support the child's desire to learn, to teach him to share his knowledge with his comrades.

" xml:lang="en-EN" lang="en-EN">The content and organization of classes help to bring up such moral and volitional traits as purposefulness, discipline, tact, etc. Speech classes can have a great influence on the aesthetic education of children. The teacher carries out aesthetic education not only when familiarizing preschoolers with objects outside world and by creating an appropriate environment, but primarily by means of the language itself its figurative structure, musicality, artistic word.

" xml:lang="en-EN" lang="en-EN">4. The emotional nature of the lessons. Before starting the lesson, children need to arouse the desire to learn, curiosity, the desire to learn new things. The lesson should bring the child a sense of satisfaction. Interest children are an important ally of the educator. In speech classes, humor and a joke occupy a well-known place. For example, children laugh when the absent-minded Petrushka calls a toothbrush a shoemaker and uses it to clean his boots. They correct him, teach him to distinguish between brushes.

" xml:lang="en-EN" lang="en-EN">5. The distribution of teaching methods in accordance with the structure of the lesson. The construction of the lesson should be clear. At the beginning, as a rule, links are established with the material covered, with experience children.Then the teacher communicates the goal of the lesson (in simple and understandable terms).This will help teach children to act purposefully.Goals can be elementary: go to the flower garden, see what flowers grow there, read poetry to the new doll, etc. In older groups the purpose of the lesson is often motivated.For example, the teacher says that you need to learn how to pronounce correctly difficult words because speech should be correct, beautiful, pleasant for others. This convinces the child of the need to acquire new knowledge and skills. The beginning of the lesson should arouse interest in the future, prepare the ground for a good receptivity of children, arouse their attention. Therefore, it should be carried out concisely, lively, using intonations of interest. The main part of the lesson should also be characterized by a clear construction. At its first stage (when solving a new task), the leading teaching methods are concentrated, which help children to understand the nature of subsequent speech activity and its purpose. Then follows independent work children (answers, exercises in others), which does not exclude active pedagogical guidance from the educator. The final part of the lesson should be short and emotional, i.e. consolidation of the material can be carried out in the form of reading a work of art, riddles, in the process of a fun game like “So or not”, etc. At the same time, it is desirable to avoid lengthy and formal conclusions, untimely assessments of the activities and behavior of children.
If the lesson is combined, then, as a rule, new material is reported on one of its parts, which is called the main one. It goes first and is built according to the above scheme. Other parts are devoted to familiar material, but they also use active teaching techniques. (For example, having called a child to read a poem by heart, the teacher invites him to say how to read these verses cheerfully, sadly, tenderly and why exactly. Assessment and other techniques are also used.) from less emotional to more emotional. Between its parts, 12 physical education minutes are planned.

" xml:lang="en-EN" lang="en-EN">6. The speech activity of each child at all stages of the lesson. The concept of " speech activity does not mean "continuous speaking out loud". To a large extent, it should be expressed in the child's active perception of the speech of the teacher and peers, in understanding it. If possible more children should be provided with conditions for active speech aloud.
There are a number methodological rules, the observance of which helps to ensure maximum activity of children. These include taking into account the typological characteristics of children when placing them at tables, when selecting individually directed techniques, the reasonable use of visual aids, especially handout. Increase the activity of a variety of activities, a change in its types, game techniques. The leisurely pace of the lesson, giving the child time to think about the answer, individual appeals help to get involved in general course work for children with delayed reactions. The activity of children is promoted by the correct technique of dialogue. The teacher addresses the question, the task to everyone, repeats them if necessary; the respondent instructs to speak loudly, clearly, so that everyone can hear; asks in turn children with different levels of speech development, does not often call the same ones; everyone is involved in controlling the speech of the respondent, he addresses the whole audience with questions: did he say correctly? About everything? Did you say it in order? The activity of children is also facilitated by the so-called evaluation questions (What do you like?), creative tasks, appeals to personal experience.

" xml:lang="en-EN" lang="en-EN">7. Combination of the collective nature of learning with an individual approach. Frontal forms of work general tasks, common rhythm, choral answers, etc. should be combined with tasks offered to individual children.When selecting individual tasks and teaching methods, the teacher takes into account the level of knowledge and speech skills of the child, his interests and inclinations. Special attention in class, he should give to children who have not mastered any program knowledge or who have poorly developed speech. Great attention should be paid to children who have peculiarities in speech development - silent, unsociable, unrestrained, talkative.

" xml:lang="en-EN" lang="en-EN">8. Proper organization of the lesson. Classes in speech can take place in different conditions. Most often they are held in a group room, while the children take their usual places for tables. The lesson (or part of it) can also take place in the hall, where children will watch a play or a film, listen to a radio program, play outdoor games.In the warm season, classes are organized on the site.

" xml:lang="en-EN" lang="en-EN">In the mother tongue classes, as well as in other classes, all hygienic conditions must be observed: sufficient illumination, a light source to the left and behind those sitting, clean air, furniture according to height Seats at the table should be reserved for children The main requirement for the placement of children: everyone should sit facing the teacher in the correct position In classes where the main object of perception is moving objects, small objects, as well as during games in the lotto, exercises with handouts (especially when mutual control is needed) the children are seated around the shifted children's tables. Sitting around the common table, it is convenient to watch the hedgehog, the fish in the basin. If for some reason it is impossible to seat the children at the tables, they are seated short rows facing the teacher.If possible, you need to determine a permanent place for the desktop and the chair of the teacher.The teacher takes the correct posture of a sitting person, places visual aids on his desk so that they are clearly visible to children. He thinks over where the answering child will be, controls the correctness of his posture. The whole environment of the lesson must comply with aesthetic requirements ( appearance premises, allowances, etc.).

" xml:lang="en-EN" lang="en-EN">9. Accounting for the results of the lesson. Accounting for knowledge is carried out by the educator during the lesson itself, in the process of observing children's speech and does not require, unlike a school lesson, a separate stage of the survey.It is possible to recommend the teacher to keep a notebook of children's answers (as an optional type of documentation) for the most difficult sections of the program, for example, teaching storytelling.The teacher records the results of observations in the diary daily and takes them into account when determining further work tasks.

" xml:lang="en-EN" lang="en-EN">10. The need to consolidate the material covered in other classes or in other activities. This requirement is based on one of the didactic principles repetition. Compliance with it is very important in speech work where the process of developing complex mental skills and abilities takes place. Preschool workers have to participate in watching and discussing lessons in their native language. The above requirements can be used when designing a framework (or questionnaire) for analyzing an activity.

1. " xml:lang="en-EN" lang="en-EN">The problem of an integrated approach in the solution

" xml:lang="en-EN" lang="en-EN">speech tasks in the preschool educational institution.

;color:#000000" xml:lang="en-EN" lang="en-EN">Modeling is an attempt to use visual, motor, associative memory. In the studies of many psychologists (L.A. Wenger, D.B. Elkonin, etc.), the accessibility of the modeling method to preschool children is noted. It is determined by the fact that modeling is based on the principle of substitution - a real object can be replaced in the activities of children by another sign, object, image.

;color:#000000" xml:lang="en-EN" lang="en-EN">Many methods of preschool education are based on the use of visual models, for example, the method of teaching preschoolers to read and write (D.B. Elkonin, L.E. Zhurova ) involves the construction and use of a visual model of the sound composition of a word. Let us dwell in more detail on the use of visual modeling in the formation of coherent speech, namely the storytelling process, in children of preschool age. Children of preschool age, as a rule, have an insufficiently formed skill in building a coherent statement. share their impressions of the events they experienced, but are reluctant to take up the compilation of stories on a given topic.Basically, this is not because the child's knowledge on this issue is insufficient, but because he cannot formulate them into coherent speech statements. In a coherent descriptive speech, modeling serves as a means of planning an utterance.In the course of using the visual modeling technique, children get acquainted with a graphical way of providing information - a model.

;color:#000000" xml:lang="en-EN" lang="en-EN">Modeling is used in senior and pre-school groups. A model is a diagram of a phenomenon that reflects it structural elements and connections, the most significant aspects and properties of the object. In models of connected speech utterances, these are their structure, content (properties of objects in the description, the relationship of characters and the development of events in the narrative), means of intratextual communication.

;color:#000000" xml:lang="en-EN" lang="en-EN">In the speech development classes, children learn to retell, compose creative stories, compose fairy tales, invent riddles and fables.

" xml:lang="en-EN" lang="en-EN">At the Familiarization Class fiction work on the development of artistic taste, imagination, the ability to feel and understand the expressive means of the native;font-family:"Arial"" xml:lang="en-EN" lang="en-EN">" xml:lang="en-EN" lang="en-EN">language. Modeling is an obligatory part of each lesson.

" xml:lang="en-EN" lang="en-EN">To improve the effectiveness of the speech development laboratory under the guidance of F.A. Sokhin and O.S. Ushakova, an integrated approach to solving speech problems was proposed, which allows to implement the correct speech education of children and the education of mental activity, which contributes to the awareness of some aspects of the language.Complex problem solving is understood as the combination (combination) of speech tasks in the program content of one lesson and the selection of appropriate methods (methods, techniques) for performing these tasks.

" xml:lang="en-EN" lang="en-EN">The need to combine the tasks of teaching children their native language is explained by the fact that:

" xml:lang="en-EN" lang="en-EN"> a language is a complex system of its constituent subsystems and elements that are in structural relationships. Language units (phonemes, morphemes, words, phrases, sentences) are interconnected in speech activity, therefore, the interdependence of language elements should be taken into account in teaching speech in the classroom;kindergarten must solve a number of problems of language teaching and speech development of children.Without their combination, it is impossible to provide multi-aspect linguistic education of preschoolers;
a comprehensive solution of speech problems of learning creates favorable conditions for the realization of creative possibilities and the development of children's linguistic abilities;

" xml:lang="en-EN" lang="en-EN"> the combination of learning tasks saturates classes in the native language, makes them more meaningful, allows you to increase the speech practice of children controlled by the teacher;

" xml:lang="en-EN" lang="en-EN"> combining learning tasks creates conditions for teaching children more speech skills per unit of study time;
combining learning tasks allows you to diversify the types of speech activity of children; combining learning tasks increases the effectiveness of the formation of coherent speech;

" xml:lang="en-EN" lang="en-EN"> Combining learning objectives encourages educators to be creative.

" xml:lang="en-EN" lang="en-EN">Comprehensive solution of speech problems is not just a combination of individual tasks, but their interconnection, interaction, mutual penetration based on a single content. The central place in the classroom is given to development coherent speech, the rest of the tasks work on the construction of statements of different types.Combining tasks in a lesson can be different: in one lesson connected speech, sound culture of speech, vocabulary work can be practiced; in another connected speech, vocabulary work, grammatical structure of speech; connected speech, sound culture of speech, grammatical structure of speech, etc. Integrated classes are widely used in practice, which use different types of children's activities and various means of speech development (for example, reading and drawing, storytelling and listening to music, etc.). d.).

1. " xml:lang="en-EN" lang="en-EN"> Computer programs for teaching children their native language

" xml:lang="en-EN" lang="en-EN"> in the lessons by subgroups.

" xml:lang="en-EN" lang="en-EN">The informatization process in preschool education institutions is conditioned by the requirement modern society which needs its members to be ready for work ten times more productive and creative, which is ensured by the knowledge-intensiveness of all information means - from personal computers to global Internet connections.

" xml:lang="en-EN" lang="en-EN">In accordance with the Concept of introducing new information technologies in preschool education, the computer should become the core of the developing subject environment. It is considered not as a separate educational gaming device, but as an all-pervading universal information system that can connect with various directions educational process, enrich them and radically change the developing environment of the kindergarten as a whole.;color:#000000" xml:lang="en-EN" lang="en-EN"> Domestic and foreign studies on the use of computers in kindergartens convincingly prove not only the possibility and expediency of this, but also the special role of computers in the development of intelligence and, in general, the personality of the child (S. Novoselova, G. Petcu, I. Pashelite, S. Papert, B. Hunter, etc.).

" xml:lang="en-EN" lang="en-EN">Computer program "Play and learn".

" xml:lang="en-EN" lang="en-EN">Creator: teacher speech therapist of the highest category

" xml:lang="en-EN" lang="en-EN">Kotova Elena Anatolyevna.

" xml:lang="en-EN" lang="en-EN">The purpose of creating a computer program. To achieve the optimal quality and efficiency of the correctional process, the activity of a speech therapist must be equipped with various aids, therefore, along with traditional aids, this program is used. Program contains two sections: "Sounds and Letters" and "The World Around Us".

" xml:lang="en-EN" lang="en-EN">The Sounds and Letters section is intended for:

" xml:lang="en-EN" lang="en-EN">- development phonemic processes(the difference between vowels and consonants);

" xml:lang="en-EN" lang="en-EN">- formation correct pronunciation;

" xml:lang="en-EN" lang="en-EN">- improvement of skills sound analysis and syllable division;

" xml:lang="en-EN" lang="en-EN">- vocabulary increase;

" xml:lang="en-EN" lang="en-EN">- increase learning motivation in speech therapy classes.

" xml:lang="en-EN" lang="en-EN">The section "The World Around Us" is intended for:

" xml:lang="en-EN" lang="en-EN">- enrichment of the child's life experience, expansion and systematization of knowledge and ideas about the world around;

" xml:lang="en-EN" lang="en-EN">- development of the child's cognitive sphere (memory, attention, thinking, speech);

" xml:lang="en-EN" lang="en-EN">- formation of mental operations;

" xml:lang="en-EN" lang="en-EN">- vocabulary increase.

" xml:lang="en-EN" lang="en-EN">Specialized computer technology for the correction of general speech underdevelopment "Games for Tigers"

" xml:lang="en-EN" lang="en-EN">Creator: Lizunova Larisa Reinovna, Perm.

" xml:lang="en-EN" lang="en-EN">From year to year, specialists working in children's institutions note an increase in the number of children with various violations speech. It is no secret that often the speech of children of older preschool age remains little expressive, poor. The child cannot find the right words, correctly build a phrase. Preschoolers often have problems with the pronunciation of various sounds. Such violations determine the risk group for the occurrence in children significant difficulties in learning to read, write, and count. In this regard, the development of speech and the correction of speech disorders in children is especially important at preschool age.

" xml:lang="en-EN" lang="en-EN">For this purpose, a specialized computer technology "Games for Tigers" was developed, designed to correct general underdevelopment of speech in children of senior preschool age.

" xml:lang="en-EN" lang="en-EN">Technology "Games for Tigers" is built on the basis of teaching methods for children with developmental disabilities G.A. Kashe, L.V. Lopatina, N.V. Serebryakova , R. I. Lalayeva, N. S. Zhukova, E. M. Mastyukova, T. B. Filicheva, as well as the Program of education and training in kindergarten, edited by M. A. Vasilyeva. and contains a computer program "Games for Tigers" and a teaching aid with detailed guidelines its step-by-step application in the correctional and educational process. The specialized computer technology "Games for Tigers" is addressed primarily to speech therapists and speech pathologists in children's institutions, but can be used for self-study at home by parents interested in correcting and developing the speech of their children, subject to expert advice.

" xml:lang="en-EN" lang="en-EN">As part of a systematic approach to the correction of speech disorders, the computer speech therapy program "Games for Tigers" offers more than 50 exercises with several levels of complexity, combined into four thematic blocks:

• " xml:lang="en-EN" lang="en-EN">"Prosody",
• " xml:lang="en-EN" lang="en-EN">"Pronunciation",
• " xml:lang="en-EN" lang="en-EN"> "Phonematics",
• " xml:lang="en-EN" lang="en-EN">"Vocabulary".

" xml:lang="en-EN" lang="en-EN">The presented computer technology is a holistic, system software product, but it cannot cover all aspects of the activities of speech therapists and defectologists, therefore, further development of technological aspects of the use of computer tools is planned training in special education, the creation of new specialized computer programs, built taking into account the patterns and characteristics of the development of children with various disabilities.

" xml:lang="en-EN" lang="en-EN">There are many speech disorders and ways to correct them, but in the work of a speech therapist and defectologist there is always a place for using computer programs, which will significantly increase the efficiency of the correctional educational process .

;color:#000000" xml:lang="en-EN" lang="en-EN">Correctional speech program Fast ForWord

;color:#000000" xml:lang="-none-" lang="-none-">This program was created by ScientificLearning Scientific Learning and is known almost all over the world. The author of this program is MD Paula Tallal (USA ).

;color:#000000" xml:lang="en-EN" lang="en-EN">Computer-based correction technique developed by the world's leading scientists in the field of speech disorders.

;color:#000000" xml:lang="en-EN" lang="en-EN">Fast For Word classes are assigned to children with speech and writing disorders, delays mental development, disorders of attention, memory, autism.

;color:#000000" xml:lang="en-RU" lang="en-RU">Classes are aimed at developing phonemic hearing, improve memory, increase concentration, and develop fine motor skills.

;color:#000000" xml:lang="en-EN" lang="en-EN">This program does not teach the child to speak, it trains the brain, improving the speech perception system. Multiple repetition of "complex" phonemes, initially slowed down and accelerated up to normal speech speed, develops the speech center of the brain, increases the area of ​​the cortex responsible for language functions. speech therapy classes this correctional program it makes sense to introduce a child from the age of 3, but the number of classes is strictly individual and is determined by neuropsychological diagnostics or examination by a speech therapist.

;color:#000000" xml:lang="en-EN" lang="en-EN">One ​​of the features of the program is its ability to adapt to the skill level and rate of progression of each individual student. Once the student completes the exercise, the difficulty level gradually increases, the altered speech sounds step by step towards normal speech sounds. The student processes them at the individual phonemic level, in a group of phonemes, at the word level, and then at the sentence level. The program independently, without outside help, complicates or simplifies tasks, depending on the level of each child. Thus, in working with each child, the program works exclusively along an individual educational route.

;color:#000000;background:#ffffff" xml:lang="-none-" lang="-none-">References

" xml:lang="en-EN" lang="en-EN">1. Arushanova, A.G. Forms of organized teaching of the native language and development" xml:lang="en-US" lang="en-US">and" xml:lang="en-EN" lang="en-EN">the speech of preschoolers [Text] / A.G. Arushanova, T.M. Yurtaikina // Problems of speech" xml:lang="en-US" lang="en-US">o" xml:lang="en-EN" lang="en-EN">th development of preschoolers and junior schoolchildren; ed. A.M. Shahnar" xml:lang="en-US" lang="en-US">o"xml:lang="en-EN" lang="en-EN">vicha. M., 1993.

"xml:lang="en-EN" lang="en-EN">2. Gerbova, V.V. Classes on the development of children's speech [Text] / V.V. Gerbova. M., 1981, 1984 and others ed.

" xml:lang="en-EN" lang="en-EN">3. Classes on the development of speech in kindergarten [Text]; edited by O.S. Ushakova. M., 1993.

" xml:lang="en-EN" lang="en-EN">4. Ushakova, O.S. Computer programs for teaching the native language [Text] / O.S. Ushakova // Preschool education. 1992.

" xml:lang="en-EN" lang="en-EN">- № 7, 8.

"xml:lang="en-EN" lang="en-EN">5. Chirkova, T. Educator and children: analysis of interaction in the classroom [Text] / T. Chirkova // Preschool education. 1991. - No. 9 .

" xml:lang="en-EN" lang="en-EN">6.;color:#000000;background:#ffffff" xml:lang="en-US" lang="en-US">Usova, A..P. Education in kindergarten / A.P. Usova. - M., 1970, 208 p.

;color:#000000;background:#ffffff" xml:lang="en-US" lang="en-US"> 7. Starodubova N.A. Theory and methods of speech development of preschoolers: textbook for students of higher education. educational institutions / N.A. Starodubova 3rd ed., ster. M.: Publishing Center "Academy", 2008. 256p

;color:#000000;background:#ffffff" xml:lang="en-US" lang="en-US"> 8. Alekseeva M.M., Yashina V.I. Methodology for the development of speech and teaching the native language of preschoolers: Textbook for students of higher and middle pedagogical educational institutions 2nd edition, revised M.: Publishing center "Academy", 1998. 400p.

;font-family:"Arial";color:#000000;background:#ffffff" xml:lang="-none-" lang="-none-"> 4. Modern requirements for the speech development of children in some variable programs.

The program "Rainbow", recommended by the Ministry of Education of Russia, takes into account modern requirements for the speech development of children, generally accepted sections of work on the development of speech are distinguished: the sound culture of speech, vocabulary work, the grammatical structure of speech, coherent speech, fiction. One of the most important means of development of preschoolers is the creation of a developing speech environment. A great place is given to the development of dialogic speech through the communication of the educator with children, children with each other in all areas of joint activities and in special classes. The literary repertoire for reading, telling children and learning by heart is carefully selected.

The Development program is focused on the development of children's mental abilities and creativity. Classes for the development of speech and familiarization with fiction include three main areas: I) familiarization with fiction (reading poems, fairy tales, stories, conversations about what has been read, game improvisations based on the plots of the read works); 2) the development of special means of literary and speech activity (means artistic expressiveness, the development of the sound side of speech); 3) the development of cognitive abilities on the basis of familiarization with children's fiction. Mastering different aspects of speech occurs in the context of familiarization with works of art. The idea of ​​the unity of sensory, mental and speech development is clearly expressed and implemented. In the middle group it was set as independent task preparation for teaching literacy, and in the senior and preparatory groups teaching reading1.

In the program "Childhood" there are special sections devoted to the tasks and content of the development of children's speech and familiarization with fiction: "Developing children's speech" and "Child and book". These sections contain for each group a characteristic of traditionally distinguished tasks: the development of coherent speech, vocabulary, grammatical structure, the education of a sound culture of speech. The program is distinguished by the fact that at the end of the sections criteria are proposed for assessing the level of speech development. It is especially important that it clearly identifies (in the form of separate chapters) and meaningfully defines speech skills in different types activities.

"The program for the development of speech of preschool children in kindergarten" was prepared on the basis of many years of research conducted in the laboratory for the development of speech of the Institute of Preschool Education under the guidance of F. A. Sokhin and O. S. Ushakova. It reveals theoretical basis and directions of work on the development of speech skills and abilities of children. The program is based on an integrated approach to speech development in the classroom, the relationship of different speech tasks with the leading role of the development of coherent speech. Within each task, priority lines are identified that are important for the development of coherent speech and speech communication. Particular emphasis is placed on the formation in children of ideas about the structure of a coherent statement, about the ways of communication between individual phrases and its parts. The content of the tasks is presented by age groups. This material is preceded by a characteristic of the speech development of children. The program significantly deepens, supplements and refines the standard program.

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