XII Международная студенческая научная конференция Студенческий научный форум - 2020

In the process of learning the world, children have to deal with the fact that one word can name several objects, actions or phenomena (i.e., be multivalued). The lack of knowledge, skills and abilities associated with the use of diverse meanings of polysemantic words, and with the interpretation of such words, can lead to misunderstanding the speech of others.

The idea of the polysemy of words is formed in the child for several years, affecting both the development of his own-expressive speech, and the understanding, perception of the speech of other people-impressive speech. Therefore, early carried out dictionary and semantic work positively affects the expressiveness of the speech of the preschooler and the richness of the lexical stock, the development of its communicative sphere and language capabilities.

The results of the survey of this category of children showed that most children do not have clear ideas about the polysemy of words, and do not understand the derived meanings even in the context, respectively, and do not use them in their own speech (20 children participated in the study). Based on this, we can draw a conclusion about the need for a thorough search, selection of methods and techniques for solving the problem we are investigating.

Dictionary-semantic work should be carried out systematically, consistently, gradually, with observance of certain stages.

Let’s consider the stages of work on the polysemy of the word [3, p. 71].

1. Checking the level of knowledge and ability to operate freely with the meanings of a particular word;

2. Clarification of the direct meaning of the word on the basis of comparison with identical features of objects, objects themselves or actions with them;

3. Introduction of the word in the main meaning in the minimum and maximum context;

4. Study of derived meanings of the word;

5. Study of the place of the word usage in a new meaning in different contexts; its lexical and grammatical compatibility with other words;

6. Consolidation of the studied material on the basis of oral and written exercises;

7. The introduction of a new meaning of the word in the child's own speech.

In accordance with the methodology of teaching the Russian language in special (correctional) institutions for children with speech disorders, speech therapy work was carried out in several directions:

1. Checking the level of knowledge and ability to operate freely with the meanings of a particular word;

2. Clarification of the direct meaning of the word on the basis of comparison with identical features of objects, objects themselves or actions with them;

3. Introduction of the word in the main meaning in the minimum and maximum context;

4. Study of derived meanings of the word;

5. Study of the place of the word usage in a new meaning in different contexts; its lexical and grammatical compatibility with other words;

6. Consolidation of the studied material on the basis of oral exercises.

To solve the tasks, a correctional and developmental complex of classes was developed with usage of methodological techniques created by A. G. Zikeev, O. S. Ushakova, N. A. Starodubova, L. V. Lopatina and N. V. Serebryakova.

Visual and didactic AIDS "Grammar in pictures. Russian Russian polysemantic words "edited by A. A. Vasilyeva and others; didactic materials for DOE V. V. Konovalenko, S. V. Konovalenko "Polysemicity of verbs in the Russian language", "Polysemicity of nouns in the Russian language" were used at the lessons.

Based on the data obtained from the survey of children after the work, we can conclude that in General, children have improved the skills of possession of polysemy of words, i.e. their understanding and use in their own speech.

Therefore, compiled and tested by us correctional and developmental complex of classes is really effective and has a positive impact on the level of ideas about polysemic words, skills and abilities of their use in their own speech by children of preschool age with General underdevelopment of speech level III.

Literature:

1. Efimenkova L. N. Correction of oral and written speech of primary school students: book. for speech therapists. - Moscow: Enlightenment, 1991. - 224 p.

2. Zhdanova O. A. Polysemy in speech of preschool children with speech disorders, 2015. - No. 2. Pp. 50-53.

3. Zikeev A. G. Development of speech of pupils of special correctional educational institutions: studies. manual for students. no. studies'. institutions'. - Moscow: Akademiya, 2007. - 200 PP.

4. Pesina S. A. Polysemy in cognitive aspect: monograph. – SPb.: RGPU im. A. I. Herzen, 2005. – 325 p.

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