Dialogical unities as units of dialogical speech. docx

Dialogue is the main form of the existence of a language, it is no coincidence that its study is constantly addressed from various scientific positions. The existing research approaches to dialogue, the scope and nature of the problems associated with its study, testify to the complexity and versatility of this form of speech. Understanding the diverse and diverse approaches to the study of dialogue was the starting point in creating the linguistic foundations of the study. First of all, it was necessary to find out what is meant by the term "dialogue", "dialogical speech".

Ancient Greek philosophers believed that dialogue is speech, consisting of questions and answers. In philosophy, and later in logic and rhetoric, dialogue was considered, first of all, as a process of controversy, confrontation between two points of view, proof of the truth of ideas, views; as a logical and communicative process of interaction between people through the expression of their semantic positions. Dialogue, as an act of social and speech interaction, an act of direct communication between people, is also considered in linguistics.

Linguists, referring dialogue to one of the forms of coherent speech, emphasize that, unlike a monologue, it is created by two or more speakers. Replication (alternation of replicas) is called as the main formally organizing feature of a dialogue: a change in the utterances of two or more speakers, a regular exchange of utterances-replicas, a series of replicas replacing each other, an alternating exchange of sign information ..

At the same time, the researchers of the dialogue note the organic connection of all replicas. It is no coincidence that one of the first researchers of the dialogue, L.V. Shcherba characterized the dialogue as a "chain of remarks". The relationship of replicas was also noted by L.P. Yakubinsky. The linkage of replicas ensures the coherence of this form of speech. In addition, complete and complete information is extracted from the totality of all elements of the dialogue, including extralinguistic factors (pauses, gestures, facial expressions, intonation) and the features of its flow.

Separate replicas in a dialogue can be understood only in unity with other replicas and taking into account the situation in which the communication takes place. This, according to the researchers, is due to the fact that in each subsequent replica everything that is known from previous replicas is reduced, and due to the fact that the linguistic composition of each utterance is mutually influenced by the direct perception of the speech activity of the speakers. All this speaks of the situational and spontaneous nature of the dialogue.

According to methodologists in the field of teaching native and non-native languages, the process of teaching dialogic speech requires knowledge of the nature and factors of generating a dialogic act and, most importantly, a clear understanding of the structure of dialogic speech and its basic units.

The smallest structural element of dialogic speech, its unit is defined in linguistic literature in different ways. In some sources, a replica stands out as such an element, as a link in a "chain of replicas", as a building material for a dialogue.

In the studies of D.I. Izarenkov, the main unit of the structure of the dialogue is a speech action - a statement that has a single goal, designed as a sentence or a combination of logically connected sentences (not exceeding the size of a conclusion in form and content), addressed to the interlocutor, causing him to respond.

Allocation of a unit of dialogue D.I. Izarenkov connects with the question of the volume and boundaries of the dialogue: “You cannot teach that, the boundaries of which are not known.” In the studies of A.R. Balayan, D.I. Izarenkov, it is noted that the minimum dialogue can consist of two replicas (stimulus - reaction), and the maximum limit of its volume can practically remain open. Considering the motives for generating and deploying a dialogue (solving a problem), D.I. Izarenkov distinguishes microdialogues (simple and complicated) and macrodialogues.

It should be noted that for methodological purposes, the allocation of dialogues of the minimum volume is extremely fruitful, they are the speech material that should be taught at the initial stage. Macrodialogues become an object of assimilation only when children are already familiar with microdialogues (“stimulus-response”).

Recognizing as a unit of dialogue a separate statement (remark), which has completeness, an expression of the position of the speaker, M.M. Bakhtin characterized the various relationships that exist between replicas and singled out pairs of interrelated replicas.

Later, a combination of replicas that are related to each other according to certain rules of syntactic dependence. N.Yu. Shvedova will call "dialogical unity". Other terms that are synonymous in meaning are also used to designate a “combination of replicas”. So, for example, T.G. Vinokur uses the term "semantic whole", "dialogical minimum". .

Characterizing the composition of dialogical unity, researchers also resort to various nominations. The replica that opens the dialogic unity is called: T.G. Vinokur proactive, P.S. Pustovalov - “relatively independent replica”, G.M. Kuchinsky - "appeal", "share". The semantic content of the nominations makes it possible to use them as synonyms and does not require the selection of any one pair. But the short names of the replicas were considered more convenient for use: stimulus - reaction.

Thus, the unit of dialogue (dialogical speech) can be considered a dialogic unity, consisting of one initiative replica (stimulus) and one reactive (reaction). Describing the dialogic unity, the researchers pointed out that the stimulus and response are interconnected by certain relationships. If the function of the stimulating cue is a request for information, then the reactive cue associated with it performs the function of a response. These relations are expressed in the dialogical unity "question - answer".

A stimulus-message is informing another person (interlocutor) about his thoughts, decisions, views, opinions, feelings, etc., carried out on his own initiative. Stimulus remark by T.G. Vinokur, G.M. Kuchinsky is called a "message", D.I. Izarenkov - "reporting speech action".

The reaction to the "message", as the analysis of linguistic sources shows, is most often considered in the form of two replicas that are polar in function. For example, M.M. Bakhtin calls the reaction to a “message” (his “statement”) either an “objection” or a “consent.” And G.M. Kuchinsky refers to the reaction to the message as an expression of a positive or negative attitude towards it. And T.G. Vinokur distinguishes five options for responding remarks to the "message": clarification, addition, objection, agreement, assessment.

The third type of dialogic unity is "incitement - fulfillment (refusal to fulfill)". It should be noted that this value is implied by almost all the authors of the analyzed sources, but it is included in different nominations. Initiative remarks highlighted by M.M. Bakhtin (suggestion, order), inherently perform the functions of motivation, and the replicas associated with them - the functions of reactions to motivation. These pairs of replicas can also be attributed to dialogic unity. It can be attributed to this dialogic unity and the formulas of speech etiquette, named in the classification of T.G. Vinokur. Most of the formulas of speech etiquette contain a polite impulse, which allows them to be attributed to the considered dialogic unity.

So, despite the different understanding of the unit of dialogue in the described approaches, they have a common indication of the presence of initiative and response replicas, interconnected by functional relationships. The selected replicas differ only in names. However, the nominations used by scientists are quite comparable in meaning and functional significance.

Summarizing the analyzed data, we can distinguish the following functional pairs of dialogic replicas (dialogical unities):

- question answer;
- motivation (offer, order, request, wish, apology, etc.) - reaction to motivation (fulfillment or refusal to fulfill);
- message (informing, approval) - reaction to the message (clarification, addition, objection, consent, evaluation, etc.).

The next question in studies of dialogue concerns the features of its replicas. The situational nature of the dialogue, especially the dialogue of the colloquial style, determines the brevity and simplicity of syntactic and lexical means. Many researchers have pointed out the typicality of short, concise statements. For dialogue, communicatively expedient replicas are considered normative, therefore, most often, dialogic replicas contain mostly rheme. This provision is of fundamental importance for the methodology for the development of dialogic speech, since there is a vicious practice of requiring "full" answers from children. Non-verbal components play an important role in the dialogue. L.V. wrote about this feature. Shcherba. Complex sentences, he noted, are absolutely not characteristic of replicas in dialogue: “the situation, gesture, facial expression, intonation - all this helps mutual understanding so much that speech can easily be reduced to one word.”

Dialogue is not only a form of speech, it is also "a kind of human behavior." As a form of verbal interaction with other people, it is subject to certain rules that have developed in society for its conduct. These rules determine the social behavior of people in a dialogue. The basic rules of dialogue contribute to the socialization of a person who enters into verbal interaction with other people. The rules of dialogue are mediated by moral and speech norms. Since dialogue is a change of statements related to one topic, the expediency of such rules as: following the order in the conversation is quite understandable; listening to the interlocutor without interrupting; maintaining a common topic of conversation. Situation is a feature of dialogue as a form of speech, therefore, in a dialogue, gestures or facial expressions often replace a verbal replica, hence another rule for conducting a dialogue arises: look into the interlocutor's eyes or face.

Moral norms regulate the behavior of people in society. Their main purpose is to live in peace and harmony. As soon as dialogue is the interaction of people (albeit verbal), then it obeys the rules of collective existence. Participation in the dialogue presupposes the observance of the main rule: to show respect and attention to the interlocutor. Its implementation is associated with the implementation of general speech rules: speak calmly, kindly, with moderate volume; build your statement so as not to offend the interlocutor and so that it is clear to him; use literary vocabulary.

All these rules are somehow reflected in folklore. Domestic linguist Yu.V. Rozhdestvensky systematized proverbs regarding the rules of dialogue into three groups:

1) proverbs that define the relationship of people in a dialogue (learn politeness from an ill-mannered person; a horse is recognized in riding, a person in communication) and contains recommendations for polite speech (one good word is better than a thousand words of abuse);
2) proverbs about the order of dialogue (smart with language, stupid with hands; chew before swallowing, listen before speaking; silence is also an answer);
3) proverbs about typical mistakes in organizing a dialogue (answers when he is not asked; grandfather talks about a chicken, and grandmother talks about a duck; a deaf person listens to a dumb person speak)

Dialogue often proceeds or begins in typical, frequently repeated situations of communication. The rules of conduct in these situations are determined by speech etiquette. Speech etiquette is considered in linguistics as a particularly significant characteristic of the culture of dialogue. It is defined as a microsystem of national-specific verbal units accepted and prescribed by society to establish contacts between interlocutors, maintain communication in the desired tone in accordance with the rules of speech behavior.

The main functions of speech etiquette are the contact-establishing function and the function of politeness (cognitive). Both of these functions are necessary for establishing and maintaining friendly contacts, friendly or official-polite, respectful treatment with each other.

Each typified situation in the Russian language is served by a group of formulas and expressions that form synonymous series. Within each synonymic series, formulas differ: the most common, stylistically neutral (goodbye, thank you, hello); formulas with shades of meaning (until tomorrow, until the evening, goodbye, good morning); formulas with various stylistic shades (let me say goodbye, bye, kisses to the hands; thank you, thank you).

The choice of speech etiquette formula for each case depends on where a person lives (city, village), on his age, social class, as well as on the circumstances in which communication takes place, on the social and emotional parameters of the addressee. The right choice ensures polite treatment, and mistakes in choosing a unit of speech etiquette can destroy polite treatment, and indeed the contact itself.

Any standardized situation of verbal communication is concretized and acquires specific forms and content depending on the linguistic and social experience of communicating people. Naturally, each specific act of farewell, greeting, gratitude, etc. adds many private "increments" or "expansions" to the standard stable formulas of speech etiquette.

Any phrase of speech etiquette is addressed to a certain person or group of people, therefore, an appeal will be a natural and desirable “increment” to the formula of speech etiquette. It enhances the appellative and conative functions of the utterance. The actualization of the conative function of speech etiquette formulas also occurs due to the “increment” of motivations to them. Deployment, addition of phrases of speech etiquette with appeals and motivations makes the remarks warmer and more convincing. In addition, the deployment of phrases individualizes a person's speech, creates a certain emotional background, and emphasizes the meaning of the spoken phrase. Non-verbal means of communication are closely related to speech etiquette; they supplement and clarify the verbal phrase, emphasizing or destroying its polite content. The most polite appeals will not make the desired impression if they are spoken casually, coldly, arrogantly.

Dialogical unity "message-reaction to the message":

S. Marshak "Gloves", E. Blaginina "Frost":

- The frosts are severe this year!

Worried about the apple trees in our garden!

- Worried about the Bug. In her kennel

The same frost as in the yard.

Here, every two lines contain a complete judgment. Playing this poem in turn, the children exchange with each other disturbing thoughts about the frost. It turns out a meaningful conversation in which children support and develop one topic.

Short folklore miniatures are interesting for children to play with. Children act out small theatrical miniatures and show skits based on them.

EXAMPLE

Question answer

Message - reaction to the message

urge - response to urge

-Did you eat the pie?

No, not me!

And was it delicious?

Highly

-I caught a bear!

So lead here.

Doesn't go.

So go yourself.

Yes, he won't let me

- Egor-Egor, indicate your yard!

And here is my yard, blue fence

-Where are you, brother Ivan?

In the mountain.

What are you doing?

I help Peter.

And what does Peter do?

Yes, it's on the stove

-I want to go for a walk.

Dress warmly, it's cold out there.

I will skate, I won't freeze

- Titus, go thresh.

Belly hurts.

Titus, go and have some jelly.

Where is my big spoon?

Borrowing forms of dialogic interaction by children also occurs in didactic and outdoor games.

Question answer

(games "Mail", "Forfeits", "Paints", "Kite")

"Paints"

Purpose: to teach children to ask questions and answer them.

Participants of the game choose the owner and two buyers. The rest of the players are paints. Each paint invents a color for itself and names it to its owner. Then comes the buyer:

Knock Knock!

Who's there? - Buyer

Why did you come? - For paint.

For what? - For blue.

If there is no blue paint, the owner says: “Go along the blue path, find blue boots, wear them, and bring them back!” If the buyer guessed the color of the paint, then he takes it for himself. There is a second buyer, the conversation with the owner is repeated. So they take turns sorting the paints. The buyer with the most colors wins.

Formed dialogue skills:

The ability to ask questions, different in content: cognitive, social and personal;

Ability to use interrogative words and sentences;

Ability to ask specific questions;

Answering questions is communicatively expedient;

Don't answer a question with a question;

Be tactful in asking and answering questions;

Do not leave the question unattended;

Stick to the topic of conversation;

Take turns speaking.

- message - reaction to the message:"The Gardener", "Bees and Swallows", "And We Just Sowed"

"Gardener"

Target: to consolidate the ability to carefully listen to the remarks of partners in the game, entering into a game dialogue in turn.

Game progress

The driver assigns the name of a flower to each player. After that, the game dialogue begins:

I was born a gardener, I was seriously angry. I'm tired of all the flowers, except for the dahlia, - the driver reports.

Ouch! - the player reacts when he hears the name of his flower.

In love! dahlia answers.

In whom? - the gardener is surprised?

In the aster, reports the dahlia.

Oh, - the aster reacts, and the game continues.

The player who missed his move pays a forfeit. The driver monitors the progress of the game. To notice the inattention of the players, he needs to remember which flower he called to whom.

Formed dialogic skills (monitoring of assimilation)

Ability to communicate with interlocutors:

a) about your opinion, point of view

b) about new facts, impressions, events

c) about their desires, feelings, experiences

Ability to respond to messages tolerantly, expressing:

a) consent

b) disagree

c) surprise

d) objection

e) assessment or clarification

Avoid indiscretion and boastfulness

Ability to be discreet when expressing your feelings

Be tolerant of other opinions

Give everyone a chance to speak

Replicas from a pair of motivation - reaction to motivation

(poems, word games "Pass the letter", "Magic key")

Mustachioed - Striped(Excerpt from a poem by S. Marshak)

The girl began to teach the kitten to speak:

Kitty, say a ball.

And he says, "Meow!"

Say horse.

And he says, "Meow!"

Say: e-lek-three-thing.

And he says: “Meow-meow!”.

All "meow" yes "meow".

"Pass the Letter"

Target: to activate in the speech of children various options for expressing a request.

Material. Multi-colored envelopes, a set of pictures.

Game progress

5-7 children participate in the game.

They sit on chairs in a row. The teacher-postman takes out an envelope from the bag and says: "Letter to Sasha." The named child sits on the last chair. The postman betrays the envelope along the chain with the words: "Be kind, pass the letter to Sasha", or "Can't you pass the letter to Sasha?" etc. Children pass the letter along the chain, repeating the phrase said by the teacher. Thanks to the recipient. The game continues. The teacher changes the options for expressing the request.

Complication: Accession to the phrase of speech etiquette of the appeal: "Vera, I beg you, pass the letter ..."

You can use additional tasks.

Educator. A letter from Furry? Tell me please, who did she become, what did she become?

Child. Furry turned into a tiger cub. The tiger cub is dressed in a warm fur coat because it is winter. He plays with the guys in the snow.

Note. During the game, it is necessary to ensure that the children, when passing the letter, do not forget to pronounce the request.

Sample request expression formulas used in the game:

If you do not mind

You couldn't...

Do a good deed

Be kind

Pass it on please

I beg you.

"Magic Key"

Target: to consolidate the ability of children to use in speech various options for expressing a request - permission.

Game progress

The game is organized in the course of regime processes. For example, the teacher invites children to wash their hands (for a walk, in the bedroom). He stands in the doorway and, smiling, says: “The door is locked. Whoever finds the key will open the door. Remember the proverb: "Kind words open locks." Whoever says kind words, for that the door will open.

The children pronounce the request, and the teacher encourages them to use different versions of the request formulas: “Masha already said so. Can you open the lock any other way?

Approximate formulas for the expression of the request-permission:

- Allow me to pass

- Allow me, please.

- let me pass

- Let me through, please.

- You could not miss me?

- If possible, please skip

- Excuse me, can I pass?

"Keep Refusing"

Target: teach children to politely decline the offer (refuse to perform in response to prompting), motivating their refusal.

Game progress

The driver turns to each player in turn with an incentive; the players respond, motivating their refusal:

- Choose the best of these brushes in a glass and brush your teeth.

- Sorry, these brushes cannot be used: they are strangers.

XXXXXXXXXX

-Drop that cup on the floor!

-Sorry, I can't do it: I'm sorry to break the cup!

Shout out loud: I'm the smartest!

I'm sorry, I can't, because I'm not a braggart.

In this case, the driver can be assigned any role: carabas. Barmaleya, hat.

"Connoisseurs"

Target: Teach children to politely formulate promptings and respond to them kindly; consolidate knowledge about your hometown.

Material: photo, postcards with views of the native city, city map, chips.

Game progress

Children are divided into two teams and sit at the table opposite each other. The team that starts the game is chosen by lottery or otherwise. One of the players of this team gives one task to the player sitting opposite. Tasks can be different:

Name the longest street, the shortest street, a beautiful building on the river bank, a monument;

Show on the map, a photo of any street, attraction;

Tell us about some sight of the city, a city holiday, a famous fellow countryman;

The child who receives the task completes it and receives a token for the correct execution. After that, the player sitting next to him addresses the players of the opposite team with a response task. If the players cannot complete the task, they turn to its author with a polite refusal: “Unfortunately, I cannot name (show) ... can you name (show) yourself?”. If he himself fulfills it, then the chip goes to him, and his team formulates the task again.

The team with the most chips wins.

She is awarded a set of medals depicting the coat of arms of the city.

Game variant. The theme of the game may change: “Signs of spring”, “Animals of our land”, etc.

Outdoor games

« Snake"

Teach children to express prompting and respond to prompting with polite intonation

Game progress

The driver (snake) approaches one of the children and says:

I am a snake, a snake, a snake.

I'm crawling, crawling, crawling.

Be my tail!

- Good.

- Well, then get in.

After these words, the player crawls between the legs of the driver and becomes his tail. Then the snake, along with its tail, approaches another child and again says the same words. The game continues until all the children are the snake's tail.

"Lamb"

Target: teach children how to express and respond to prompting

Game progress

The players stand in a circle, the lamb inside the circle. Players walk in a circle and say the words:

- You are a gray lamb,

With a white tail!

We fed you

We fed you.

You don't hit us.

Play with us!

Hurry up!

At the end of the words, the children run in all directions, and the lamb catches them with the words: "I'll catch up, I'll catch up."

Thus, the reproduction of ready-made literary dialogues helps children master not only the forms of dialogic remarks, interrogative, narrative and motivating intonations, but also teaches them to follow the basic rules of dialogue: the order, maintenance and development of the topic of conversation.

Formed dialogic skills (monitoring of assimilation):

Ability to express in communication with peers and adults:

a) motivation to do something

b) requests

c) advice

d) offers

e) sorry

The ability to express readiness to fulfill the impulse or refuse to fulfill it;

Ability to use the means of speech etiquette:

a) use different versions of speech etiquette formulas (FRE)

b) address and motivate EDF

\c) benevolence of tone and facial expressions

At the second stage the task of teaching dialogical speech becomes more complicated. For this, games are used in which preschoolers operate not only with memorized (reproductive) cues, but also self built(productive).

Means: theatrical games, retelling by roles, staging of prose literary works, director's games based on works

Each dialogic unity is worked out separately. For this, works are first selected with a predominance of any one dialogic pair.

Question answer

(didactic games in which children construct dialogues)

The game "What's in the wonderful bag?

Target: acquaintance with the question as a form of obtaining information, knowledge; activation of speech search activity

Material. A bag, any object of a simple geometric shape, familiar to the child (soap); ball or any other object that serves to pass it to each other, chips.

Game progress

The game can be played in addition to the lesson.

Educator:“Children, I have something in the bag. Want to guess what's in there? To guess, you have to ask questions. And I will answer them. We will ask questions in turn: whoever gets the ball in his hands, he asks the question. Everyone who asked a question takes a token. Remember that questions cannot be repeated. At the end of the game, we'll see who has the most chips. Begin!

caregiver gives the ball to one of the children and offers to ask a question. Then the ball is passed in a circle or to the child who asks.

If the children guess correctly, ask why they think so. If they don’t guess, at the end of the game, prompt: this item is needed so that the hands, body, face are clean; you can pick up a riddle about this item.

At the end of the game, the number of chips received is counted.

Message - reaction to the message

(K. Ushinsky) - could be staged

White, smooth bunny hedgehog:

- What you have, brother, ugly, prickly dress!

- True, - the hedgehog answers, but my thorns save me from the teeth of a dog and a wolf. Does your pretty skin serve you the same way?

Bunny only sighed instead of answering.(independent continuation from the child)

Later, works are taken where different dialogic pairs are intertwined. You can use folk tales and works of writers:

"How to treat a boa constrictor", "I want to be an elephant » G. Oster,

"Ladybug", « Wrongly tailored, but tightly sewn » K. Ushinsky

Animal Dispute (Russian folk tale)

"The Adventures of Mishka Ushastik" by Ch. Yancharsky

The desire of preschoolers to participate in dramatization games is enhanced if children of younger groups are invited to performances (puppet and play), to arrange theatrical gatherings.

I want to be an elephant

(G. Oster)

It was very hot, and everyone was sitting on the shore of the lake.

- I, - said the monkey, can be an acrobat in the circus.

- And I, the parrot boasted, - I can use a tape recorder.

-And I can rope on the ship, - said the boa constrictor.

- And who can you? - asked the elephant. The baby elephant thought and thought and answered:

- I can baby elephant.

- Think! Everyone started laughing. - You are an elephant. It is not interesting.

- But it's interesting, - the baby elephant was offended.

He went to the zoo and got a job as an elephant calf. And it turned out to be really interesting. If you don't believe me, go and have a look.

Ladybug

(K.Ushinsky)

-Look, dad, what a pretty, round bug I caught. His head is black, his wings are red, and there are spots on his wings. Is he alive? Something is not moving.

- Alive, but only pretended to be dead. This is a ladybug, a very useful bug. She, and also her caterpillar, exterminate a lot of harmful aphids.

- Look, dad, the bug woke up and got on my finger. Somewhere he will climb further.

- But you'll see. Watch how he spreads his hard elytra and spreads real wings from under them - light and transparent.

- So he flew away. What a cunning bug he is!

At this stage, you can also teach children to lead phone conversation. For this, games with the phone are used, in which the teacher demonstrates various situations related to telephone conversations: calling a friend, calling your mother (grandmother), calling a clinic, a flower shop, and many others. Playing situations, the teacher introduces children to the etiquette of a telephone conversation, with traditional speech phrases. Then the children act out similar situations.

At the third stage games are used that should encourage children to independently build dialogic replicas. These are word games without ready-made texts, phone games - improvisations, creative types of games (theatrical and director's games with invented plots). Word games play a special role, since they allow the teacher to direct the speech behavior of children to create certain replicas.

Consolidation of children's skills to ask questions and answer them occurs in such word games as " Yes and no", “Questions with a hint”, “Forbidden words”, “Mishinka”, “Tournament of experts”, “You to me - I to you”.

"Yes and no"

Goals: Acquaintance with the question as a form of obtaining information, knowledge; activation of speech search activity.

Material. Seven to eight items for various purposes - toys, household items, vegetables, clothes.

Game progress

Items are laid out on the table.

The teacher says: “Consult each other and think of some object, but don’t tell me. And then I'll ask different questions. To guess what subject you have guessed, and you can only answer "yes" or "no". Did everyone understand?

Children are given time to think. Then the teacher starts asking questions.

Is this item needed in the household?

Is it eaten?

Is it worn on the body?

He's lying in the middle of the table, he's lying next to...?

Is he round? Is he brown? Etc.

You need to follow a certain logic:

From the purpose of the subject

- to his position

To clarify external signs; only then name the answer.

“Now let’s switch roles. I will guess one of the items, and you will ask questions.

Game variant

Children are divided into teams. Each has its own table with items. First, one team guesses some object, and the other guesses with the help of questions. Then the children switch roles. The team that asks the most questions wins.

Participation in such games requires from preschoolers the effort of memory, thought, and the activation of children's knowledge about objects, nature, and their hometown.

For example, in the yes and no game, children are encouraged to build questions in a certain logical sequence. They ask a chain of questions in order to, receiving only “yes” and “no” in response, guess what object, animal or plant is “hidden” in a magic chest. The accuracy of the questions depends on the clarity of the child's ideas about objects or animals, about classification features.

The use of a variety of question forms is facilitated by games using models. , symbolically reflecting the direction of the questions:

A card with the image of colored spots orients the children to the question of the color of the object.
Card with the image of geometric shapes - about the form.
The image of a large and small object encourages children to ask questions about the size.
If the card shows a circle in different locations (on the table, under the table, in a glass), then it symbolizes the question word “where”.
The image of the clock is the question word "when".
Image of numbers - "how much".

The ability to use replicas from a dialogic pair " message - reaction to messages " are fixed in the games “Who will confuse whom”, “It happens or not” (“Fables”), “Mistake”, “Guess who I am”? In these games, children learn cues, with the help of which they learn to express their point of view, judgments, opinions, etc., as well as respond to the interlocutor's statement, prove their case, and show patience.

"Error"

Goals. To develop attention to speech judgments and the ability to tolerate erroneous judgments, to correct them kindly; express consent in response to correct messages.

Game progress

Educator: “I will inform you about something. If you notice an error in my reasoning. Correct it and explain why you think so. And if you agree with my statement, then say this: “Yes. You are right, I.O.” or “I agree with you A.O.”

Examples of judgments:

Carlson lived in a small house near the forest.

Friday comes after Wednesday.

Pinocchio is one of the inhabitants of the flower town.

Washing your hands is bad for your health.

If you listen to adults, then nothing interesting will happen.

If there are leaves on the trees, then it is summer.

Favourite places

Target: to teach children to share their impressions of their hometown, to clarify information from interlocutors; cultivate attachment to their native places.

Game progress

One of the players starts the game.

My favorite place in the city is located near the river.

Is this the embankment? (specifies one of the players)

No. This is a small, cozy cafe.

Cafe "Pizza"?

No, in this cafe you can enjoy ice cream.

This must be the Baskin Robins Cafe.

The player who guessed his favorite place describes another corner of the city.

For example:

I like this cafe too. And I also like to be on the same street near the most beautiful building.

The participants in the game specify what kind of building it is.

Games selected for the development of dialogic speech are designed to:

To form in children the ability to use various types of initiative remarks in a dialogue (questions, messages, prompts) and the corresponding responses, as well as the ability to follow elementary rules in a dialogue (rules of sequence and thematic unity of remarks);

Reflect the natural logic of the formation of speech skills: from the perception and borrowing of samples of dialogic remarks to their use in a combination of reproductive and productive speech and the creative transfer of learned samples into independent speech practice.

The use of games for the development of children's dialogic speech does not exclude the conversations and conversations of the educator with them. Additional purposeful use of game techniques will help to increase the efficiency of the process of forming dialogic skills in preschoolers.

LITERATURE

Bizikova O.A. The development of dialogical speech of preschoolers in the game. - M .: Publishing house "Scriptorium 2003", 2008. - 136 p.

Research Technology
Research is an endless search for truth, and the function of the educator as a partner in joint

search activity should be to seek and find this truth together with the child.

A.I. Savenkov

Research activities is an innovative movement in preschool education, an interactive method, an effective system for organizing a child's cognitive activity. Research activity gives a lot of scope for the development of creative, critical thinking, speech of the child, expands his horizons, creating conditions for him to actively study a variety of issues.

The transition to an innovative model of education involves the implementation of at least two important steps:

partial rejection of the reproductive form of education, when knowledge is “imposed” on the child;
the transition to project-research activities, during which a preschooler will be able to acquire knowledge on his own - through his experience, overcoming difficulties and failures, by improving the skills of research behavior and developing research abilities.

Study - it's not just experimentation. It includes more components:

- the ability to obtain information from various sources;

- process and process this information in your head;

- generalize and classify.

In other words, research always involves:

problem statement ( problem - from Greek "task", "task" - a theoretical or practical issue that needs to be resolved);

Hypothesis ( hypothesis- from Greek. "assumption" - a scientific assumption put forward to explain a phenomenon and requiring verification by experience and confirmation by facts in order to become a scientific theory.) and its verification;

Analysis of results.

Thus, research is a conscious, reflective extraction of new knowledge. The researcher instinctively strives for new knowledge, often without knowing what the discovery will bring him.

The research activity of a preschooler, as well as research conducted by an adult, inevitably includes the following main stages:

Identification and formulation of the problem (selection of a research topic);

Development of hypotheses, assumptions;

Search and suggestion of possible solutions;

Collection of material;

Generalization of the received data;

Preparation of research materials for protection (message, report, layout, etc.);

Conducting a research search requires special knowledge, skills and abilities. And the child needs to be purposefully taught, given this knowledge, develop and improve the skills and abilities necessary in the research search.

In addition, the research practice of the child is an independent activity and often unfolds outside the immediate attention of the teacher. The child must be sure that everything new he finds will be in demand and interesting for adults. He must be firmly convinced that his research will not be left without attention, the results of his research will be carefully considered, and he will certainly be heard.

Thus, the program of educational and research activities includes two areas:

1. Training sessions

Classes for the acquisition of special knowledge by children and the development of their special skills and research search skills. To do this, you will need cards with a symbolic image of “research methods” - ways to collect information: think on your own, ask another person, look in books, watch on TV (video), observe, conduct an experiment, get information using a computer.

2. Children's research practice

To conduct independent research and carry out creative projects, you will need cards with images of future research topics and

explorer's special folder

Stages of conducting educational research in kindergarten

The stage of determining the research topic.
material collection stage.
Stage of observation and experiment.
The stage of generalization of the material.
Stage - message.

General rules for the educator to successfully solve the problems of research activities:

Teach children to act on their own, independently, avoiding direct instructions;

Do not do for them what they can do (learn to do) on their own;

Do not rush into a value judgment;

Help children learn to manage the learning process:

a) trace the connections between objects, events and phenomena;

b) to form the skills of independent solution of research problems;

c) learn to analyze and synthesize and, on their basis, classify, generalize information.

In the process of performing research, children can work not only individually. Research collective activity is very useful both in terms of creative and in terms of psychosocial development of preschoolers. In this case, special difficulties arise, but at the same time, the educator has additional educational opportunities.

Children's research can be both short-term and extended in time (long-term). Research topics can be infinitely varied.

Tasks and exercises to develop the ability to see the problem

« See the world through someone else's eyes. One of the most important conditions in the process of identifying a problem is the ability to change the point of view, to look at the object of study from different angles.

Situation: the teacher shows the children the ball and asks to describe it. Then he says that he wants to put the ball on a smooth, slightly sloping surface. Can it be done? Why not? But there must be some way out, right? Children are invited to come up with solutions and conduct experiments confirming their correctness.

Situation: the teacher reads an unfinished story to the children: “In the morning the sky was covered with black clouds, and it began to snow. Large snow flakes fell on houses, trees, sidewalks ... ”It is proposed to continue the story, but in different ways. Imagine that you are walking in the yard with friends - how would you react to the appearance of the first snow? Then imagine that you are a truck driver driving down the road, a pilot going on a flight, a crow sitting in a tree, a bunny in the forest, and so on.

Observation as a way to identify problems. You can see the problem through an elementary analysis of reality. Problems for children's research may be such as "Why does the sun shine?", "Why do kittens play?", "Why can parrots talk?".
How many meanings does an object have? Children are offered a familiar object (a brick, a newspaper, a piece of chalk, a pencil, etc.). The task is given - to find as many options as possible for an unconventional, but real use of this item.

Tasks and exercises for developing the ability to ask questions

Any researcher should be able to ask questions.

An exercise. An adult puts an object on the table and invites the children to ask questions in order to find out as much as possible about it (for example, a doll). But the doll is a recognizable object, its use is clear to children. You can offer a thing that they see for the first time and do not know where it is applied.

An exercise. Statement of a question from some creature or object (for example, a picture of an owl). What can an owl ask children? You need to come up with questions for her. And this is a postman or a policeman. What might be of interest to them?

An exercise(fabulous or semi-fairy situations). The boy Seryozha has a big talking parrot Kesha in a cage. But the parrot can only speak interrogative words. One day his friend Lena came to visit Serezha. The parrot was very excited - he liked her so much. Kesha began to shout out the words he knew. But Lena herself had to guess what he wanted to ask her. The child is invited to complete the questions that the excited parrot could not ask: Who ....?, What ...?, Where ...?, Why ...?

Exercises by item description. To describe someone or something means to answer the questions: What is it?, How does it differ from others or from another?, How is it similar to others or different?

What questions are most productive at various stages of a child's exploratory search? What is the hierarchy of levels of creative questioning?

We often encounter value judgments about questions. This or that question can be called "stupid" or, on the contrary, "smart", "interesting". Often it depends on subjective reasons, but still there are grounds for an objective assessment.

In the process of teaching children the art of asking questions, there is also a hierarchical ladder. Consider the example of the Israeli psychologist Eric Landau, a specialist in the field of teaching gifted children.

Levels of Creative Questioning

(sequence in hierarchy)

Where to go?
A question for the future
What is right and what is wrong?	Evaluation question
What would happen if?	imaginary question
What do I feel, what do I know?	subjective question
Why, who, how, what?	causal question
Who, how, what, where, when?	descriptive question

Often children's questions begin with the words "why", "why". Adults have long been accustomed to this and even created a special term for the children who ask them - "why". Questions "why?", "why?" according to studies that have studied the nature of children's issues, they are unproductive. These are passive questions, conditioned by the past, and they do not sufficiently stimulate interest in further questions.

That's why at 1 stage it is desirable that at the beginning, at the first levels of the encounter of a novice researcher with a problem, descriptive questions: "How, Who, What, Where, When?". They are more connected to the present and describe the situation "here and now". This allows her to comprehend. By asking such questions, the child learns to observe, describe and develop confidence in understanding the present.

Stage 2. After the problem situation is described as accurately as possible, you can go to the next level - to ask causal questions (causa from Greek - "reason": "why?, why?".

Thus, the questions “who, how, where?” are connected. This level requires understanding and establishing connections (association).

Consistent passage through these levels allows you to teach the child to more objectively observe, describe, establish associations, and acquire new knowledge.

Stage 3. This creates the basis for the next level of questions - " subjective ”- What do I know about this, What do I feel at the same time?, When I saw or experienced something like that ?.

At this stage, children rely on analogies and associations. This does not help them understand the problems, but it develops their thinking, helps them to get involved in the problem.

Stage 4. The next turn of the spiral - " imaginary question". It usually sounds like this: “What would happen if ...?”, “What would happen if ...?” etc. As a rule, children start right away with these types of questions. This is extremely unproductive at the beginning of studying the problem, since it usually does not give an opportunity to study it, but immediately takes it away with the fantasy “somewhere beyond the clouds”.

Stage 5« Evaluation questions"- follow the imaginary. “Which is better?”, “Which is more correct?”. Now that all previous levels of questions have been sold, an assessment must follow. Moreover, it is important to understand that if evaluation questions appear earlier, we will be significantly limited in the material for the development of children's thinking.

In the course of research, it is necessary to prepare children for the fact that the present always continues in the future, and therefore an adult needs to accustom them to further questions. " What else might interest you in this problem?, “What else can you suggest or do? - these questions arouse curiosity, challenge the child's imagination, and force them to test how far the limits of their creativity stretch.

Tasks and exercises for developing the ability to put forward hypotheses

The development of hypotheses is closely related to the ability to ask questions, since a hypothesis implies a probable answer to the question posed. It is easiest for a child to learn to put forward hypotheses if he is first asked to explain phenomena not only by real, but also by fantastic reasons.

An exercise. Think of five fabulous explanations for why the birds sing (the snow is melting, the wind is blowing, the sun is shining). Following this, you can invite the children to come up with five plausible explanations for this phenomenon. During this exercise, children master the “dictionary of hypotheses”. Hypotheses usually begin with the words "maybe", "suppose", "let's say", "possibly", "what if".

An exercise(proposing hypotheses suggesting the opposite effect). Children are shown familiar objects and asked: “Under what conditions can these same objects be completely useless and even harmful?”

An exercise. Imagine that sparrows have become the size of large eagles (“Elephants have become smaller than cats”, “People have become several times smaller (bigger) than now”, etc.). What would happen? Come up with some hypotheses and provocative ideas about this.

An exercise. Find the possible cause of the event of such a phenomenon:

- “Misha didn’t go to the TV all evening”

- “Children began to play more in the yards”

- "The fire helicopter circled over the forest all day"

- “Puppy Kuzya sadly looked after Masha”

- "Kittens slept all day"

- "The police car was on the side of the road"

Experimentation as one of the types of cognitive research activity requires the teacher to be able to competently plan this activity: select cognitive material, systematize it in accordance with the chosen problem, develop a promising project for the study of a particular phenomenon by children. It is important for the teacher to work out a research cycle that provides for a series of interconnected experiences and experiments.

All topics for the research work of children can be conventionally grouped into three main groups.

fantastic- themes focused on the development of non-existent, fantastic objects and phenomena.

For example, the child makes a project of a spaceship, creates some kind of magical machine or device. All this can be created only in a verbal form, or it can be embodied in a technical drawing or even a layout glued together from paper, cardboard boxes, food packaging and cosmetics.

empirical- topics involving the conduct of their own observations and experiments. These studies require great ingenuity.

Almost all objects can act as objects for children's experimentation: people themselves, and domestic animals, and natural phenomena, inanimate household items, phenomena of the surrounding world.

For example, experimenting with water, clay, stones; experiments with plants, flowers, etc.

Theoretical- topics focused on the study and generalization of materials contained in various theoretical sources. This is what you can ask other people, what is written in books.

Many very good encyclopedias and reference books for children are currently being published. In the directory, you can collect about a certain group of dog breeds, the construction of ships, the history of musical instruments. Information is summarized, structured and presented for discussion by peers.

Theme Selection Rules

1. The topic should be interesting to the child, should captivate him.

Voluntary basis;

Attractive object;

The imposed theme of effect does not give;

An adult to know the interests, inclinations of the child

Dialogical unity is the largest structural and semantic unit of dialogic speech. It consists of two, less often three or four replica sentences, closely related in meaning and structure; moreover, the content and form of the first rejoinder determine the content and form of the second one, and so on, so that only in the combination of replicas is the completeness of this part of the dialogue necessary for understanding to be found. For example:

- Who's talking?

Non-commissioned officer Turbin (Bulgakov).

- Congratulations! - he said.

With what?
With victory ... (Chekhov).

In the first example, the content and form of the response replica-sentence are determined by the content and form of the first interrogative sentence: the second incomplete sentence consists of one subject, since in the first interrogative sentence it is the subject of the action that is asked (the interrogative pronoun who); the predicate in the second sentence is omitted, since it is named in the first.
In the second example, all replicas are incomplete sentences: the first one lacks an addition, what caused the second replica - an interrogative sentence (the predicate is omitted, since it is in the first replica); finally, the third replica is an incomplete sentence, consisting of one addition, which is missing in the first replica and which is the answer to the question contained in the second replica.
Thus, in both the first and second cases, the full meaning of the message is extracted precisely from the combination of replica-sentences.
In terms of meaning and formal features, including intonation, dialogic units are divided into a number of types. Such, for example, are the most common question-answer dialogic unities (see above); units in which the second replica continues the unfinished first; units in which the replicas are connected by one subject of thought are statements about it; unity in which the second replica expresses agreement or disagreement with the statement contained in the first, etc. For example:

Tatiana. He is beautifully dressed...

Grouse. And cheerful (Bitter)

- You can go crazy ... - I whispered.

- No, you don't have to go. You just don't know what theater is (Bulgakov).
The intonational and semantic incompleteness of the replicas, the joining union in the first (1), the lexical repetition (pickup) in the second (2), etc., as well as the parallelism in the structure of the replicas characteristic of most dialogic units and the natural incompleteness of the second replica - all this most closely connects one replica on the other, turns their combination into a single structure.
However, not all successive replicas have these features. There are replicas that are complete sentences, each of which contains its own message. For example:

Comrade Maksudov? the blond asked.
Yes I...
I'm looking for you all over the theater, - a new acquaintance spoke up, - let me introduce myself - director Foma Strizh (Bulgakov).

In this part of the dialogue, out of three replicas, only the first two represent a dialogical unity; the third, although closely related to the first, represents a new stage in the conversation: the director first made sure that this was the person he was looking for, and then moved on to the conversation he needed.
Methodological note. There is no special paragraph in the school textbook devoted to dialogic unities. There is no such concept, since it is very complicated. However, children get acquainted with dialogue as such in the fourth grade and constantly use it in their creative work throughout their education in secondary school. Information about the dialogue is systematically deepened, especially when studying such topics as "Incomplete sentences" and "Direct speech" (Grade VII).

Dialog is a conversation between two or more people. The basic unit of dialogue is dialogic unity - the thematic association of several replicas, which is an exchange of opinions, each subsequent of which depends on the previous one. The nature of the replicas is influenced by the so-called code of relations between communicants. Allocate three main types of interaction dialogue participants: dependency, cooperation and equality.

Every dialogue has its own structure: beginning - main part - ending. The dimensions of a dialog are theoretically unlimited since its bottom border can be open. In practice, any dialogue has its own ending.

Dialogue is considered as the primary form of verbal communication, therefore it has received its greatest distribution in the sphere of colloquial speech, however, dialogue is presented in scientific, publicistic, and official business speech.

Being the primary form of communication, dialogue is an unprepared, spontaneous type of speech. Even in scientific, journalistic and official business speech, with the possible preparation of remarks, the deployment of the dialogue will be spontaneous, since usually the remarks - the reactions of the interlocutor are unknown or unpredictable.

For the existence of a dialogue, on the one hand, a common information base of its participants is necessary, and on the other hand, an initial minimum gap in the knowledge of the participants in the dialogue. Lack of information can adversely affect the productivity of dialogic speech.

According with goals and objectives dialogue, the situation of communication, the role of interlocutors, the following can be distinguished main types of dialogues: household, business conversation, interview.

Monologue can be defined as a detailed statement of one person. Distinguish two main types monologue:

monologue speech is a process of purposeful communication, conscious appeal to the listener and is characteristic of the oral form of book speech: oral scientific speech, judicial speech, oral public speech. The most complete development of the monologue was in artistic speech.

A monologue is a speech alone with oneself. The monologue is not directed to the direct listener and, accordingly, is not designed for the interlocutor's response.

The monologue can be both unprepared and premeditated.

According to the purpose of the statement monologue speech is divided into three main types:

· Informational Speech serves to convey knowledge. In this case, the speaker must take into account the intellectual abilities of information perception and the cognitive capabilities of the listeners. Varieties of informational speech - lectures, reports, messages, reports.

· persuasive the speech is addressed to the emotions of the listeners, in this case the speaker must take into account his susceptibility. Varieties of persuasive speech: congratulatory, solemn, parting words.

· motivating speech is aimed at encouraging listeners to various kinds of actions. Here they distinguish political speech, speech-call for action, speech-protest.

Monologue speech is distinguished by the degree of preparedness and formality. Oratorical speech is always a pre-prepared monologue, delivered in a formal setting. However, to a certain extent, a monologue is an artificial form of speech, always striving for dialogue. In this regard, any monologue can have the means of its dialogization.

Dialogical Unity- represents the largest structural-semantic unit of dialogic speech. It consists of two, less often three or four sentences of replicas, closely related in meaning and structure; at the same time, the content and form of the first replica determine the content and form of the second, and so on, so that only in a combination of replicas is the completeness of this part of the dialogue necessary for understanding found.

For example:

1) Who is speaking?

- Non-commissioned officer Turbin.

2) - Congratulations! - he said.

- With what?

- With victory...

In both the first and second cases, the full meaning of the message is extracted precisely from the combination of replica-sentences.

According to their meaning and formal features, they are divided into:

1. Question-answer DU;

2. Unities in which the second replica continues the unfinished first;

3. Unities in which the replicas are connected by one subject of thought, are statements about it;

4. Unity in which the second remark expresses agreement or disagreement with the statement contained in the first.

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Abstract:

"Dialogical Unities"

Introduction

Dialogical unity in the text

Types of dialogic units

Conclusion

Bibliography

Introduction

The series of these statements, or phrases, united by a certain topic, are qualified in the linguistics of the text as superphrasal units (SFU). Monologic SFU are complex syntactic wholes (STS), and chains of replicas are dialogic units. Their minimum quantitative composition is two phrases, the maximum is three or more (depending on the need for the implementation of a topic or micro-topic, set (or developed) by an element of an utterance or text that is in a strong position, i.e. the beginning of the text). The influence of a strong position on the formation of the structure and semantics of each replica and the DU as a whole is a linear development of the text based on the syntagmatic relations of the units of the series.

Researchers of the dialogical form of speech note that it is created as a complex organization of statements, the specificity of which is determined not only by the nature of the communicative situation, but also by other factors arising from the general features of the communicative act and the rules for forming the text.

Dialogical unity is a form of interaction between two or more interlocutors who exchange remarks - statements that are incentives for reactions or reactions to incentives, as a result of which the speakers create a certain common context.

The potential semantic correlation of both the components of the replica and the replicas themselves is due to the lexico-semantic nodes that underlie the textual valency; internal and external filled textual valences constitute what is called “knowledge” of the text (N.N. Leontieva 1998: 49).

Dialogical unity in the text

1) Who is speaking?

Non-commissioned officer Turbin (Bulgakov).

2) -- Congratulations! -- he said.

With victory ... (Chekhov).

In the first example, the content and form of the response of the sentence are determined by the content and form of the first interrogative sentence: the second incomplete sentence consists of one subject, since in the first interrogative sentence it is the subject of the action that is asked (the interrogative pronoun who); the predicate in the second sentence is omitted, since it is named in the first.

In the second example, all replicas are incomplete sentences: the first lacks an addition, what caused the second replica - an interrogative sentence (the predicate is omitted, since it is in the first replica); finally, the third replica is an incomplete sentence, consisting of one addition, which is missing in the first replica and which is the answer to the question contained in the second replica.

Thus, in both the first and second cases, the full meaning of the message is extracted precisely from the combination of replica-sentences.

In terms of meaning and formal features, including intonation, dialogic units are divided into a number of types. These are, for example, the most common question-answer dialogic unities (see above); units in which the second replica continues the unfinished first; units in which the replicas are connected by one subject of thought are statements about it; unity in which the second replica expresses agreement or disagreement with the statement contained in the first, etc. For example:

1) Tatyana. He is beautifully dressed...

Grouse. And cheerful (Bitter)

2) - You can go crazy ... - I whispered.

No, you don't have to go. You just don't know what theater is (Bulgakov). replica dialogic unity speech

The intonational and semantic incompleteness of the replicas, the connecting union in the first (1), the lexical repetition (pickup) in the second (2), etc., as well as the parallelism in the structure of the replicas characteristic of most dialogic units and the natural incompleteness of the second replica - all this closely connects one replica with another, turns their combination into a single structure.

However, not all successive replicas have these features. There are replicas that are complete sentences, each of which contains its own message. For example:

Comrade Maksudov? the blond asked.

I'm looking for you all over the theater, - a new acquaintance spoke, - let me introduce myself - director Foma Strizh (Bulgakov).

Types of dialogic units

Types allocated depending on the purpose:

1) informative dialogical unity;

2) directive dialogic unity;

3) opinion exchange;

4) dialogue aimed at establishing or regulating interpersonal relationships;

5) evaluative dialogic unity;

6) phatic dialogue.

Conclusion

And so, dialogic unity is a structural and semantic community, a text of two or more participants in a speech. It is provided by the presence of one topic, the agreement or disagreement of the interlocutors. Also - a sequence of interconnected replicas, combined:

1) accumulation of information on this topic;

2) motivation of forms;

3) coupling, reliance on the previous or subsequent replica.

The connection of replicas is carried out:

1) in the form of a chain of interrelated word forms;

2) through parallelism, the uniformity of the structure.

Bibliography

· Dictionary of linguistic terms: Ed. 5th, corrected and supplemented. -- Nazran: Pilgrim Publishing House. T.V. Foal. 2010.

· B.V. Babaitseva, L.Yu. Maksimov. Modern Russian language - M., 1987

http://www.dslib.net/russkij-jazyk/dialogicheskoe-edinstvo.html

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