Psycholinguistics in teaching Russian language Textbook on the application of the conclusions and recommendations of psycholinguistics in teaching Russian as a foreign language F. A

Connections with psycholinguistics, which study the mechanisms of speech generation (expression of thoughts) and speech recognition (speech understanding), are becoming important for the methodology.

Based on the provisions of psycholinguistics, the methodology distinguishes the following types of speech activity (WFD): reading, speaking, writing, listening.

the division by WFD is based on the differences between oral and written speech... written speech conveys information in a graphic way, and oral speech through an audio channel. oral speech is always primary. to written WFD we refer writing and reading, to oral - listening and speaking. for oral speech their lexical and grammatical means are characteristic, which indicates the presence of a style of oral and book-written speech. the differences between spoken and written speech require that the teaching of different WFDs be structured differently (selection of material, special systems of exercises, etc.).

SD characteristics:

1. Wealth of intonations.

2. The presence of paralinguistic means (facial expressions, gestures, proxemics, toxemics).

4. The presence of contact with the interlocutor.

5. Linearity (it unfolds in time).

6. Has its own means (phonetic: intonation, lexical: own words (colloquial, jargon, slang), grammatical: elliptical constructions).

PR characteristics:

1. Lack of intonation.

2. Lack of contact with the interlocutor.

3. Lack of paralinguistic means.

4. Development in space, not in time.

5. Also has its own means (language means - words, grammar).

6. Characterized by expansion.

important for the methodology is the difference internal and external speech... external speech is a complete linguistic design, internal speech is characterized by fragmentation, convolution, i.e. it is a pre-collapsed utterance that can precede both oral speech acts and written speech. accordingly, when teaching any WFD, it is necessary to form auditory-motor images of the language material, without which pronunciation is impossible. for the automated implementation of speech activity, the convolution of internal speech is characteristic.

all WFDs are divided into productive and receptive... the activity of encoding information is called productive speech (writing, speaking), decoding - receptive (reading, listening). the process of receptive speech proceeds from the forms of language to thought, and the operations performed in this case can be called analytical. the process of productive speech is carried out from thought to design by means of language, operations are synthetic. hence the difference in the selection of material: productive - active min, receptive - passive min.

it is important for the methodology to distinguish knowledge, skills and abilities.

knowledge is not only knowledge of forms, structures or words and their meanings, but also other information necessary to carry out operations with this linguistic material in the process of receptive and productive speech activity.

skill - an automated component of a consciously performed activity. MB skills: receptive / expressive, language / speech.

skill is the unity of automatism and consciousness, stability and variability, fixity and flexibility.

3 stages of skill formation:

1. tentative-preparatory: presentation of material, primary consolidation, control of understanding.

2. automation: repetition of material in various forms.

3. situationally varying: working out the flexibility of the skill, fluency in it.

indicator of the automation of action:

Speed

Integrity / smoothness of the course of action

Economy (discarding excess)

Low tension

Ready to turn on

Language skill is the skill of operating with language and speech material outside the conditions of communication.

Types of language skills (LAS): grammatical skills, phonetic skills, lexical skills

Speech skill(RN) is a skill of intuitively correct use of material in a communication situation. No operations are performed. The context of reading, speaking and listening.

Speech skill(RU) - the ability to use linguistic means in speech activity.

speech activity itself in its various forms is a conscious activity, an element of which is phonetic, lexical and grammatical skills (+ reading technique, writing technique). therefore different kinds speech activity should be considered as speech skills (skills of monologue speech, dialogical speech, reading, writing, etc.). = ˃ skill is always consciously and comprehensively (set of skills)

structure of speech activity:

Expressive WFD:

1.motivational stage (incentive)

2.communicative task (a speech problem that both participants in communication are trying to solve) and / or communicative intention (a need that can only be expressed by means of language)

3.intention

4. design in structure and words (vocabulary + grammar)

5.sound design - speaking, utterance

6. Feedback(we hear ourselves and control)

Receptive WFD:

2.perception

4 evaluation of purpose and result

psycholinguistic problems:

1.the negative influence of one phenomenon on another - interference:

Intralingual (two phenomena within one language, Pr: grammatical tenses of the English language)

Interlanguage (the influence of one language on others, Pr: different word order, articles, etc.)

2.the positive influence of one phenomenon on another - a positive transference (transference):

Intralingual

Interlanguage

psychological aspects in the methodology:

General psychology studies mental processes (thinking, memory, imagination). Because general psychology describes memory, types of memory, patterns (memory is short-term and long-term), this classification is used in teaching methods of foreigners. lang.

Memory includes 3 processes:

1) Memorization (most important)

2) Saving-playback.

3) Forgetting.

By the effort that the student makes memorization: voluntary and involuntary

When teaching foreign language should prevail involuntary memorization, especially at the initial stages, except for those cases when we memorize speech cliches / stamps, proverbs, poems.

Peculiarities involuntary memorization:

1) It proceeds better if it is associated with active creative activity

2) Involuntary memorization should be based on various sensations. the lesson should be clear, games with movements

3) There should be either a comparison or a combination of the new with the previously learned

The task of the teacher: to transfer from short-term memory to long-term memory. John Miller established and proved that short-term memory = 7 + -2 new words

From short-term memory, information is transferred to working memory as a result of work in the lesson. Information is transferred from working memory to long-term memory as a result of further work.

Forgetting actively proceeds immediately after memorization. During the first 3-4 hours, 70% of the information is forgotten, and after 5-6 days, complete forgetting occurs if the material is not worked out.

Memory functioning improves in the presence of emotions (game situations, visualization, additional means).

In October, we are launching the first webinar module “ Psycholinguistics and psychosemiotics". This module is intended for beginners and consists of 10 lectures on the structure of psychosemiotic text analysis and the main tools of this analysis. The first module ends with a test, based on the results of which participants will be selected to work in the second module.

The second module will take place in the form of full-fledged seminars in micro-groups of 6-8 people. It will be held in conference mode. We will jointly parse our own texts, using the tools obtained in the first module. All seminar participants will be able to contact each other directly, discuss solutions and ask questions online.

First module program

Lecture 1.

Any text is an unconscious message of its author about his unique picture of the world. We are not aware of most linguistic choices because too many choices are being made in the stream of speech at the same time. Stopping and slowing down is a way to make the intuitive the subject of analysis. Explication of intuition: gains and losses.

Lecture 2.

The levels of text at which the selection is made.
Subject:
Lexical: choice of a word from a number of synonyms, choice of abstract and concrete vocabulary, etiquette choice, stylistic choice.
Semantic: external and internal predicates
Deep syntactic: the choice between agent-based and non-agent-based constructions.
Morphological: the choice of parts of speech, the choice of the grammatical tense of the verb, the choice between personal and impersonal verb forms.
Phonetic: selection of intonation patterns, pause, faster-slower, louder-quieter, a choice of three registers and transitions from register to register.

Lecture 3.

Plot level. The choice of plot syntax, the choice of the degree of detail, the choice of a place for plot defaults.

Lecture 4.

Semantic level: meanings that appeal to sight and hearing, and meanings that do not appeal to any sense organs.

Lecture 5.

Syntax level. The choice of a syntactic construction as a message about freedom or non-freedom. Linguistic demons and divine Kairos - what do they influence in our daily life.

Lecture 6.

Morphology level. The grammatical tense of verbs.
The past is cognitive tense. Verbs referring to the past:
“I know”, “I remember”, “I understand”.

Lecture 7.

The future is a time of uncertainty and the kingdom of the divine Kairos.
Verbs referring to the future:
"I want", "I'm afraid", "I'm wrong."

Lecture 8.

The present is the time of the senses.

Lecture 9.

Is grammatical tense a time or a place?
What is linguistic space and linguistic time. The semantics of time is a metaphor from the semantics of space.

Lecture 10.

Relationship between loci of time. Causal relationship and its pre-logical, spatial ancestor: temporal relationship.
Defaults of different levels in the text. Reconstruction of defaults.

Conditions

Classes on Saturdays at 19-30 (first module) with the use of distance technologies. Group start on October 13.
The timetable for the second module will be announced separately.

© F. A. Gabdulkhakov, 2017

ISBN 978-5-4483-9806-3

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By the decision of the Scientific Council of Namangan state university recommended for publication as a textbook for students of philological faculties of universities.

Scientific editor: candidate pedagogical sciences Associate Professor S. S. Saydaliev

Reviewers:

D.A. Islamova, Lecturer at the Department of Russian Language and Literature, NamSU;

M.M. Khayitov, teacher of Russian language and literature, director of secondary school No. 31 of the Kasansay district of the Namangan region

The first textbook on the application of the findings and recommendations of psycholinguistics in the methodology of teaching the Russian language. The manual highlights the topical problems of psycholinguistics and linguodidactics, presents the traditions and innovations of the methods of teaching languages, suggests ways of introducing the main provisions of psycholinguistics into the practice of teaching the Russian language.

For teachers and students of philological faculties of higher educational institutions, language teaching specialists.

Introduction

With the advent of human society, people began to feel the need to invent the main means of communication. Language became such a means. The success of people in various forms of activity depended on the quality of mastering the language, the main means of communication. Subsequently, it became necessary to study other languages.

Since ancient times, people have tried in various ways to master foreign languages. For a long time, these two processes took place spontaneously. The conscious and studied part of this story does not take so much time - the ability to manage the process of learning languages ​​in people appeared relatively recently. The corresponding scientific discipline - the methodology of teaching languages ​​- has been functioning independently for only a few centuries. In the middle of the last century, another science appeared - psycholinguistics.

It should be noted that during this relatively short period, both sciences have achieved significant development. Currently, a system of concepts related to the content, principles, methods and techniques of teaching languages ​​has been formed. The theory of speech activity is being developed and improved. They have developed their own research methods of methodological science. The most advanced pedagogical and information and communication technologies are widely introduced into the process of teaching languages, interactive teaching methods are used. It should be especially noted that in linguistics itself, the anthropocentric pole has been established and is successfully developing, replacing the linguocentric pole and taking into account the needs of a person and society as a whole.

The methodological basis of the anthropocentric direction is considered to be a change in the object of scientific consideration. It was a man in his ability to communicate, which is fundamentally different from the provisions of the linguocentric direction of linguistics. Confirmation of this conclusion is the consolidation of the concept of "linguistic personality" in the science and practice of teaching languages. The central position of anthropocentric linguistics belongs to psycholinguistics. New science, which appeared primarily as a theory of speech activity, clarified many issues related to both the study of languages ​​and the teaching of communication and the formation of speech activity in a new language. Experts now have an idea of ​​how to realize those human capabilities that he is endowed with at birth. After all, a person is born with the potential for complete mastery of his native language. Many people need to master several languages ​​in parallel. The acquisition of communication skills in a non-native language is directly related to the conclusions and recommendations of psycholinguistics.

It is too early to talk about stable results of the language learning process, which would be guaranteed if certain conditions are met. The picture of the "world of teaching languages" can be characterized as follows: in theoretical terms, methodological science has accumulated and declared a lot, but only a small part of this wealth is realized in practice. We must not forget that the changes taking place in science are not always fully reflected in the minds of practicing teachers. Redesigning, changing the attitude of specialists to the issues of methods of teaching languages ​​is a very difficult task. Therefore, in the practice of teaching languages, outdated methods and techniques in teaching the Russian language are still used in places. Teachers “already know” how to “teach” the language and do not seek to introduce various innovative approaches. The teaching aids used do not fully fulfill the functions assigned to them. The exercises performed in the classroom by students do not always carry a communicatively directed load.

Particularly acute against this background is the problem of training specialists high level who are able to teach languages ​​according to the requirements of society and form their wards' skills in conducting speech activities, communicative competence. Consequently, not only the practice of teaching languages ​​itself is still in need of improvement, but also the process of training language specialists.

It would seem that at least three questions of methodological science have long been answered exactly: what to teach, how to teach, and with what to teach... As the main questions of teaching methodology, they long years served as a guide in the practice of teaching languages. But the whole paradox of the situation lies in the fact that, until recent years, experts continue to argue about the content of training (what to teach?). Teaching methods and techniques (how to teach?) Are still being improved and every year more and more worthy ones appear. The choice of teaching aids (with what to teach?) Entirely depends on the level of development and improvement of technologies, and their progress contributes to the emergence and implementation of the most modern and advanced teaching aids in the practice of teaching languages. Those. methodological thought is constantly evolving, language teaching technologies are being improved.

This book is intended to answer a number of questions related to the introduction of the main provisions of psycholinguistics in the process of teaching languages. This is especially true because in our time the goals of teaching languages ​​are being revised. With regard to the native language, they are formulated as the task of training a linguistic personality with a number of abilities in accordance with the requirements of the competence-based approach. He is a person who is able not only to process and analyze texts, but also to create them. When compiling modern versions of programs in the native language, the emphasis is not on enumerating linguistic facts, but on their interpretation, on how the language functions and what universal linguistic mechanisms provide for communication. Attention is paid to the formation of a student as a full-fledged creative linguistic personality.

When teaching Russian as a non-native language, the priority is the task of preparing a native speaker capable of conducting intercultural dialogue. With this approach, the global goal of mastering a language is considered to be familiarizing with a different culture and participating in a dialogue of cultures. This goal is achieved through the formation of the ability for intercultural communication. It is teaching, organized on the basis of communicative tasks, taking into account the social order of society, that is a distinctive feature of modern Russian language lessons. Foreign language communication is based on the theory of speech activity. Communicative language teaching is distinguished by an activity-based nature, since verbal communication is carried out through speech activity, which, in turn, serves to solve the problems of communicative productive human activity. People in conditions of social interaction communicate in the studied language. Consequently, modern representatives of different areas of science, culture, business, technology and all other areas of human activity need training in the ability to use the Russian language. This process should resemble the process of mastering the instrument of production. The language is necessary for people exclusively functionally, for use in various spheres of society as a real means of communication.

Among the questions of methodological science, we would call the most important question "what to teach?" If you answer it with "the ability of learners to communicate in the target language", then it will immediately become clear that communication should be recognized as the main task, and the main components, and the end result of the language learning process.

It is impossible to solve the above problems of the process of teaching the Russian language (and other languages) without taking into account the basic provisions of psycholinguistics. A language teaching specialist should know that this process involves, first of all, teaching people to speak in the target language, which implies the skills of speech production and perception of oral and written speech. Consequently, the course in psycholinguistics should become mandatory for all philological areas of education, including those that train specialists in the native language.

This book summarizes the theoretical material accumulated by methodological scientists and psycholinguists in last years, new data from linguistics, psychology, theory of communication, speech activity and communication were taken into account. On the basis of these materials, the part of applied psycholinguistics that lists the problems of the process of teaching languages ​​is highlighted in detail. This approach It is also due to the fact that students of philological faculties of higher educational institutions are in dire need of knowledge that reveals the problems of the process of forming communication skills in the main types of speech activity. A modern language teacher should prepare people who are able to conduct speech activities in their native and target language, prepare a creative linguistic personality. Without realizing how a person's linguistic consciousness is formed, it is difficult to solve problems of this scale.

The textbook is the result of a generalization of the theoretical provisions highlighted in the works of well-known psycholinguistic schools, methodologists. The experience of the author, accumulated in the course of teaching languages, conducting a special course in psycholinguistics at a university is taken into account.

I would especially like to note the merits of our colleague, colleague and inspirer in the study of the foundations of psycholinguistics, candidate of pedagogical sciences, associate professor of the department of German language at NamSU Saidumar Saydaliev. At his suggestion, a program was developed, and psycholinguistics as a special course was introduced into the practice of university training of teachers in foreign languages, Russian language and literature, and native languages ​​back in 1998. Currently, such a special course is read not only at the philological departments of the Namangan State University, but also at many universities of the republic.

We hope that the book will help specialists understand the issues of the multifaceted process of teaching Russian and other languages ​​based on speech activity and a focus on the preparation of a linguistic personality.

F. A. Gabdulkhakov

As an independent structural unit, the Sector of Psycholinguistics was founded in 1969. Its organizer and leader (until 1975) was A.A. Leontiev. In 2012, it was transformed into the Department of Psycholinguistics, consisting of the sector and.

From 1975 to the present time he is the head.

Research topics

The research work of the psycholinguistics and communication theory sector from 2000 to 2004 was carried out in accordance with the scientific program of the Department of Humanities and Social Sciences of the Russian Academy of Sciences "Russia and the world at the turn of the 21st century", and since 2001 in accordance with the scientific program of the section language and literature of the Department of Historical and Philological Sciences of the Russian Academy of Sciences and the Charter of the Institute of Linguistics of the Russian Academy of Sciences. In addition, the Sector worked under the program basic research Presidium of the Russian Academy of Sciences "Ethnocultural interaction in Eurasia", carrying out the project "Linguistic consciousness of the peoples of Eurasia in the aspect of their ethnocultural interaction" (leader EF Tarasov).

The main directions in the work of the Department, which developed within the framework of the program "Human linguistic consciousness":

• methodology and theory of the study of linguistic consciousness;
• the functioning of linguistic consciousness in the processes of production and perception of speech;
• functioning of linguistic consciousness in intercultural communication;
• ethnocultural specificity of Russian linguistic consciousness;
• Russian associative dictionary;
• ethnocultural specificity of the linguistic consciousness of the peoples of Russia;
• theory of the dialogue of cultures;
• communicative space of consciousness;
• structural and dynamic characteristics of consciousness in schizophrenia;
• linguistic consciousness of a unique personality;
• modern linguistics and the disciplinary crisis of the humanities.

In determining the content of its scientific activity, the department is guided by the principle of studying four subjects in human speech activity: problems of production and perception of speech, problems of ontogenesis of language and speech communication. Since the mid-1980s. naturally, the problem of knowledge functioning in speech processes moved to the center of interests in the work of the Department, which later became known as the “problem of human linguistic consciousness”. To study the problem of linguistic consciousness, the idea of ​​intercultural communication was formed as the most adequate ontology for the analysis of linguistic consciousness, which allows the most in a convenient way(on the border of ethnic cultures) to identify and fix the ethnocultural specificity of linguistic consciousness.

As a result of these efforts, in cooperation with the Institute of the Russian Language of the Russian Academy of Sciences, the Russian Associative Dictionary (2002), as well as the Buryat, Belarusian, Bulgarian, Ukrainian, Polish, Khakassian, Yakutsk, German, English (American) associative dictionaries were created.

The department is a scientific and organizational center that coordinated psycholinguistic research in the USSR, and now in Russian Federation... As part of this coordination activity, the Department organized and conducted 14 All-Union, All-Russian and International symposia on psycholinguistics and communication theory. Since the mid-1980s. all symposia were devoted to the problem of linguistic consciousness. As a result of this activity, a number of collective and individual monographs, a series of articles on research areas have been written and published.

"Russian associative dictionary" (in 2 vols.). M., 2000 (Karaulov Yu.N., Sorokin Yu.A., Tarasov E.F., Ufimtseva N.V.) was awarded the prize of the President of the Russian Federation for 2003. The dictionary was created based on the results of a mass associative experiment with native speakers of the Russian language ... The dictionary consists of two volumes: I volume - "From stimulus to reaction", II volume - "From reaction to stimulus".

The dictionary has no analogues in Russian lexicography. It reflects living word usage, spontaneous literary-colloquial language and, ultimately, a speech-mental portrait of our contemporary, his view of the world, colored by the peculiarities of the national mentality. The dictionary lifts the curtain over how the linguistic ability of a person is arranged - thinking, speaking and understanding.

Participation of the subdivision in the implementation of fundamental research programs of the Presidium and the Branch of the Russian Academy of Sciences

Monographs:

• Yu.A. Sorokin (co-author Bazylev VN) Interpretive translation studies: a propaedeutic course. Ulyanovsk. 2000.
• A.P. Vasilevich English language. Game course for children. Dubna, "Phoenix", 2000.
• A.P. Vasilevich (co-authors Mishchenko S.S., Kuznetsova S.N.). Catalog of color names in Russian. M., "Sense", 2002.
• Russian associative dictionary. TT 1, 2, M .: AST - Astrel, 2002.
• R.M. Frumkin. Psycholinguistics: A Textbook for Students of Higher Educational Institutions. M., "Academy", 2001;
• V.A. Pishchalnikova (co-author Chernova M.M.). The rhythm-melodic structure of the text as a representative of the emotional-semantic dominant. M.-Gorno-Altaysk, 2003;
• Yu.A. Sorokin. Translation studies: the status of a translator and psychohermeneutic procedures. M., 2003.
• A.P. Vasilevich. Color and color names in Russian. M., 2005:
• A.P. Vasilevich. Do you know English well? M., 2005.
• I.V. Zhuravlev, E.S. Nikitina, Yu.A. Sorokin. Psycholinguistics of corporality. M., 2005.
• E.S. Nikitin. 12 lectures on semiotics. M., 2005.
• I.V. Zhuravlev How to prove that we are not in the matrix? M., 2006.
• E.S. Nikitin. Semiotics. Course of lectures: Textbook for universities. M., 2006.
• Yu.A. Sorokin. Russians and Russianness (linguocultural studies). Moscow: 2006.
• R.M. Frumkin. Psycholinguistics. Textbook for students of higher educational institutions. Ed. 2nd, rev., Add. M., 2006.
• Balyasnikova O.V. “Own - Alien”: Psycholinguistic Aspects of Research (Based on the Material of the Russian Language). Monograph. - M .: Institute of Linguistics, Chancellor, 2016. - 202 p.
• Zhuravlev I.V. Semiotic analysis of disorders of speech and thinking activity. Ed. 3rd, rev. and add. M .: LENAND, 2014 .-- 160 p.
• Zhuravlev I.V. Consciousness and Myth: What We Do to Be Conscious Beings. M .: Book house "LIBROKOM", 2017. Publishing house. 2nd, stereotype. - 160 p.
• Nikitina E.S. Semantic analysis of the text. The psychosemiotic approach. M .: LENAND, 2015 .-- 200 p. (12.5 pp.) ISBN 978-5-9710-2584-9
• Regional linguistic consciousness of Komi, Russians and Tatars: problems of mutual influence (Collective monograph edited by N. Ufimtseva). Moscow: RFBR-IYaz RAN, Chancellor publishing house, 2017 .-- 240 p., Circulation 300 copies.
• Tarasov E.F. (in co-authorship). Formation of images of linguistic consciousness in the process of mastering the Russian language. M .: Publishing house of RUDN, 2013 .-- 256 p. (in collaboration with Sinyachkin V.P., Dronov V.V., Oshchepkova E.S.).
• Tarasov EF, Besters-Dilger Y., Brazelmann P. et al. Actual ethno-linguistic and ethnocultural problems of our time. Book I. Monograph / otv. ed. G.P. Neshchimenko. Moscow: Foundation for the Development of Fundamental Linguistic Research, 2014. - 397 p. ISBN 978-5-9551-0698-4
• Cherkasova G.A., Ufimtseva N.V.
• Ufimtseva N.V. (with co-authors) (Neo) psycholinguistics and (psycho) linguoculturology (Collective monograph). M .: Gnosis, 2017 .-- 392 p., 24.5 pp., Circulation 1000 copies,
• Frumkina R.M. Psycholinguistics. Textbook for students of higher educational institutions. 5th ed. M .: Publishing center "Academy", 2014 - 332 p.
• I.V. Shaposhnikova, A.A. Romanenko. Russian regional associative dictionary (Siberia and Far East). Vol. 1. From reaction to stimulus / otv. ed. Ufimtseva N.V. - M.: MIL, 2014 .-- 537 p.
• I.V. Shaposhnikova, A.A. Romanenko. Russian regional associative dictionary (Siberia and the Far East). T.2. From stimulus to reaction / otv. ed. Ufimtseva N.V. - M.: MIL, 2015 .-- 763 p.
• Pilgun M.A. The value foundations of business ethics: the results of an international study. Monograph. M .: APK and PPRO, 2013 .-- 194 p. (co-author - Dzyaloshinsky I.M.).
• Pilgun M.A. Russia in 1917 as Perceived by Modern Youth: Media Discourse. Monograph / I.M. Dzyaloshinsky, M.A. Pilgun. T. 2.– M .: Publishing house of APK and PPRO, 2017. - 445 p. (co-author - Dzyaloshinskiy I.M.).

Collective monographs:

• Linguistic consciousness and the image of the world. Editor-in-chief N.V. Ufimtseva. M., 2000;
• Linguistic consciousness: well-established and controversial. Editor-in-chief E.F. Tarasov. M., ü 2003;
• Meeting of cultures in the mirror of language. Editor-in-chief G.P. Neshchimenko, ü E.F. Tarasov. M., 2000.
• Language. Consciousness. Culture. Ed. N.V. Ufimtseva, T.N. Ushakova. M.-Kaluga. IP Koshelev A.B. 2005
• Globalization - Ethnicization. Ethnocultural and ethno-linguistic processes. In 2 books. Resp. ed. EF Tarasov. 2006.
• Cherkasova G.A. M .: INaz RAN, 2017 .-- 557 p.
• ... Ufimtseva N.V., Cherkasova G.A., Balyasnikova O.V., Polyanskaya A.G., Razumkova A.V., Svinchukova E.G., Stepanova A.A. Collective monograph / Ed. N.V. Ufimtseva. - M.-Yaroslavl: Chancellor Publishing House, 2017 .-- 240 p.

List of Articles employees of the Department of Psycholinguistics from 2013 to 2018 available.

Scientific conferences

A. Organized independently:

1. Permanent seminar "Language, Consciousness, Culture" - during 2000 on the basis of the Institute of Linguistics of the Russian Academy of Sciences, grant from the Russian Humanitarian Science Foundation;
2. Permanent seminar "Language, Consciousness, Culture" - during 2003 on the basis of the Institute of Linguistics of the Russian Academy of Sciences, grant from the Russian Humanitarian Science Foundation;
3. XIII Symposium on Psycholinguistics and Communication Theory. M., 2000.
4. XIV International Symposium on Psycholinguistics and Communication Theory. M., 2003.
5. "Linguistic consciousness and text: theoretical and applied aspects", Zvenigorod, October 2003.
6. International communication and translation. Materials of the interuniversity scientific conference. January 27, 2005, Moscow. Compiled by E.F. Tarasov et al. 2005.

B. Organized jointly:

1. 3rd International Cognitive Science Seminar. Tambov, September 17-21, 2002;
2. International conference "Philology and Culture". Tambov, April 17-20, 2003;
3. International conference "Cognitive linguistics and linguosynergetics: problems and prospects", M., June 20-21, 2002;
4. All-Russian scientific conference “Culture. Education. Language. Language Consciousness ". M., January 31, 2003;
5. Interuniversity conference "Intercultural communication and translation". M., 2001;
6. Interuniversity conference "Intercultural communication and translation". M., 2002;
7. Interuniversity conference "Intercultural communication and translation". M., 2003;
8. Interuniversity conference "Intercultural communication and translation". M., 2005;
9. The first readings dedicated to the memory of O. N. Seliverstova. M., 2003;
10. Linguistic being of a person and ethnos. Scientific readings dedicated to the memory of F.M. Berezin. M., May 2004.

Historical summary about held from 1966 to 2013. symposia on psycholinguistics is available.

The most important research findings

1. methodological and theoretical prerequisites for the study of linguistic consciousness have been created;
2. methods for analyzing the ethnocultural specifics of linguistic consciousness in intercultural communication have been formed;
3. revealed the ethnocultural specificity of the Russian linguistic consciousness;
4. for the first time in world Russian studies, a 2-volume "Russian associative dictionary" was created, which recorded the linguistic consciousness of Russians at the end of the 20th century in the form of a verbal-associative network;
5. a new understanding of the mechanisms of mastering the native language and a foreign language has been created;
6. formulated new recommendations for teaching so-called "problem children" - children with speech and hearing impairments, as well as children with early childhood autism syndrome.

Grants

1. Ufimtseva N.V. Program (event): Federal target programs "Scientific and scientific-pedagogical personnel of innovative Russia" for 2009-2013.
2. Project: Development of effective speech strategies and business communication tactics for modern Russia. State contract No. P377 dated May 07, 2010, head
3. Ufimtseva N.V. Grant of the Russian Foundation for Humanities No. 12-04-12059в "Information and research base of the modern Russian language", 2012-2014, supervisor
4. Ufimtseva N.V. Grant of the President of the Russian Federation NSh-3661.2012.6 Leading scientific school "Russian language personality", 2012-2013, co-director
5. Ufimtseva N.V. Chinese State Humanitarian Grant No.12BYY143, "Comparative Study of Chinese and Russian Linguistic Consciousness", participant, 2012-2016.
6. Tarasov E.F. Grant of the Russian Humanitarian Science Foundation Information and research base "Dictionary-reference book of universal human values ​​in Russian culture", 2014-2016, head
7. Ufimtseva N.V. Grant of the President of the Russian Federation "Scientific school" Russian linguistic personality: dynamics of ethnocultural linguistic consciousness (late XX - early XX century "" No. 5740.2014.6, 2014-2015, co-director
8. Stepanova A.A. Grant of the President of the Russian Federation MK-3661.2013.6 "Associative onomasticon of the Russian language", 2013-2014, head
9. Ufimtseva N.V. Grant of the Russian Foundation for Humanities No. 15-04-00378а "Conflict zones in the linguistic consciousness of Russians, Komi, Yakuts, Tatars and Buryats: interlingual parallels", 2015-2017, head
10. Ufimtseva N.V. Grant of the Russian Foundation for Humanities No. 15-34-14007a (c) "Regional linguistic consciousness of the Komi, Russians and Tatars: problems of mutual influence." 2015-2017, head
11. Tarasov E.F. Grant of the Russian Humanitarian Science Foundation No. 16-06-14155 "An active mind: from humanitarian methodology to humanitarian practices", period 2016-2016.
12. Tarasov E.F. Grant of the Russian Science Foundation No. 17-18-01642 "Development of a communicative model of the verbal process in the context of the crisis of the language model", 2017-2019.

Quantitative indicators of the scientific activity of the unit

1. number of publications, including at the expense of extrabudgetary funds - 130;
2. organization and participation in conferences, including at the expense of extrabudgetary funds - 40.
3. dissertations defended by the staff: 1 doctoral, 1 master's thesis. Supervised by the staff of the Sector 12 doctoral dissertations; 33 candidate dissertations.
4. number of RHNF grants - 3;
5. participation of the division in the organization of congresses, conferences, symposia, schools and other scientific and organizational events - took part in the organization of 14 conferences;
6. participation in the implementation of the program "Integration of Science and Higher Education", the presence of joint projects with educational institutions, availability of training scientific centers- there are agreements on cooperation with 13 educational institutions.

Contacts

Language is the most important means of human communication. Moreover, as an instrument of communication, it must have a certain structure and form the unity of its elements as a certain system. Without language, human communication is impossible, and without communication there can be no society, and thus no man. There can be no thinking without language, i.e. man's understanding of reality and himself in it.

When we think and wish to convey to someone that we have realized, we clothe thoughts in the form of language. So thoughts and born language-based and are consolidated in him. Language and thinking form a unity, because without thinking there can be no language and thinking without language is impossible. However, this does not mean at all that language and thinking represent identity.

The laws of thinking are studied by logic. Logic distinguishes concepts with their signs, judgments with their members and inferences with their shapes. There are other significant units in the language: morphemes, words, sentences, which does not match the specified logical division. Language is studied and described by linguistics.

Over time, linguists began to come to the conclusion that linguistics should not be confined to one language. Language is associated with the entire totality of a person's sensory and mental behavior, with his organization as a living being, with his way of life, with the society in which he lives, with his creativity - technical, artistic, mental, with the history of human society. Therefore, the science of language should look for connections with many sciences: exact, natural and humanitarian. Let us cite, for example, philology, sociology, psychology, physiology, ethnography, semiotics, history, and even mathematics [Reformatsky, 1967]. Linguists not only attract for their research certain facts achieved in different sciences, but also successfully borrow the research methods used in them (for example, the application of the methods of mathematical statistics was very productive, which led, in particular, to the emergence of a new direction in linguistics - quantitative linguistics). In turn, linguistics also enriched related sciences. For example, linguistic data helps to shed light on certain events in history, clarifying their dating, location, etc.

However, it should be especially noted the invaluable benefit that linguistics has brought to the methodology of teaching a foreign language. Linguistics provides a comprehensive description of the language, and this allows the teacher to teach it, observing the principle of mindfulness. Operating with a number of linguistic terms ("vocabulary", "phonetics", "grammar"; "part of speech", "categories of parts of speech" - grammatical tense, cases of nouns, etc.), the teacher can explain certain linguistic phenomena, to transfer into practice the rules formulated by linguists and exceptions to them, etc.

The issue of priorities in the study of language was radically revised when the anthropocentric approach prevailed in linguistics. In domestic science, the "pioneer" of this approach can be considered L.V. Shcherbu. In his program work "On the threefold aspect of linguistic phenomena and an experiment in linguistics" [Shcherba, 1974], he singled out as the first aspect of linguistic phenomena the language itself, or the language system. In his opinion, this is what traditional linguistics has been doing for centuries, offering various models of language and linguistic patterns. The practical result of the activity of linguists was a variety of dictionaries and grammars of languages.

All linguistic quantities that we operate with when compiling these very dictionaries and grammars are derived from language material(the second aspect of linguistic phenomena according to Shcherba). Linguistic material is not the activity of individual individuals, but the totality of everything that is said and understood in one or another epoch of the life of a given social group. In the language of linguists, these are "texts".

Finally, the third aspect of linguistic phenomena - speech activity, which covers the processes of generation, understanding, interpretation of linguistic signs. Shcherba emphasized that this aspect is no less active and no less important than the other two. However, at that time (30s of the XX century), this aspect was bypassed by the attention of linguistic science. Nowadays, he has become the main subject of the study of psycholinguistics.

As an independent science, psycholinguistics began to take shape in the middle of the 20th century, and its very name was finally fixed after the publication of the work of Miller and McNeill "Psycholinguistics".

Three important factors make it possible to distinguish between psycholinguistics and traditional linguistics.

• 1. Psycholinguistics deals with the study of speech, not language, i.e. a fundamentally new factor is introduced - a person.
• 2. Together with the factor of the speaker (listener), the factor of the situation is introduced: speech is always carried out in a certain situation. The language system is seen as something stable, independent of the situational moment. Speech activity strongly depends on the given situation: the speaker's age, the degree of his education, etc. Recently, the gender factor has been actively studied. It is shown, for example, that for some purely language parameters of the text, one can say with a high degree of certainty whether its author is a man or a woman [Vasilevich, Mamaev, 2014].
• 3. Another important factor is experiment. Studying the processes of perception and generation of speech, psycholinguistics offers various models of speech activity, which are necessarily tested in an experiment with native speakers.

Let's return to the comparison of linguistics and psycholinguistics. Linguists proceed from the fact that we think in a specific (Russian, English, etc. language), and accordingly describe separately Russian, English and other languages. Psycholinguists believe that there are two languages: internal, conceptual, in which the intellect works, and external, formally intended for communication with other carriers of the same culture. The internal language is essentially universal. In fact, psycholinguistics is engaged in its research and description. Here are such fundamental concepts like linguistic consciousness, linguistic ability, speech mechanisms, etc.

A large number of theoretical and especially practical problems can be named, for the solution of which a purely linguistic approach that does not take into account the factor speaking person turns out to be insufficient. Here are just a few of them:

• ? the process of children mastering their native language;
• ? teaching a foreign language;
• ? speech impact, especially in propaganda and advertising;
• ? linguistic picture of the world;
• ? speech pathology - description and possible methods of rehabilitation;
• ? forensics, etc.

Some areas of research become autonomous and receive their own name: neurolinguistics, ethnolinguistics, psychosemantics, etc.

Of course, psycholinguistic research was carried out simultaneously in different countries, on the material of different languages, and the results obtained were compared. And here it turned out that there are a number of patterns that are common not only for individual native speakers, but also for speakers of different languages.

Thus, a universal model of the process of generating an utterance has been adopted. The impetus for creating an utterance is always a person's need to enter into verbal communication to solve certain communicative tasks. Following the communicative intention, the speaker's general intention is determined: what exactly he wants to tell the listener or reader, convey to him, what to convince, etc. At first, the idea in consciousness does not exist in words, it is a kind of "vague desire" in the form of images, ideas, peculiar schemes, in the form of a "code of inner speech." Further, the arisen general idea begins to unfold (also in inner speech); the main milestones of the statement are outlined. When planning, the storyteller must first of all outline the main thesis of the story, its core. Then he looks for approaches to this center and an introduction, in which hints of further development can be given, and possibly promises to solve some problem. After that, you need to think about the conclusions and ending. The described scheme is formal, but it reflects the course of the internal preparation of the statement, its reflection.

The described ideas were directly related to the methodology of teaching a foreign language. The analysis showed that at learning the creation of statements (oral or written) in practice usually does not take into account a number of circumstances. So, the teacher rarely cares about the need for the child to enter into communication. The student creates an utterance because such is the task of the teacher; he has no actual communicative motive. The teacher most often does not provide the student with a specific communication situation (awareness of who, why, under what circumstances he speaks) - usually he “just” writes an essay or “simply” answers questions about the material covered. In real speech practice, “simple” statements are not created.

“Repetition of a segment of speech in order to exercise for the formation of a skill or assimilation of knowledge removes the communicative function of speech. Speech becomes artificial and aimless ... ”[Zhinkin, 1998, p. 103].

The problem of the connection between language and thinking runs through many works of psycholinguists. But no less relevant is the study of the process of children mastering their native language. Only a person possesses a linguistic ability, mechanisms that generate speech. Do not confuse them with organs of speech. Lips, tongue, etc. is present in many species of animals, but none of them is capable of mastering meaningful speech. However, the genetically inherent linguistic ability in itself cannot be realized outside the corresponding external conditions. The child learns to breathe, look, walk, so to speak, "automatically" when "the time comes." With the ability to speak, the situation is quite different. If a newborn child is settled on an uninhabited island, then he will perfectly run, climb, hide from dangers, get his own food, but he will not speak, since he has no one to learn to speak from and no one to talk to.

Skin color, body proportions, the shape of the skull, the nature of the hairline inevitably follow the biological laws of heredity. But what language a child will speak depends not on who his parents were, but on what language environment he will grow up in. Moreover, the development of speech mechanisms is a fairly long process, going, like other processes of the body's development, from simple to complex: just like how a child learns to first hold his head, then sit, crawl, walk, eat more and more varied food, etc. With the development of speech mechanisms, the sounds emitted by the child become more and more complex: first, these are vowels and syllabic combinations, predominantly with labial consonants: ma-ma, pa-pa, ba-ba; then individual syllables become meaningful, turning into words, etc. And what is characteristic, regardless of the specific language, to some extent, the time is predetermined when the child has the first sounds, the first meaningful syllables and words, etc., similar to how the time is determined when he has the first tooth or begins walk.

The development of speech mechanisms (and it begins in childhood and continues throughout life) is a constant improvement of the network of names that are superimposed on an increasingly complex and subtle picture of the world in human consciousness. The fundamental possibility of naming any phenomenon available to us with the help of linguistic means appears already at the earliest stages of the development of speech, from two to five and even earlier, although over time the number of objects accessible to our understanding grows, and the number of means for a more subtle differentiation of the names of all kinds of objects. signs, abstract concepts. The formation of consciousness is the sequential curtailment of external action, first into speech, and then into mental action itself. It is interesting that at some stage (up to 3-4 years old) a child can only think out loud, talking and thinking in this way, even alone with himself.

Studies of children's speech have revealed a number of facts that are useful for child psychologists, speech therapists and even teachers. The specificity of language as an object of mastery lies in the fact that its assimilation does not give a person direct knowledge of reality. He is only the bearer of this information, the form of its existence in the individual and social consciousness. In addition, language learning requires consistency and completeness. You can’t deal with one vocabulary, not paying attention to grammar, just as you can’t confine yourself to the section “verb tenses” in grammar, ignoring the section “degrees of comparison of adjectives”. Likewise, it is impossible to practice listening alone without paying special attention to reading, speaking, etc. You should know all the grammar, all the vocabulary necessary for a variety of communication situations; own all types of speech activity.

A separate area of ​​psycholinguistics is the study of the phenomenon of polyglots. Knowledge of two or more languages ​​today is one of the important conditions for a good career, but which languages ​​can be learned faster than others? Attempts are known to rank foreign languages ​​according to the difficulty of their learning by Russian-speaking students. Naturally, Slavic languages ​​are among the easiest; Germanic languages ​​are on average much more difficult than Romance languages ​​(with the exception of English and French, which are in the middle), etc. They even suggest the order of learning individual languages ​​(Slovak and Polish are easier to master after mastering Czech, English after French, Korean and Japanese after Chinese, etc.). Others believe that the difficulty of any foreign language is a myth and anyone can learn it if they want to. When choosing a language, one should be guided not by its "ease", but by its relevance. As you know, at the present time it is English, it is studied by a significant part of Russians. But the future is not at all for him: in 2-3 decades the most relevant language in the world will be Chinese.

Be that as it may, speaking of polyglots, one cannot ignore such an important phenomenon as "linguistic abilities".

The speed and depth of language acquisition depends on a person's genetically determined inclinations. This is especially well revealed in the process of teaching a foreign language: experience shows that differences in knowledge of the language become obvious already a year after the start of training.

In many ways, it would be useful to be able to identify linguistically capable students - like the way to identify those who are capable of mathematics, musically gifted, etc. Unfortunately, the so-called linguistic Olympiads in this sense turn out to be of little use, since in the overwhelming majority of cases such Olympiads are used to check knowledge language; tasks to test linguistic flair, the ability to find linguistic patterns, etc. are extremely rare [Vasilevich, 2014].

Let us dwell in more detail on the results of psycholinguistic studies, which in one way or another consider the issues of mastering the native language and mastering a foreign language. If a child learns his native language unconsciously and unintentionally, then the study of a foreign language begins with awareness and intention [Vygotsky, 1982].

Of course, when teaching a foreign language, you can to some extent rely on the student's thinking, formed on the basis of the native language. But there is no guarantee that a contradiction will not arise between the intellectual potential of the student and (most often) the meager verbal foreign language means that he has to express his thoughts or to understand the thoughts of others. Actually, it is the main task of the methodology of teaching a foreign language as a science to resolve this contradiction by achieving a gradual understanding by students of the linguistic means of a foreign language and the phenomena of a foreign culture. This is a "double-edged" process: as the intellect develops, the possibilities for conscious language learning increase, and on the other hand, the development of speech itself creates extremely favorable conditions for the exercise of thinking ability.

It should be remembered that the main activity of a child, especially in the early stages of development, is play.

“When a child plays toy soldiers or as a mother, he exercises the necessary complexes of ideas and emotions, in the same way as a kitten prepares itself to hunt animals” [Bleuler, 1927, p. 76]. In the child's fantasies, his intellectual abilities increase in the same way as his physical dexterity in outdoor games.

According to I.A. In winter, in comparison with the native language, a foreign language is characterized by a number of distinctive features [Zimnyaya, 1997]. Let's name the main ones.

• 1. The direction of the path of mastery. Both native and foreign languages ​​act as a means of satisfying the communicative need to express thoughts, feelings, will. However, the native language is the first to become a natural, natural form of awareness of the existence and designation of the emotional-volitional sphere of a person. Any other language coexists, but does not replace and, moreover, does not supplant the native language in this function. This is evidenced by the fact that the most intimate, involuntary, personally significant people who speak several languages, express only in their native language.
• 2. The density of communication. The volume and intensity of the child's communication with the children and adults around him in his native language is incomparably higher than in a foreign language (in the latter case, everything is actually limited by the scope of school activities).
• 3. Sensitive age. Discovery of the phenomenon of the sensitive period of the child's speech development, i.e. the period of the greatest sensitivity to language acquisition, was the most important milestone in the history of the development of psycholinguistics and had the most direct consequence for the organization of the educational process when teaching a language at an early stage. Learning a foreign language begins when a significant part of the sensitive period has already passed. More details about this problem will be discussed below.

Let us add to the above that a specific feature of a foreign language as an academic subject is also a negative attitude towards it, which is not uncommon in our school, as a very difficult subject that practically does not lend itself to schooling. The main reason for the emergence of difficulties in the study of foreign languages ​​is the difference between their linguistic structures and the structure of the native language. Specific difficulties encountered in teaching foreign language listening, reading, grammar, etc., will be described below in the relevant sections of this textbook.

It is possible to list for a long time the results of psycholinguistic studies that have enriched the theory and practice of teaching a foreign language. For example, many experiments confirm that humans have a probabilistic forecasting mechanism.

[Probabilistic ... 1971]. In particular, it has been shown that words stored in a person's long-term memory have a kind of “frequency index”: the higher this index, the faster and easier the word is retrieved from memory. This allows for optimized speech behavior.

Finally, for the socio-cultural aspect of the process of teaching a foreign language, the extensive factual material of a regional and ethnocultural plan accumulated in psycholinguistics is of great importance. These data are contained in numerous scientific works carried out in the field of studying the linguistic picture of the world. They were initiated by the well-known hypothesis of Sapir-Whorf, according to which the categorization of the surrounding world is determined by the national language (in Russian there is no name for the time of day, defined in English as afternoon, but there is a basic color name blue, absent in almost all European languages, etc.). The presence of a huge number of associative dictionaries of different languages ​​should also be mentioned. Information about associations (which, of course, have a pronounced national and cultural character) is currently considered as an important part of lexical competence, as knowledge of the compatibility of a word or its derivational capabilities.

• The description of language as a system was first proposed by F. de Saussure [Saussure, 2007].