CLASSIFICATION OF SPEECH ERRORS AND DISADVANTAGES IN THE METHODS OF TEACHING UKRAINIAN
Journal Title: Наукові записки Національного університету "Острозька академія" Серія "Філологія" - Year 2017, Vol 68, Issue 68
Abstract
Through the classifi cation, induction and analysis of lexical errors in learners’ writing corpus it is found that junior pupils’ lexical errors mainly include: part of speech errors, substitution errors, absence errors and redundancy errors. Part of speech errors is both due to the difference of word formation in Ukrainian language and poor learners’ Ukraine word-formation knowledge. Substitution errors have the highest frequency. They are caused by the wrong understanding of the lexical semantics especially synonyms with a slight difference, which should be paid by attention to. Absence errors and redundancy errors are much related to function words. Among them, article errors have the high frequency. Article error includes both absent errors and redundancy errors; the use of the article is the most difficult thing for junior pupils, and it would take younger schoolchildren a lot time to learn the use of the article. The novelty of the developed methodical system is confirmed not only the practical results of teaching experiment, that in itself is a weighty argument, is confirms and conducted by us theoretical analysis of results of teaching for the purpose accordance of the methodical system to the concept of pedagogical innovation. Vocabulary ability is an important aspect of language application ability. The above analysis shows that lexical errors are related to not only Ukrainian language interference, but also incomplete understanding of rules of the language. In order to reduce and overcome these errors, learners, on the base of knowing the difference between grammar of the Ukrainian language and Ukrainian lexicon and the specific rules of Ukrainian language, should increase language input through various ways. In the meantime, through speaking and writing these output activities, learners should try to consolidate the vocabulary knowledge and gradually improve the learners’ vocabulary skills. The methodical system are created by us to represent the technology of teaching the algorithms of production of speech based on study of nominative and communicative units of language in unity of their form, values and functions. The effective speech development and lexical development of younger schoolchildren were found. The system of lexical concepts was laid on the base of learning content on the competency-oriented classes – a system of theoretical knowledge about language, its forms, types and properties. Introduction of practical, cognitive and speaking tasks to the content – is the another feature of competence-oriented speaking lesson. These exercises consist cognitive questions which reveal the subject of a lesson. Solving of the practical problems according to the speaking situation promotes cognitive needs of pupils, creates their positive motivation for verbal skills, and provides a conscious learning. The lack of rules in the traditional sense, system replacement of questions and tasks, algorithms and tokens allows child to do the independent conclusions and generalizations. The majority of searching and creative exercises help to enhance mental and speaking activity of pupils. Nowadays, the most actual problem of children’s language research is to identify the individual strategies about the speech behavior and «the entrance in the language». It means that the main object of the research – is not the general laws which have been already set by linguistics and psycholinguistics, but the variability of their manifestations in children of different sexes, pupils (developing) who are enrolled in different systems and in children with different cognitive and psychological characteristics.
Authors and Affiliations
Nataliia Siranchuk
Keywords
Related Articles
- EP ID EP409058
- DOI 10.25264/2519-2558-2017-68-160-165
- Views 160
- Downloads 0
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