YOUNG CHILDREN’S SPEECH DEVELOPMENT UNDER CONDITIONS OF BILINGUISM
Journal Title: Науковий вісник Південноукраїнського національного педагогічного університету імені К. Д. Ушинського - Year 2017, Vol 118, Issue 5
Abstract
The relevance of the study: a large number of families of mixed nationalities are represented in the Southern region of Ukraine. Children in such families from early childhood are surrounded by several languages (two, and sometimes more), which, in their turn, influence the development of child’s speech. A major contribution to the study of the problem of bilingualism in the context of the contact of the state (Ukrainian) language both with the languages of national minorities and with foreign languages was made by studies of well-known domestic linguists, psychologists and educators as well as foreign scholars. The aim of the article is to identify the development features of young children’s speech within bilingual families. Some regulations stating that a versatile idea about the state and features of children’s speech development as a means of communication can be obtained only in the process of complex psychological and pedagogical research, the linguistic analysis of children's speech activity are revealed in the article. The results of the questionnaire survey of young children’s parents in pre-school educational institutions in Odessa are presented in order to identify children living in bilingual families. The following results were obtained: out of 52 children, 42 children were from bilingual, and even from three-lingual families, which accounted to 75% of children in groups. A quantitative and qualitative analysis of the results of the young children’s speech survey is provided in the article according to the criteria as follows: understanding of speech, development level children’s of passive and active vocabulary, mastery of grammatical categories, mastery of the sonic and syllabic speech structure, children prosodic speech. There are described the tasks developed according to these criteria: tell about yourself, name the picture, repeat after me what is depicted in the pictures, complete the sentence, listen to the story. The analysis of the results under study regarding bilingual young children’s speech is made: 21,5% of the children demonstrated a high level of speech development, 42,8% - an intermediate level and 35,7% of children demonstrated a low level of their speech function. The main types of children’s mistakes and difficulties which arise while performing the tasks are revealed in the article. They are: understanding words that mean objects, understanding adult’s instructions. Most of the mistakes were caused by accumulation the peculiarities of the young children’s active vocabulary. Besides, in the course of fulfilling the assignments, the children often called characteristics that were not typical of the subjects presented or did not agree adjectives and nouns; furthermore, there was a delay in the phrasal speech performed by the third-year-old children.
Authors and Affiliations
Veronika Baranova
Keywords
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