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íàóêè/ 3.Ìåòîäè÷åñêèå îñíîâû
âîñïèòàòåëüíîãî ïðîöåññà
Asel Baimurzaevna Tasova
K.A.Yassawi
Kazakh-Turkish International University, Kazakhstan
Zakira Abdijusupovna Bakirova
K.A.Yassawi
Kazakh-Turkish International University, Kazakhstan
The role of lexical and
grammatical characteristics in developing language in children
In children’s
language words and phraseological units are important in getting to know
unknown environmental phenomenon. Additionally, as compared with other
grammatical categories particles play a special role. In other words, this
means that speaking is the object of learning at the secondary school, because
the children “learn that speaking consists of words and sentences, while the
word itself consists of sounds and syllables”.
Investigating children’s language through
linguo-statistic method is helpful in:
- pointing out
lexical and grammatical features of children’s language,
- definining
quantative and qualitative of the materials that are to be given to the junior grade schoolchildren
- using communication
method and other additional effective
ways of teaching in teaching the Kazakh language through comparing the results
of the research work and fiction and works written in publisistic style.
At the beginning of
the XX- th century linguists and psycologists began to be interested in the
children’s language and in their speaking activities. First research works of
children’s language that was made using statistic method started to appear. Among the
investigators were A.N.Gvozdev, E.Shteinfeldt, A.Lyublinskaya, M.R.Lvov. They are considered
to be the first representatives of investigators who used quantitive method in
researching children’s language. As for K.Bektayev, M.Ermekbayev, B.Kaldybayev
and others are concerned,
they did great work in defining development dynamic of the children’s language
through the usage of linguo-statistic method.
Special experiments
were carried out in the city and country secondary schools to find out the
level of using words in junior grade textbooks and children’s literature.
Linguo-statistic method was used in the experiments,the results of which meet
the aims of enlarging the wordstock. Taking into consideration the above
mentioned facts, for further prolongation of teaching this investigation
through relative method it is important to complete the following tasks:
1. The development
of children’s language in the first years, mastering the quantative and
qualitative features of the lexis.
2. From the
non-systematic methods of mastering the lexis transforming to systematic
methods of mastering the lexis and morphology.
3. Enrichment of
lexical units with synonymic pairs and to get them acquainted with the lexis
semantics and with the words that have expressive meanings.
4. Selecting the
frequently used words to the minimum dictionary, teaching them to master the
lexis through communication method and finding other effective ways.
As the modern
linguistic development shows that linguo-statistic method is the most effective
way of comparing and morphology and vocabulary.
A dictionary of
frequent used words, a dictionary of alphabetic-frequent words, back-alphabetic
order dictionary are
actual techniques of linguo-statistic method of the text. These dictionaries
help compare language structure with its various branches and also define
vocabulary frequency of textbooks with the help of linguo-statistic approach in
junior grades. As the result of the work we will be able to discover other
means of effective ways of teaching the Kazakh language through the
communication method.
Nowadays all kind
of science works are made with the help of a variety of methods of cognizing a
man and an environment. The direct control method with control devices is used
to the symbols, the signs and the phenomenon that are not recognizable through
men’s five senses. In linguistics that method is often used in researching the
changes and structures of words and word combinations, sounds and phonemes. However,
contemporary investigators come across with difficulties in using the direct
control. One of the main reasons of causing this difficulty in researching is
connected with the complicated inner structure of the object we are going to
investigate and limited ability of human being brain and sense. For instance,
because the investigation object is tiny or huge than is needed it is
impossible to control directly. The same thing happens with linguostatistic
phenomenon that are hard to see with one’s eyes clearly. For this reason, it is
not easy to define them using ordinary methods.
Instead of using direct control method we are to use other additional
approaches, which means that we need to control not the object of
investigation itself but its model drawing on modeling method. A model is a
system of repeated objects that can be imagined in its structure and function.
In applied linguistics modeling method is considered to be one main techniques in making text
analysis algorithm. Models are used to investigate and find out the inner
structure of the original texts and to explain their development.
As for the size of
the information, there isn’t so much of it at the beginning of a frequency
dictionary. Because the frequency of the just one pronoun ”he/she/it” (in Kazakh “îë” for all 3rd
person singular) is 3609 (the year 1950). The frequency of lexical units
of the investigated schoolbook texts are very low. In the schoolbooks of the
years 1950s they comprise 40,77%,
in1970s-39,96%, In
children’s literature-30,51%, in the
schoolbooks of the years 1990s-40,28%,and in 2000s-40,13%(chart-60). By the term “frequently used lexical units”
we usually understand the usage of words which is equal to 4 or higher.
1.The prevail of
Simple sentences and Extended sentences. For example, “ana”(mother),
“apa”(mother), “nan”(bread) and so on. “Ata, nan al” (Grandfather, take bread);
“Anau tu”(That is a flag ) and so on.
2. The simple
structure of the sentence is the following:
a) As compared with other schoolbooks
“Alippe” (The ABC) roots and stems comprise between 33-45%.In texts of “Alippe”
(The ABC) the dative case was mostly used than other cases and other
schoolbooks. As for other schoolbooks are concerned their texts contain mostly
possessive case.
b)There isn’t
two-member structures in the texts, they are no more than 19%. From the point
of view of Kazakh Literary language norm and grammatical system schoolbook
“Alippe” (The ABC) doesn’t contain 87% of particles.
3. “Alippe” (The
ABC) as compared with other schoolbooks has the maximum usage of pronouns.
It is obvious that
the schoolbook “Alippe” (The ABC) is grammatically close in oral communication
language for the 1st grade children and pre-school pupils.
For a child who
first comes to school “Alippe” (The ABC) is the principal textbook. The child
learns first information about the orthography and also studies lexis and
grammar of their mother tongue due to the schoolbook “Alippe” (The ABC).That’s
why the theme topics must be based on the pre-school lexical and grammatical
information and also on the legality of the mother tongue. Grammatical system of the mother tongue
which was already formed in a child before school will expand at school with
the process of teaching other
schoolbooks and grammar. We want to
emphasize that the solution of the above mentioned problems is fulfilled not
only with the help of the schoolbooks “Alippe” (The ABC), “Kazakh tili” (The
Kazakh language), “Ana tili” (Mother tongue),but also with the help of other
schoolbooks as well: ”Matematika” (Mathematics), “Tabigattanu” (Natural
sciences). Here we can clearly see the impact of discipline connections. As the
statistical analysis of theme topics of the schoolbooks showed that the
grammatical structure of different schoolbooks are compiled due to various
norms of the literary language. For example, the texts of the schoolbook “Ana
tili” (Mother tongue) were chosen taking into consideration the grammatical
norm of the literature. This was proved by:
Inter agreement of
parts of speech;
The alteration and
growth of sentences and word forms in the 3rd grade,
closeness of the
norm of case endings with the fiction style;
Inter agreement of
word forms in possessive case with the fiction style;
The schoolbook for
the 1st grade “Ana tili” (Mother tongue) grammatically is close to the schoolbook “Alippe” (The ABC) and to the grammar of pre-school children.
If so, this means that the schoolbook “Ana tili” (Mother tongue) can be considered
as the grammatical norm of literary language for junior form schoolchildren.
On the contrary,
the grammatical structure of the schoolbook “Kazakh tili” (The Kazakh language)
contains social and political, scientific and technical variety of Kazakh
literary norm. This is proved by the following facts:
1. “Alippe” (The
ABC) and other textbooks for the 1st grade pupils have sentences with the most simplest syntactic structure
(46-55%), 3rd grade schoolbook have sentences with complicated
structure. For instance, Once upon a time a poor man dug out the root of the
tree that had withered completely and made a house out of it. (“Kazakh tili”
-3,2000, p.31).
2. Frequency usage
of the 3rd person (reaches till 99%).
By doing so the
schoolbook confirms involuntarily memorizing grammatical structure. As the
result of study the schoolchildren learn how to use grammar and master language
communication.
Because of the
expansion and formation of grammatical structure in junior grade pupil’s mother
tongue, child’s language development and expansion of child’s performance
activity is explained by their gradual complication. The results of these
processes are seen while comparing pre-senior grade schoolchildren and 1st
grade pupils-the freshers.
Every change in word
usage or other grammatical categories define the expansion and dynamic growth
of grammatical system. For example, absence of stability of similar case usage
in the schoolbook “Kazakh tili”.
Consequently, the amount of accusative case decreased (in the 1st
grade-34, 7%, in the 2nd grade-25%, in the 3rd grade-20,5 %).The usage of the
dative case grew up (in the 1st grade-16, 6%, in the 2nd grade-25,8%, in the
3rd grade-27%) .
From the
psycholinguistic and linguodidactic dynamics point of view one can see a rise
of first person in the texts of “Kazakh tili” for the 3rd grade.
So, we conclude
that above given information concerning teaching to master schoolbook texts
using communication method should be systematically taken into consideration.
References:
1. Kazak grammatikasy.-Astana,2002.-784 b.
2. Piotrovky R.G.
Modelirovanie fonologicheskikh system i
metody ikh sravnenia.-Moskow.,1966.-299 s.
3. Bektaev K.B.
Statistiko-informationnaia tipologia tiurkskogo teksta.-Alma-Ata: Nauka,
1978.-183 s.
4. Abdikarim T.M.
Alippe men ana tili okulyktarinda matin tuzudin gilimi-adistemelik negizderi.
Ped.gil.dokt.diss.- Almaty,2000.-295 b.
5. Sakhnarovich A.M.
Iazik i deti. Moskow.:Nauka,1981.-111 s.
6. Bortolini, U.,
& Leonard, L. B. (2000). Phonology and children with specific language impairment: Status of structural
constraints in two languages. Journal of
Communication Disorders, 33,
131-149.