The role of speech in labor and cognitive activity of a person. The meaning of speech in human life Questions at the end of the paragraph

<<Речь – это канал развития интеллекта…

The sooner the language is learned

The easier and fuller will be

Assimilate knowledge.>>

N. I. Zhinkin

<<Заговори, чтобы я тебя увидел.>>

The importance of speech in life modern man hard to overestimate. Not without reason, at all times, outstanding thinkers attached great importance the ability to clearly and beautifully express their thoughts attached great importance to the ability to clearly and beautifully express their thoughts. Recall what Anton Pavlovich Chekhov said:<<…Для интеллигентного человека дурно говорить должно считаться таким же неприличным, как не уметь читать и писать>>. Speech is a means of human communication. Our whole life is connected with communication - this is how it works human society. Therefore, the greatest success in personal life, study, work, business and politics is achieved by those who can speak well. Hardly anyone doubts that modern society a person who can speak well is more competitive than other people. Therefore, if we think about the future of our children, then it is necessary to deal with the development of the child's speech. Outside of speech, it is unthinkable for a child to master knowledge and form his consciousness; without speech, it is impossible to master any area of professional and universal knowledge. Speech is connected with the knowledge of the surrounding world, the development of consciousness and personality as a whole. Based on a long study of the processes of thinking and speech, L.S. Vygotsky came to the following conclusion: <<There are all practical and theoretical grounds for asserting that not only the intellectual development of the child, but also the formation of his character, emotions and personality as a whole are directly dependent on speech>> (Vygotsky L. S., 2003). Therefore, an important condition for speech activity is the development of the cognitive sphere of the child. Therefore, it is necessary not only to maintain natural age-related curiosity<<почемучек>>, but also by special pedagogical techniques to stimulate the cognitive and speech activity of children. Competent, clear, pure and rhythmic speech of a child is not a gift, it is acquired through efforts. Unfortunately, at present it is quite rare to meet a child, and he, in turn, learns his native language only thanks to television programs and colloquial speech of others. In order to save the child from existing problems, it is necessary to carry out various exercises with him, as well as to diversify his speech practice. Every year, life makes ever higher demands not only on us, adults, but also on children: the amount of knowledge that they need to learn is steadily growing. To help the child cope with the complex tasks that await him, you need to take care of the full formation of speech in a timely manner.

This is the basic condition for successful learning. It is known that the development of thinking is directly related to the development of speech by the child, with the help of words we express our thoughts. The larger the vocabulary of the child, the richer his speech and the more perfect his thinking. A sufficient level of speech development is a necessary basis for the formation of reading and writing skills. At the same time, it is important to understand that speech development classes will also be useful for a child without speech defects, since a high level speech development contributes to the formation of thinking, memory, attention, regulation of behavior, and the ability to speak beautifully, express your thoughts accurately and correctly is a necessary condition for effective schooling and success in your future career and adult life. Well-formed speech is of great importance not only for learning at school, but also for communicating with adults and children, developing the child's personal qualities.

Literature:

When organizing your child’s free time at home, do not replace live communication with watching TV and playing games. computer games. The recommendation to constantly communicate with the child is still relevant. Just tell him how you cook borscht, how you change a wheel in a car, how you work on a computer, etc. All this will help the child to actively replenish his vocabulary.

Pay attention to how connected, logical and grammatically correct the child expresses his thoughts.

Help describe objects, events and phenomena in as much detail and detail as possible. This will expand the boundaries of the child's knowledge, enrich his speech, increase his vocabulary.

It is necessary to draw the attention of children to the ambiguity of the word. This is an interesting phenomenon when the same word denotes different objects (a pen is a writing accessory, a handle is a door fitting).

It is very useful to tell a child fairy tales<<с продолжением>>. This is such an option in which each fairy tale is a relatively completed episode in terms of plot, but at the end there remains the possibility of a development of events. Compete, whose story will be more interesting.

Reading at night plays an important role in the development of a child's speech, he learns new words, turns, develops speech hearing. Remember that your pronunciation should be crisp, clear and expressive. Lullabies and nursery rhymes also enrich the child's vocabulary, they are easier to remember.

Instead of looking<<глупый>> cartoon, turn off the sound and let the child express his version of what the characters are talking about. Come up with your own cartoon with your child.

When learning poems and songs, the child should not create the appearance that he<<как бы поет>>, not understanding the meaning of words and slurring some syllables. It is necessary to help him, especially in songs, to correctly understand and pronounce every word. Therefore, sing along with him.

Teach your child to find and invent rhymes. For example: voice-hair; cup-Cheburashka; frog pillow.

Use yourself often and encourage your children to use sayings, proverbs and common expressions.

Teach your child to invent and guess riddles.

Learn to tell jokes, understand humor and come up with funny stories.

When talking with a child, constantly pay attention to your own speech: it should be clear and intelligible. Do not speak very loudly and very quietly to the child, and also avoid a fast pace of speech. Do not use<<детские>> words, adjusting to the baby (it hurts, not bo-bo; clock, not tick-tock, etc.), give him samples of the correct speech.

Try to use in communication with the child new words and expressions that are still completely incomprehensible to him, accessible to his age, by all means explain to him their meaning. Thus, the child will be able to enrich his vocabulary and understand the information that you want to convey to him.

Invite your child to solve riddles more often. Guessing riddles forms the ability to analyze and generalize, teaches children to draw conclusions, develops creative thinking. Do not forget to explain the riddles to the child, explaining that, for example,<<тысяча одёжек>> - these are cabbage leaves, If the child guesses riddles with difficulty, then help him. For example, guess a riddle and show a few pictures, among which he can choose a hidden object. As an option for playing riddles - guessing literary characters, describe the hero of a fairy tale, lay out books, and the baby chooses the right one. Literature:

Download:

Preview:

Speech and its importance in human development.

The sooner the language is learned

The easier and fuller will be

Assimilate knowledge.>>

N. I. Zhinkin

Socrates

The importance of speech in the life of a modern person is difficult to overestimate. Not without reason at all times outstanding thinkers attached great importance to the ability to clearly and beautifully express their thoughts, attached great importance to the ability to clearly and beautifully express their thoughts. Let us recall what Anton Pavlovich Chekhov claimed: >. Speech is a means of human communication. Our whole life is connected with communication - this is how human society works. Therefore, the greatest success in personal life, study, work, business and politics is achieved by those who can speak well. It is unlikely that anyone doubts that in modern society a person who knows how to speak well is more competitive than other people. Therefore, if we think about the future of our children, then it is necessary to deal with the development of the child's speech. Outside of speech, it is unthinkable for a child to master knowledge and form his consciousness; without speech, it is impossible to master any area of professional and universal knowledge. Speech is connected with the knowledge of the surrounding world, the development of consciousness and personality as a whole. Based on a long study of the processes of thinking and speech, L.S. Vygotsky came to the following conclusion:There are all practical and theoretical grounds for asserting that not only the intellectual development of the child, but also the formation of his character, emotions and personality as a whole are directly dependent on speech>>(Vygotsky L. S., 2003).Therefore, an important condition for speech activity is the development of the cognitive sphere of the child. Therefore, it is necessary not only to maintain the natural curiosity of the age, but also to stimulate the cognitive and speech activity of children with special pedagogical techniques. Competent, clear, pure and rhythmic speech of a child is not a gift, it is acquired through efforts. Unfortunately, at present it is quite rare to meet a child, and he, in turn, learns his native language only thanks to television programs and colloquial speech of others. In order to save the child from existing problems, it is necessary to carry out various exercises with him, as well as to diversify his speech practice. Every year, life makes ever higher demands not only on us, adults, but also on children: the amount of knowledge that they need to learn is steadily growing. To help the child cope with the complex tasks that await him, you need to take care of the full formation of speech in a timely manner.

This is the basic condition for successful learning. It is known that the development of thinking is directly related to the development of speech by the child, with the help of words we express our thoughts. The larger the vocabulary of the child, the richer his speech and the more perfect his thinking. A sufficient level of speech development is a necessary basis for the formation of reading and writing skills. At the same time, it is important to understand that speech development classes will also be useful for a child without speech defects, since a high level of speech development contributes to the formation of thinking, memory, attention, regulation of behavior, and the ability to speak beautifully, accurately and correctly express one’s thoughts is a necessary condition for effective schooling and success in future careers and adulthood. Well-formed speech is of great importance not only for learning at school, but also for communicating with adults and children, developing the child's personal qualities.

Literature:

Kostromina S.N., Nagaeva L.G. How to overcome difficulties in learning to read. - M.: Os-89, 2001

Lisina M.I. Communication, personality and psyche of the child.

When organizing your child's free time at home, do not replace live communication with watching TV and playing computer games.The recommendation to constantly communicate with the child is still relevant. Just tell him how you cook borscht, how you change a wheel in a car, how you work on a computer, etc. All this will help the child to actively replenish his vocabulary.

Pay attention to how connected, logical and grammatically correct the child expresses his thoughts.

Help describe objects, events and phenomena in as much detail and detail as possible. This will expand the boundaries of the child's knowledge, enrich his speech, increase his vocabulary.

It is very useful to tell the child fairy tales >. This is such an option in which each fairy tale is a relatively completed episode in terms of plot, but at the end there remains the possibility of a development of events. Compete, whose story will be more interesting.

Instead of watching > a cartoon, turn off the sound and let the child give their version of what the characters are talking about. Come up with your own cartoon with your child.

When learning poems and songs, the child should not create the appearance that he\u003e, not understanding the meaning of the words and pronouncing some syllables inarticulately. It is necessary to help him, especially in songs, to correctly understand and pronounce every word. Therefore, sing along with him.

Teach your child to find and invent rhymes. For example: voice-hair; cup-Cheburashka; frog pillow.

Use yourself often and encourage your children to use sayings, proverbs and common expressions.

Teach your child to invent and guess riddles.

Learn to tell jokes, understand humor and come up with funny stories.

When talking with a child, constantly pay attention to your own speech: it should be clear and intelligible. Do not speak very loudly and very quietly to the child, and also avoid a fast pace of speech. Do not use > words, adjusting to the baby (it hurts, not bo-bo; clock, not tick-tock, etc.), give him samples of the correct speech.

Invite your child to solve riddles more often. Guessing riddles forms the ability to analyze and generalize, teaches children to draw conclusions, develops imaginative thinking. Do not forget to explain the riddles to the child, explaining that, for example, > are cabbage leaves. If the child guesses riddles with difficulty, then help him. For example, guess a riddle and show a few pictures, among which he can choose a hidden object. As an option for playing riddles - guessing literary characters, describe the hero of a fairy tale, lay out books, and the baby chooses the right one. Literature: Soboleva A.E., Krasnova S.V. Reading with passion. – M.: Ekskomo, 2009.

Sokolova T.N. School of Speech Development. - M.: Rostkniga, 2007

Fedorenko L.P., Fomicheva G.A., Lotarev V.K. Methodology for the development of children's speech preschool age. - M., 1977.

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MINISTRY OF AGRICULTURE OF THE RUSSIAN FEDERATION

Kemerovo State Agricultural Institute

Faculty of Humanities and Education

Department of History and Pedagogy

TEST

ON THE DISCIPLINE "PSYCHOLOGY"

Completed by: Sudnitsina R.N.

Checked by: Trefilkina I.M.

KEMEROVO 2014

1.2 TYPES OF SPEECH

1.4 INTERNAL SPEECH

2. PSYCHOLOGY OF A SMALL GROUP

2.1 CLASSIFICATION OF SMALL GROUPS

1. THE SIGNIFICANCE OF SPEECH IN HUMAN LIFE

“Speech is a channel for the development of intellect

The sooner the language is mastered, the easier and more fully the knowledge will be assimilated.

N.I. Zhinkin

Speech is very important in human life. With its help, we communicate with each other, learn about the world. Speech activity for a person and society is of great importance. This is the human environment. Because without communication, a person cannot exist. Thanks to communication, a person’s personality is formed, intelligence develops, a person is brought up and educated. Communication with other people helps to organize common work, discuss and implement plans. Thus, society reached a high level of civilization, flew into space, descended to the bottom of the ocean.

Speech is the main human communication. Without it, a person would not be able to receive and transmit a large amount of information. Without written language, a person would be deprived of the opportunity to find out how people of previous generations lived, thought and did. He would not have had the opportunity to communicate his thoughts and feelings to others. Thanks to speech as a means of communication, the individual consciousness of a person, not limited to personal experience, is enriched by the experience of other people, and to a much greater extent than observation and other processes of non-verbal, direct cognition, carried out through the senses: perception, attention, imagination, memory and thinking. Through speech, the psychology and experience of one person become available to other people, enrich them, and contribute to their development.

According to its vital importance, speech has a multifunctional character. It is not only a means of communication, but also a means of thinking, a carrier of consciousness, memory, information (written texts), a means of controlling the behavior of other people and regulating a person’s own behavior. According to the set of its functions, speech is a polymorphic activity, i.e. in its various functional purposes, it is presented in different forms: external, internal, monologue, dialogue, written, oral, etc. Although all these forms of speech are interconnected, their vital purpose is not the same. External speech, for example, plays mainly the role of a means of communication, internal - a means of thinking. Written speech most often acts as a way of remembering information. The monologue serves the process of one-way, and the dialogue serves the two-way exchange of information.

It is important to distinguish language from speech. Their main difference is as follows. Language is a system of conventional symbols, with the help of which combinations of sounds are transmitted that have a certain meaning and meaning for people. Speech is a set of spoken or perceived sounds that have the same meaning and the same meaning as the corresponding system of written signs. The language is the same for all people using it, speech is individually unique. Speech expresses the psychology of a single person or a community of people for whom these features of speech are characteristic, the language reflects the psychology of the people for whom it is native, and not only living people, but also all others who lived before and spoke this language. language.

Speech without language acquisition is impossible, while language can exist and develop relatively independently of a person, according to laws that are not related either to his psychology or his behavior.

The link between language and speech is the meaning of the word. It is expressed both in units of language and in units of speech.

At the same time, speech carries a certain meaning that characterizes the personality of the person who uses it. Meaning, unlike meaning, is expressed in those purely personal thoughts, feelings, images, associations that a given word evokes in this particular person. The meanings of the same words are different for different people, although the linguistic meanings may be the same.

speech thinking psychology child

1.1 SPEECH AS A MEANS OF COMMUNICATION AND GENERALIZATION

In phylogeny, speech originally acted, probably, as a means of communication between people, a way of exchanging information between them. This assumption is supported by the fact that many animals have developed means of communication and only humans have the ability to use speech in solving intellectual problems. In chimpanzees, for example, we find a relatively highly developed speech that is in some respects human-like. Chimpanzee speech, however, expresses only the organic needs of animals and their subjective states. It is a system of emotional-expressive expressions, but never a symbol or sign of anything outside the animal. The language of animals does not have those meanings that human speech is rich in, and even more so meanings. In various forms of gesture-mimic and pantomimic communication of chimpanzees, emotional-expressive movements are in the first place, although they are very bright, rich in form and shades.

In animals, in addition, one can find expressive movements associated with the so-called social emotions, for example, special gestures - greetings to each other. Higher animals, as the experience of careful observation of their communication shows, are well versed in each other's gestures and facial expressions. With the help of gestures, they express not only their emotional states but also impulses directed to other objects. The most common way chimpanzees communicate on such occasions is by initiating the movement or action that they want to imitate or that they want to induce another animal to do. The grasping movements serve the same purpose, expressing the desire of the monkey to receive some object from another animal. Many animals are characterized by the connection of expressive emotional movements with specific vocal reactions. It, apparently, underlies the emergence and development of human speech.

Let us pay attention to one more genetic prerequisite for the development of speech in humans as a means of communication. For many animals, speech is not only a system of emotional and expressive reactions, but also a means of psychological contact with their own kind. Speech, which is formed in ontogenesis, initially plays the same role in humans, at least at the age of one and a half years. This speech function is also not yet associated with the intellect.

But the human individual cannot be satisfied with such a communicative role of speech, which is very limited in its capabilities. In order to convey any experience or content of consciousness to another person, there is no other way than the signification of speech statements, i.e. attributing the transmitted content to some known class of objects or phenomena. This certainly requires abstraction and generalization, the expression of a generalized abstracted content in a word-concept. The communication of people developed psychologically and culturally certainly presupposes generalization, the development of verbal meanings. This is the main way to improve human speech, bringing it closer to thinking and including speech in the management of all other cognitive processes.

In recent years, there has been a lot of controversy and discussion on the question of whether the ability to assimilate speech in humans is innate or not. The opinions of scientists on this issue are divided: some stand on the position that this ability is not innate, while others adhere to the point of view that it is genetically determined.

On the one hand, there is convincing evidence that one cannot speak of any innateness of human speech. These are, for example, the facts of the absence of any signs of articulate human speech in children who grew up in isolation from people speaking their native language and who never heard a human voice. This is also evidence of numerous unsuccessful experiments in teaching higher animals the language of man, the ability to use at least elementary concepts. Only in humans, and only in the right conditions organized learning and education, verbal intelligible speech may appear and develop.

On the other hand, there are no less reliable facts that indicate that many higher animals have a developed communication system, which in many of its functions resembles human speech. Higher animals (monkeys, dogs, dolphins and some others) understand human speech addressed to them, selectively react to its emotional and expressive aspects.

Completely acquired behavior, which does not have innate inclinations for development, is formed and progresses slowly, not at all in the same way as it takes place in the case of the acquisition of speech. First, when it is unfolded, the simplest elements of acquired behavior appear, which become peculiar inclinations, and only then more complex forms of behavior are constructed on their basis. This process, as a rule, is long and covers a very significant period of time in the life of an individual. An example of this is the process of assimilation of concepts by children, which is completed only by adolescence, although speech is already formed at the age of about three years.

Another proof of the possible existence of innate prerequisites for the acquisition of speech in humans is the typical sequence of stages of its development. This sequence is the same for all children, regardless of where, in what country and when they were born, in what culture they developed, and what language they speak. An additional, indirect proof of the same idea is the following fact: as is well known, speech cannot be mastered by a child before a certain period of time, for example, before one year of age. This becomes possible only when the corresponding anatomical and physiological structures mature in the body.

Very interesting, but no less complicated, is the following question: are higher animals able to master human speech? Numerous early experiments in teaching the speech of monkeys did not, as we know, give a satisfactory answer to this question. The anthropoids in these experiments were taught verbal language and the use of concepts, but all these attempts failed. Subsequently, scientists dealing with this problem abandoned teaching animals the highest form of human speech associated with thinking, and decided to try to teach animals to use the human language of facial expressions and gestures, the one used by people who are deaf from birth. And the experience was a success.

One of the most famous and fruitful studies of this type was carried out in 1972. Its authors, American scientists B.T. Gardner and R.A. Hardner, attempted to teach female chimpanzees to use some special signs borrowed from the American language of the deaf. The training began when the chimpanzee was about one year old (about the same time that a human child begins to actively acquire speech), and continued for four years. All those who cared for the animals were supposed to use only the language of facial expressions and gestures in communicating with them.

At first, people actively supported any attempts of the monkey to independently reproduce and practically use this or that gesture demonstrated to it in communication with a person. Later, after the experimenter, having taken the monkey's hands in his own, at the right moment imitated the studied gesture for a sufficiently long period of time, the monkey learned to use signs of this kind well. Ultimately, the animal began to learn new gestures on its own, simply by watching how a person uses them. By the age of about 4 years, Washi (that was the name of the monkey) could already quite independently reproduce about 130 different gestures, and understood even more. A similar positive result was then obtained by other researchers. For example, F.G. Patterson, teaching sign language to a gorilla monkey named Koko from 1 year to 7 years old, taught her to use 375 signs in communicating with people.

1.2 TYPES OF SPEECH

Let's highlight the main types of human speech. This is oral and written speech, dialogical and monologue speech, external (sounding and conscious) and internal (not accompanied by sounds and not conscious) speech.

Oral speech is called speech, with the help of which people directly communicate with each other, pronouncing certain sets of sounds associated with certain objects or phenomena known from experience. These sets of sounds are transmitted and perceived by other people by ear through the corresponding fluctuations in air pressure. Oral speech does not involve the use of signs depicted on any material media and perceived visually or by touch (such as writing signs for blind people).

Written speech is called speech based on images of symbols (signs, letters, hieroglyphs) on any material media: on papyrus, parchment, paper, monitor screen, on any other visually perceived material. Written speech has a figurative basis; in it, any images are used to convey the content of the statement.

Dialogic is a speech in which at least two people participate. Each of them utters a remark addressed to another person or several people; their own speech statements, in turn, act as reactions to the replica of this person.

Monologue is a speech that belongs to only one person, pronounced from beginning to end only by himself. For example, it can be a text written by one person, a speech delivered by one person and not interrupted by the remarks of other people. Oral monologue is the performance of a person in front of the public.

Dialogue involves the repeated interruption of a given person's speech by the statements of other people; at the same time, the remarks of each of the participants in the dialogue act as speech reactions to the statements of other people and without this they may turn out to be incomprehensible to the listener or reader of this dialogue.

The monologue, in turn, does not imply any speech reaction on the part of the person who perceives it and should be understandable in itself.

Both dialogue and monologue can be, respectively, oral or written. In an oral dialogue, for example, a person can make a speech on behalf of two or several different persons, successively changing roles with them (if more than two people participate in such an exchange of speech remarks, then their joint conversation is called a polylogue). This is what actors often do. Writers often reproduce various forms of written dialogue in their literary works.

External (sounding, conscious) is called such speech, which is realized by oneself speaking person and which is also perceived by other people. In everyday business, household and other types of communication, we constantly use this speech to exchange information with each other.

Inner speech is a special kind of speech that is involved in managing only the internal, psychological processes that take place in a person’s head. This speech has its own characteristics and its own specific functions.

1.3 CORRELATION OF SPEECH AND THINKING

We already know that at the highest levels of development of speech and thinking, when we mean the verbal-logical thinking of a person, speech and thinking are most closely related to each other. However, not all types of thinking are necessarily carried out on a speech basis. There are types of thinking that are not directly related to speech. This is visual-effective and visual-figurative thinking. There are also varieties of speech that are not related to thinking. These include, for example, all types of speech that are used by a person exclusively in the communicative function. The simplest of these types of speech is the one called body language and which includes gestures, facial expressions, pantomime. A more complex - also almost exclusively communicative type of speech - is the one that children master at an early age, from one to three years. This is an ordinary, sounding speech, actively used by children in the process of communicating with people around them, but young children, as a rule, do not use it to organize their thinking. Following the general logic of speech development, which is characteristic of both phylogenesis and ontogenesis, children first master speech in its communicative function and only then, after a few years and usually not earlier than 4 years of age, turn to the use of speech in the intellectual function.

It follows from the foregoing that speech and thinking in the human psyche can exist both together and separately from each other. In Russian psychology, this question was first raised and discussed in detail by L.S. Vygotsky, his ideas were recognized by world psychological science. Thought and word in verbal-logical thinking, according to Vygotsky, are so closely related to each other that it is practically impossible to separate them. Following the tradition that has developed in many developed sciences to divide complex phenomena not into elements, but into units, Vygotsky singled out a unit that characterizes verbal-logical thinking and designated it as the meaning of a word. In his famous book Thinking and Speech, Vygotsky wrote that the meaning of a word belongs both to the realm of thinking and to the realm of speech. This should be understood in the following way. The meaning of a word includes the content that is embedded in the word as a concept by people who speak the language to which this word refers. Word meanings are usually reflected in explanatory dictionaries corresponding language. When people communicate with each other in the corresponding language, they primarily exchange the meanings of words with each other and achieve mutual understanding for the reason that they understand the meanings of the corresponding words in the same way. Consequently, the meaning of a word is something that is inextricably linked with speech, that is, “belongs to the realm of speech,” in the words of Vygotsky.

However, the meaning of a word is also a concept, and a concept refers to thinking. Therefore, the meaning of a word is also a unit of thinking, and as a result, a unit of that unity that represents verbal-logical thinking. True, as Vygotsky rightly admits, the word does not immediately and completely acquire the meaning that characterizes the speech and thinking of adults. The process is quite lengthy, it takes at least ten years in human ontogenesis, and by tracing it, we can establish the laws by which the connection of thinking and speech proceeds in ontogenesis.

1.4 INTERNAL SPEECH

Inner speech is primarily silent speech. When a person uses this type of speech, he does not pronounce words aloud and does not produce any sounds that could be perceived by himself or others. The process of generating this speech is a completely internal process that does not have obvious external manifestations. Inner speech is unconscious. When a person uses inner speech, he himself is not aware of this fact and, in connection with this, cannot say which words, phrases, etc. he speaks in inner speech. It follows, for example, that a person is not able to consciously control the process of his inner speech. Inner speech has its own special structure that distinguishes this speech from other varieties of speech. First of all, it is predicative. This means that in inner speech there are only words and expressions related to the predicate of the utterance, and there are practically no words and expressions related to the subject of the utterance. Second, inner speech is agglutinated. Inner speech is used by a person only to organize his own thinking and to control his mental processes, states and behavior. It is never used as a means of exchanging information or communicating between people. This does not mean that a person is not able to convey to other people what exists at the level of his inner speech. But he does this not with the help of inner speech as such, but with the help of other varieties of speech, in particular those described above. Inner speech can pass into other types of speech, and the process of this transition is also basically internal.

1.5 EGOCENTRIC SPEECH OF THE CHILD

Egocentric speech is one of the external manifestations of the child's egocentric position. According to J. Piaget, children's speech is egocentric because the child speaks only "from his own point of view" and does not try to take the point of view of the interlocutor. The child thinks that others understand him (just like he understands himself), and does not feel the desire to influence the interlocutor and really tell him something. For him, only the interest of the interlocutor is important.

Such an understanding of egocentric speech met with many objections (L. S. Vygotsky, S. Buhler, V. Stern, S. Eysenck, etc.), and Piaget in later works tried to clarify the meaning of this concept. According to Piaget, the child is not aware of the difference between his own and someone else's point of view. Egocentric speech does not cover the entire spontaneous speech of the child. The coefficient of egocentric speech (the share of egocentric speech in the array of spontaneous speech) is changeable and depends on the activity of the child himself and on the type of social relations established between the child and the adult and between peer children.

In an environment where spontaneous, random connections dominate and the child is left to himself, the coefficient of egocentric speech increases. During the symbolic game, it is higher in comparison with the situation of jointly organized work of children. With age, the distinction between play and experimentation is established, and the egocentric speech quotient decreases.

At the age of 3, it reaches its greatest value: 75% of all spontaneous speech. From 3 to 6 years Egocentric speech gradually decreases, and after 7 years it practically disappears completely. Where adult authority and coercive relations dominate, the percentage of egocentric speech is quite high. In a peer environment where discussions and disputes are possible, the percentage of egocentric speech decreases.

Vygotsky gave the concept of "egocentric speech" a different meaning. According to his concept, egocentric speech is “speech for oneself”, and in the course of development it does not disappear without a trace, but turns into inner speech. Piaget highly appreciated Vygotsky's hypothesis, at the same time emphasizing the originality of his own concept. Egocentric speech is characterized, according to Piaget, by the fact that the subject is not sufficiently aware of the significance of his position and personal capabilities in the picture of the external world and projects his subjective ideas in this world. (L. F. Obukhova.)

2. PSYCHOLOGY OF A SMALL GROUP

A person as a person is formed in a group, he is a direct and indirect spokesman for intra-group relations. The significance of the group for the individual, first of all, is that the group is a certain system of activity, given by its place in the system of social division of labor. The group itself acts as the subject of a certain type of activity and through it is included in the entire system of social relations. In this regard, the group acts as the most complete reflection of the fundamental features of the social system within which it is formed and functions.

A group is a community limited in size, distinguished from the social whole on the basis of certain characteristics (the nature of the activity performed, social or class affiliation, structure, composition, level of development, etc.).

The most common division of groups by size into large and small groups. Large groups can be conditional, including subjects who do not have direct and indirect objective relationships with each other, may never even see each other, but due to the sign on the basis of which they were singled out into such a group, have common social and psychological characteristics (national, age, gender, etc.).

Unlike large groups, small groups are always directly contacting individuals united by common goals and objectives. hallmark small group is the relative simplicity of its internal structure. This means that in a small group there is, as a rule, an authoritative leader (if the group is informal) or an authoritative leader (if the group is official), around whom the rest of the group members unite. Differentiating groups according to the nature of their organization, which regulates the interaction of group members, it should be noted that the official organization assumes that the structure of the group is given from outside, while the informal organization of the group is regulated by internal structural features that are formed as a result of psychological rather than legal interaction of people.

Depending on the tasks facing the psychologist, small groups can be divided:

according to the degree of proximity of relations between members of the group into primary (family, close friends) and secondary (educational, industrial contacts);

depending on the rights that are granted to the participants by the group, on parity (all members of the group have equal rights) and non-parity (there is a certain hierarchy of rights and obligations);

depending on the value of the group for the individual, into membership groups (where the individual is present only due to certain circumstances, although he does not share the attitudes, relations, etc. existing in it) and reference groups (acting for the individual as a standard, a model for behavior, self-esteem).

The very fact that people are included in groups according to their activities, according to the nature of social relations, becomes so obvious that it requires the close attention of researchers. It can be said that the role of small groups is objectively increasing in a person's life, in particular because the need to make group decisions in production, in life, and so on, is increasing.

A small group is considered as a special kind of psychological phenomenon, as an intermediate link in the "personality - society" system. The study of this phenomenon, according to scientists, will explain not only the laws of personality formation, but also the laws of social development of a higher order. The cohesion of small groups, the stability of their structure, against the impact of forces aimed at breaking intra-group ties, the effectiveness of the group and its dependence on size, on the style of leadership, the conformity of the individual in the group and its independence from the group, as well as other problems interpersonal relationships- all this became the subject of research and formed a special section social psychology- the study of group dynamics within the framework of the psychology of the team.

2.1 CLASSIFICATION OF SMALL GROUPS

The abundance of small groups in society implies their great diversity, and therefore, for the purposes of research, their classification is necessary. The ambiguity of the concept of a small group gave rise to the ambiguity of the proposed classifications. In principle, the most diverse grounds for classifying small groups are acceptable: groups differ in the time of their existence (long-term and short-term), in the degree of closeness of contact between members, in the way an individual enters, etc. Currently, about fifty different bases of classification are known. It is advisable to choose the most common of them, which are three classifications: 1) dividing small groups into “primary” and “secondary”, 2) dividing them into “formal” “informal”, 3) dividing them into “membership groups” and “reference groups” ".

For the first time, the division of small groups into primary and secondary was introduced by the American sociologist C. Cooley (1864 - 1929). He introduced into the classification of small groups such a sign as immediacy of contacts. The primary group consists of a small number of people between whom direct relationships are established, in which an essential role belongs to their individual characteristics. The secondary is formed from people between whom direct emotionally colored ties are relatively rare, and interaction is due to the desire to achieve common goals. In the secondary group, the roles are clearly defined, but its members often know little about each other, and emotional relationships are rarely established between them, which are characteristic of small primary groups. So, in an educational institution, common primary groups are study groups of students and teams of departments, and the whole team acts as a common secondary group. educational institution. This classification has no practical significance at present.

The division of small groups into formal and informal was first proposed by the American researcher E. Mayo (1880 - 1949) during his famous Hawthorne experiments. According to Mayo, a formal group is distinguished by the fact that all the positions of its members are clearly defined in it, they are prescribed by group norms. In accordance with this, the roles of all members of the group and the system of subordination to the leadership are also strictly distributed in the formal group. An example of a formal group is any group created under the conditions of some specific activity: a work team, a school class, a sports team, etc.

Within formal groups, E. Mayo also discovered “informal” groups that form and arise spontaneously, where neither statuses nor roles are prescribed, where there is no given system of vertical relationships. An informal group can be created within a formal one, when, for example, in a school class, groupings arise, consisting of close friends united by some common interest, thus two structures of relations are intertwined within a formal group. But an informal group can also arise on its own, not within a formal group, but outside it: people who accidentally unite for volleyball games somewhere on the beach, or a closer group of friends belonging to completely different formal groups, are examples of such informal groups. groups. Sometimes, within the framework of such a group (say, in a group of tourists who went on a hike for one day), despite its informal nature, joint activities arise, and then the group acquires some features of a formal group: certain, albeit short-term, positions are distinguished in it and roles. In practice, it was found that in reality it is very difficult to isolate strictly formal and strictly informal groups, especially in cases where informal groups arose within the framework of formal ones.

Therefore, proposals were born in social psychology that remove this dichotomy. On the one hand, the concepts of formal and informal group structures (or the structure of formal and informal relations) were introduced, and it was not the groups that began to differ, but the type, the nature of the relations within them. Mayo's proposals contained just such a meaning, and the transfer of the definitions of "formal" and "informal" to the characteristics of groups was done quite arbitrarily. On the other hand, a more radical distinction between the concepts of "group" and "organization" was introduced, which is characteristic of the development of social psychology in the last twenty years. Despite the abundance of research on the social psychology of organizations, a sufficiently clear separation of the concepts of "organization" and "formal group" still does not exist. In a number of cases, we are talking about the fact that any formal group, unlike an informal one, has the features of an organization.

Despite some vagueness of terminology, the discovery of the very presence of two structures in small groups was of great importance. It was already emphasized in Mayo's studies, and from them conclusions were subsequently drawn that had a certain social meaning, namely: the possibility of using the informal structure of relations in the interests of the organization. Currently, there are a large number of experimental studies devoted to identifying the influence of a certain ratio of formal and informal group structures on its cohesion, productivity, etc. The problem is of particular importance in the study of the issue of managing and leading a group.

Thus, the second of the traditionally developed classifications of small groups cannot be considered rigorous, although the classification of structures built on its basis is useful for developing ideas about the nature of groups.

The third classification of small groups distinguishes between membership groups and reference groups. It was introduced by G. Hyman, who owns the discovery of the very phenomenon of the "reference group". In Hyman's experiments, it was shown that some members of certain small groups (in this case, these were student groups) share the norms of behavior adopted by no means in this group, but in some other one, to which they are guided. Such groups, in which individuals are not really included, but the norms that they accept, Hyman called reference groups. The difference between these groups and real membership groups was noted even more clearly in the works of M. Sherif, where the concept of a reference group was associated with the "reference system" that an individual uses to compare his status with the status of other persons. Later, G. Kelly, developing the concept of reference groups, identified two of their functions: comparative and normative. The comparative function is manifested in the fact that the individual compares behavior with the norms of the reference group as with a standard, and the normative function evaluates it from the standpoint of the norms accepted in the group. In Russian social psychology (A.V. Petrovsky, b. 1924), the reference group is defined as a “significant social circle”, i.e. as a circle of persons selected from the entire composition of the real group and especially significant for the individual. In this case, a situation may arise when the norms adopted by the group become personally acceptable to the individual only when they are accepted by the "significant circle of communication", i.e. there also appears, as it were, an intermediate landmark, to which the individual intends to be equal. And such an interpretation has a certain meaning, but, apparently, in this case we should not talk about “reference groups”, but about “reference” as a special property of relations in a group, when one of its members chooses as a starting point for their behavior and activities a certain circle of people (Shchedrina, 1979).

The division into membership groups and reference groups opens up an interesting perspective for applied research, in particular in the field of studying the illegal behavior of adolescents: to find out why a person included in such membership groups as a school class, a sports team, suddenly begins to focus on the wrong norms, which are accepted in them, but on the norms of completely different groups, in which he was initially not included at all (some dubious elements "from the street"). The mechanism of influence of the reference group allows us to give a primary interpretation of this fact: the membership group has lost its attractiveness for the individual, he compares his behavior with another group.

In addition to those considered, there are other classifications of small groups. So, A.V. Petrovsky distinguishes groups according to the degree of their development, taking into account the nature of interpersonal relationships. He represents the hierarchy of real contact groups as follows: a diffuse group - in it, relationships are mediated only by likes and dislikes, but not by the content of group activity; association - a group in which relationships are mediated only by personally significant goals; corporation - relationships are mediated by personally significant, but asocial in their settings, the content of group activity; collective - relationships are mediated by personally significant and socially valuable content of group activity.

It is suggested that the virtualization of life, the development of information networks can lead to the emergence of virtual groups "of interest", united by communication using the electronic "web" of the Internet.

Particularly favorable for the members of the group, their socialization, self-actualization and self-affirmation, as well as the success of joint activities, is a group that is at a high level of socio-psychological development and is characterized as a team. It is distinguished by the highest cohesion, unity of aspirations to achieve socially and personally significant goals, mutual strengthening of formal and informal structures, socially mature group phenomena (group norms, collective opinion, moods, traditions and customs, etc.), business and comradely relationships, goodwill, friendship, partnership, mutual assistance, coordination of actions, collectivism, emotional upsurge, high group identification of members, their ability to combine personal relationships with collective ones, moods of satisfaction with membership in a team and pride in belonging to it. In the team there is a sense of honor of the team, the need to respect, protect and strengthen it.

The sociometric direction in the study of small groups is associated with the name of J. Moreno. The discussion that constantly arises in the literature about the limitations of the sociometric method requires a brief reminder of the essence of the concept. Moreno proceeded from the idea that two structures of relations can be distinguished in society: the macrostructure (which for Moreno meant the "spatial" placement of individuals in various forms of their life activity) and the microstructure, which, in other words, means the structure of the psychological relations of the individual with the people around him . According to Moreno, all tensions, conflicts, including social ones, are due to the mismatch of micro- and macrostructures: the system of likes and dislikes that express the psychological relations of an individual often does not fit into the framework of the macrostructure, and the immediate environment is not necessarily an environment consisting of acceptable in psychologically of people. Therefore, the task is to rearrange the macrostructure in such a way as to bring it into line with the microstructure. Based on the application of this technique, a whole area of small group research has arisen, especially in applied areas.

The sociological direction in the study of small groups is associated with the tradition that was laid down in the experiments of E. Mayo already mentioned. Their essence was as follows. Western Electric has experienced a decline in the productivity of relay assemblers. Long-term research (prior to Mayo's invitation) did not lead to a satisfactory explanation of the reasons. Then, in 1928, Mayo was invited, who set up his experiment, initially with the aim of elucidating the influence on labor productivity of such a factor as the illumination of the working room. The experiments at Hawthorne, in total, lasted from 1924 to 1936, the various stages are clearly marked in them, but only the main scheme of the experiment is reproduced here. In the experimental and control groups identified by Mayo, various working conditions were introduced: in the experimental group, the illumination increased and an increase in labor productivity was indicated, in the control group, with a constant illumination, labor productivity did not increase. At the next stage, a new increase in illumination in the experimental group gave a new increase in labor productivity; but suddenly in the control group - with constant illumination - labor productivity also increased. At the third stage, lighting improvements were canceled in the experimental group, and labor productivity continued to grow; the same happened at this stage in the control group.

These unexpected results forced Mayo to modify the experiment and carry out several more additional studies: now not only the illumination was changing, but much more wide circle working conditions (placing six workers in a separate room, improving the wage system, introducing additional breaks, two days off a week, etc.). With the introduction of all these innovations, labor productivity increased, but when, under the conditions of the experiment, the innovations were canceled, it, although it slightly decreased, remained at a level higher than the original one.

Mayo suggested that some other variable manifests itself in the experiment, and considered the very fact of the participation of workers in the experiment as such a variable: awareness of the importance of what is happening, their participation in some event, attention to themselves led to greater inclusion in the production process and increased productivity labor, even in cases where there were no objective improvements. Mayo interpreted this as a manifestation of a special sense of sociality - the need to feel "belonging" to a group. The second line of interpretation was the idea of the existence of special informal relations within the work brigades, which just emerged as soon as attention was paid to the needs of the workers, to their personal “destiny” in the course of the production process. Mayo concluded not only that, along with the formal, there is also an informal structure in the teams, but also about the significance of the latter, in particular, about the possibility of using it as a factor influencing the team in the interests of the company. As for the theoretical significance of Mayo's discoveries, it consists in obtaining a new fact - the existence of two types of structures in a small group, which opened up a broad perspective for research. After the Hawthorne experiments, a whole trend in the study of small groups arose, mainly associated with the analysis of each of the two types of group structures, identifying the relative significance of each of them in the group management system.

The school of "group dynamics" is the most "psychological" direction in the research of small groups and is associated with the name of K. Levin. The American period of Levit's activity after emigration from Nazi Germany began with the creation of a special Center for the Study of Group Dynamics at the Massachusetts Institute of Technology. The direction of research in this center was based on the “field theory” created by Levin. The central idea of field theory, that the laws of social behavior should be sought through the knowledge of the psychological and social forces that determine it, was developed in relation to the science of groups, to the analysis of these forces, their localization and measurement. The most important method of analyzing the psychological field was the creation in the laboratory of groups with given characteristics and the subsequent study of the functioning of these groups. The totality of these studies has received the name "group dynamics". The main problems boiled down to the following: what is the nature of groups, what are the conditions for their formation, what is their relationship with individuals and with other groups, what are the conditions for their successful functioning. Much attention was also paid to the formation of such characteristics of the group as norms, cohesion, the ratio of individual motives and group goals, and finally, leadership in groups.

Answering the main question about what needs drive people's social behavior, "group dynamics" closely studied the problem of intra-group conflicts, compared the effectiveness of group activity in conditions of cooperation and competition, and ways of making group decisions. Like all the psychological heritage of K. Levin, "group dynamics" had a great influence on the subsequent development of socio-psychological thought.

Interactionist concept. According to this approach, a group is a system of interacting individuals whose functioning in a group is described by three basic concepts: individual activity, interaction, and attitude. The interactionist concept suggests that all aspects of group behavior can be described based on an analysis of the relationships between the three named elements. Executed within the framework of this direction works are mainly devoted to the study of the structural aspects of the group.

Empirical-statistical direction. According to this approach, the basic concepts of group theory should be derived from the results of statistical procedures, such as factor analysis, and not formulated a priori. Such an understanding led to the widespread use of procedures developed in the field of personality testing and presented, in particular, in the studies of such a well-known specialist as R. Cattell, who proposed one of the theories of group behavior.

Today, at least four major research approaches can be distinguished in domestic group psychology.

Activity approach. It is based on one of the most fundamental principles of Marxist psychology - the principle of activity. The application of the principle of activity to the study of the social group has had a very fruitful effect on the construction of a number of theories of group activity. Among them, first of all, it should be noted the above-mentioned stratometric concept of A.V. Petrovsky, the most developed model of the group process in Russian social psychology today, which has recently received further development in the system-activity analysis of the behavior of a person in a group. Among other theoretical constructions in this direction, we will name the one proposed by M.G. Yaroshevsky, a program-role approach to the study of a scientific team and developed by G.M. Andreeva model of social-perceptual processes in joint activity. The ideas of the activity approach were embodied in the study of individual phenomena of a social group: its integration and effectiveness, leadership and leadership, intergroup relations.

Sociometric direction. As in foreign group psychology, a considerable number of domestic studies of small groups can be attributed to the so-called sociometric direction. The basis for such an attribution is the use by specialists in a specific empirical work as the main teaching aids certain variants of the sociometric test. In Soviet social psychology, Ya.L. . he constructed various sociometric procedures and included the empirical method in a meaningful theoretical context - this has no analogues in Western social psychology, where the use of sociometry as a method for studying interpersonal relations, according to the foreign authors themselves, has long been "untied" from any serious theory.

parametric concept. The creator of this research approach is L.I. Umansky, who developed the original concept of group activity in the 1960s and 1970s. The main idea of the approach lies in the assumption that the gradual development of a small (contact. according to L.I. Umansky) group is carried out due to the development of its most important socio-psychological parameters. The most significant research carried out within the framework of this concept concerns the organizational, emotional and dynamic characteristics of the group.

Organizational and managerial approach. This approach is based on the concepts of social organization and managerial activity developed in Soviet social science, including sociological and socio-psychological science. Relating to the direction under consideration (it originates from the psychologists of the Leningrad school and, above all, E.S. Kuzmin), numerous studies of groups and collectives are of a pronounced applied nature and, for the most part, are focused on solving problems of psychological support in the sphere of industrial production.

Thus, the trend that prevails today abroad consists in the integration and interpenetration of approaches, in the erasure of strictly defined conceptual frameworks, in the development of local theoretical constructions that do not claim to be broad, group-wide generalizations, but rather are designed to explain a rather narrow range of empirical facts related to to one or another separate group phenomenon, less often to several of them.

Tracing the history of the formation of the psychology of small groups and collectives in our country and noting the progress made in recent decades in the development of theory and empirical developments, it should be noted that the problem of group development needs further development, especially the section that relates to the characteristics of the highest level of life activity. groups are collectives. Another "bottleneck" in the study of the group is its consideration as an aggregate subject of joint activity with specific attributes inherent in it. Also among the poorly developed issues of group psychology is the empirical study of a small group as an element of a larger social community (for example, a social organization), experiencing its influence and, in turn, capable of influencing the macrosociety.

LIST OF USED LITERATURE

1. Brushlinsky A.V. Introduction to psychology. - M: 1985.-115s.

2. Grozdev A.N. Questions of studying children's speech. - M.: 1983.-231s.

3. Danilova A.N. Psychology. - M.: 1998.- 68s.

4. Tikhomirov O.K. Psychology of thinking. - M.: 1984.-72s.

5. General psychology: a course of lectures for the first stage of ped. education. (Compiled by E.I. Rogov.-M.: Humanitarian Publishing Center VLADOS, 2002.-448s.).

6. Nemov R.S. Psychology: Proc. for students of higher ped. textbook establishments. In 3 books. - 4th ed. - M.: Humanit. ed. center VLADOS, 2000.-kn.1: General foundations of psychology.-688s.

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Speech structure

Speech, like any other type of activity, consists of several elements.

Motivation- an important structural component, without which no interaction between people would take place. Before performing any action related to communication, a person must feel the need for interaction. Motivation can concern both the personal (internal) needs of an individual, and go beyond his needs.

Planning- the second element in the structure of speech. Here, the ability to predict and the expected result come to the fore. The personal interests of a person are involved in the process of distributing their resources and capabilities. Good planning necessarily includes introspection and reflection. A person must know why he is going to spend his resource, what he wants to achieve.

Implementation is a process aimed at achieving a goal. When the task is formulated, the person is highly motivated and takes a competent approach to step-by-step actions. Speech conveys information from one person to another.

Control is an integral part of any successful activity, and speech is no exception. To understand whether the problem is solved correctly, it is necessary to periodically monitor the result. We can hold a voluminous seminar on some issue, give people interesting information, but this is not enough if there is a desire for great achievements. It is very important to get feedback from the participants, to hear their opinion, to be convinced of their usefulness.

Speech functions

Modern psychological science defines speech as the highest mental function, an essential mechanism in the formation of intellectual activity, the process of transmission and exchange of information. Like any activity, it performs a number of important tasks.

Nominative function consists in the need to name, designate an object with a word. Thanks to this, everyone is able to understand their opponent and not get confused in terms. Communication between people is based on a pre-created model, which greatly simplifies the process of understanding.

Generalizing function serves to identify common features, properties of objects for further classification into groups. The word no longer denotes one object, but names a whole group of properties or phenomena. Here the strongest connection between speech and thinking is manifested, since such operations require intense mental activity.

Communicative function is the transfer of information from one person to another. This function can be manifested both orally and in writing.

Types of speech

In psychological science, there are two ways of expressing speech: external (conversation when two or more people come into contact with each other) and internal.

inner speech is a special form of expression. Unlike the external one, it is characterized by fragmentation and fragmentation, often chaotic and inconsistent. Such an internal dialogue takes place in the mind of a person, often it does not go beyond it. If desired, they can be controlled and controlled. However, the difficulty lies in the fact that inner speech is very strongly connected with the emotions and feelings of a person.

Features of human speech

Expression of the emotional component

The way a person speaks has a significant impact on the perception of his words by interlocutors. The timbre of the voice, intonation, pauses during pronunciation, speed give the sounding speech a peculiar coloring, individuality and originality. Agree, it is much more pleasant to listen to a person with a soft timbre of voice, smooth intonation and, in addition, an interesting topic. In this case, there is a great interest in the material that is presented.

Speech will help the individual to defend his position in the dispute, show sympathy for the person he likes, and reveal the emotional component. For example, if the topic is sufficiently to the liking of the individual, then, no doubt, she will strive to continue communication.

Transfer of accumulated experience

The child learns the surrounding reality with the help of sounding speech. First, the parent shows him the objects and names them. Then the baby grows, begins to interact with other people, learns from them a lot of interesting and important things for himself. Without words, it would be impossible for a child to acquire new information, nor for an adult to convey it. Much here, of course, depends on the quality of the presentation of the material itself, but the meaning of speech is the determining factor.

The transfer of knowledge and skills, the achievements of modern science is an integral part in the use of speech. Without it, teaching would be impossible. The work of a writer, thinker, researcher could not find its application. Only thanks to living language, written and oral speech, we read books, listen to lectures, have the opportunity to share our own experience with others.

The value of speech in human life

Ability to learn

By reading books, a person improves, expands his understanding of the world and of himself. By studying any subject, he also accumulates knowledge. At the same time, speech is of decisive importance: after all, without knowing the language, not being able to communicate, assimilate material, a person would not have the opportunity to reach new level development and education. Without speech, it is impossible to imagine a single work, a single researcher, psychologist, teacher or politician. Even those who consider themselves to have mastered their native language and speech to a sufficient degree must constantly study in order to achieve high results.

The ability to learn is an important component of any activity if it is to succeed. Only constantly learning new things, improving existing skills can lead to successful promotion. Speech is used everywhere, in all spheres of life. Wherever a person goes, with whomever he comes into contact, he will need knowledge of the language as a tool of interaction.

Self improvement

Sometimes a person has a desire to correct the mistakes of the past, gain new experience, significantly change his life. Such impulses are usually dictated by the desire for self-realization. In this case, speech can be useful to him as a reliable aid. Studying the necessary material, reading books, conducting seminars or trainings - all this requires a certain preparation and moral strength. The extent to which a person is ready to make certain efforts to realize his intention is the extent to which speech is fully involved in this difficult task. Oral, written, turned outward and inward - it leads a person to new achievements, helps him achieve his goal.

Thus, the role of speech in human life is enormous, it is of paramount importance. Speech activity is applicable everywhere: in communication with friends and relatives, in the field of education, teaching, trade, in any profession that requires contact with people. Language culture is closely connected with modern psychological science. If a person wants to acquire the skill of effective communication, to be known in his circles as an intelligent, cultured and educated person, he must work hard on himself, devote enough time to the development of speech, correct pronunciation words and the construction of complex semantic structures.

Which he carries is a very important aspect of the existence of society. He keeps in himself spiritual and people. People express their thoughts and emotions through language. The words of outstanding people are quoted and transformed from personal property into human property, creating the spiritual wealth of society.

Language can be expressed in direct or indirect form. Direct - directly in contact with a person, people in real time, and indirect - this is communication with a time gap, the so-called space-time communication, when the values of society are passed on from generation to generation. Thus, the spiritual heritage of mankind is formed - the saturation of the inner world of people with ideals.

The role of language in the life of society is truly great. It performs the function of transmitting social heredity. With the help of language, people can represent the world, describe various processes, receive, store and reproduce information, their thoughts.

Speech is a visiting card of a person, as well as the most reliable recommendation in his professional activity. In the labor sphere, language began to help in management (give orders, evaluate), and also became an effective motivator.

The significance of language in the life of society is enormous: with the help of it, the development of science, art, technology, etc. takes place. The peoples speak different languages, but one goal is pursued - to achieve mutual understanding.

But in order for society not to degrade, everyone must observe the rules of good manners - the so-called culture of speech. It helps people to communicate competently and correctly. And here the significant role of language in the life of society is reflected.

There are 3 normative, communicative and ethical. Normative includes various rules and norms of human speech: how people should speak. Communicative is the correct interaction with other people - participants in communication. And ethical is the observance of certain rules: "Where, with whom and how you can talk."

Over time, the role of language in the life of society only intensifies. More and more needs to be transferred, saved. Also, the language has become a kind of science that needs to be comprehended. There are certain rules, systems of concepts, signs and symbols, theories and terms. This complicates the language. Therefore, the "seeds" of the degradation of society appear. More and more people want to “freebie” and not pay due attention to the language.

Therefore, in recent years there has been an increased vulgarization of speech practice. Society goes beyond literary language, more and more people use jargon, thieves, profanity.

This actual problem today, because without the set one it is impossible to solve general social, cultural and economic issues.

There is a criminalization of humanity, which is expressed in speech. The role of language in the life of society is usually underestimated - it is not considered the highest good that we have. But you need to be aware of the following: as a person speaks, so he acts and thinks.