| Abstract [eng] |
Relevance of problem. Education standards (2003) indicate that preschool children should intuitively feel the pattern of mother-tongue, i. e. combine its practically laws and norms by speaking, and in aspect of sonic language – pronounce regularly and clearly the most sounds of mother-tongue. One of assessment criterions of child’s intellectual maturity for school is the phonological knowledge of a child. With the present MA thesis is being sought to ascertain the most frequent defects of sounds’ pronunciation and abilities of phonological analysis of preschool children (6 -7 years old). The data may be helpful for amendment of speech therapy, i. e. for preparation of methodology publications, programmes. Object of research - defects of pronunciation of sounds, syllables, words, sentences and patters and phonological analysis abilities of preschool children. Hypothesis - 1) defects of pronunciation of complex articulation sounds are typical for preschool children. 2) pronunciation defects multiply by complicating of a speech unit. 3) phonological analysis abilities of preschool children, that have defects of sounds’ pronunciation, are not enough formed. Aim of research - to analyze defects of sounds’ pronunciation and phonological analysis abilities of preschool children. The tasks of research: 1) to analyze the conception of pronunciation defects; 2) to explore defects of sounds’ pronunciation and phonological analysis abilities of preschool children (6 – 7 years old); 3) to estimate the amount of these defects; 4) to compare the test results of pronunciation of syllables, words, sentences, patters, phonemic hearing and sonic analysis. Description of children surveyed. In the research, 138 preschool children (6 – 7 years old), and 73 out of them having defects of sounds’ pronunciation and characterizing with untrained phonemic hearing, are participating. Methods of research - analysis of scientific literature and not-standardized test of pronunciation and phonological analysis abilities. Results. The research of pronunciation and phonological analysis abilities of preschool children revealed that pronunciation mistakes become bigger by complicating of a speech unit: from change of a sound to absolute distortion of a word. The most frequent are mistakes of sounds’ change. In the speech of preschool children, the most common types of Dyslalia are Sigmatism and Rhotacism. In case of complicating of a speech unit, the surveyed children distinguished the appropriate sound worse. It was hard to hear the first and the last sound of a word when it was an unstressed vowel. The hypothesis that between preschool children, defects of pronunciation of complex articulation sounds’ are most common, and in case of complicating of a speech unit, the pronunciation defects multiply, and phonological analysis abilities of preschool children are not enough formed, has proved out. |
