Peculiarities of junior schoolchildren’s dialogic speech development through group interaction

Abstract

The purpose of the article is to determine peculiarities of junior schoolchildren’s dialogic speech development by means of group interaction. The following methods were used in the research process: analysis of scientific literature on the research problem; study and generalization of pedagogical experience; analysis of ways of junior schoolchildren’s dialogic speech development.

In the results of the study, it was established that the dialogic speech of junior schoolchildren is a type of speech activity, in the process of which its participants interact with each other through the exchange of replicas-utterances that are united by a situational-thematic similarity.

It has been found that the peculiarities of junior schoolchildren’s dialogic speech development by means of group interaction include: understanding by the pupil of the communication situation (the ability to ask the interlocutor; prove his position, express sympathy, negotiate, maintain friendly relations, follow the rules of speech etiquette); formation of skills in such activities as listening, understanding, speaking (the ability to carefully and thoughtfully listen to the interlocutor, analyze what is heard, reflect on its content in order to align one’s lines with what the interlocutor said); the ability to replicate (the ability to start a conversation using an initiative replica; to respond correctly and quickly to an initiative replica with a replica-answer; to form an opinion lexically and grammatically correctly); the ability to express various emotions (facial expressions, gestures, intonation, posture, speech etiquette). Literary works have wide opportunities for expressing emotional states in the dialogic speech of junior schoolchildren.

The conclusions state that development of dialogic speech by means of group interaction requires the teacher’s ability to determine effective ways of working in a group of pupils and the need to use speech and mental tasks that correspond to the age characteristics of junior schoolchildren, motivate them to joint group interaction, and activate the communication process.