4 Lecture 2024

1.

MINISTRY OF EDUCATION AND SCIENCE OF THE
REPUBLIC OF KAZAKHSTAN
Subject: Psychophysiological foundations at the early stage of foreign
language education
4. Lecture
Almaty, 2024

2.

Foreign language speech
hearing and stages of its
development. Speech
development

3.

Plan
Introduction
The development of speech
Psychological characteristics of speech activity
Features of speech development at different age stages of
learning foreign languages.
Speech hearing in the sound analyzer system
Speech hearing in ontogenesis
Interaction of speech and non-speech hearing components
Sound complexes -the first children's words.
Telegraphic style of speech activity of two-year-olds.
Formation of grammar in the child's language.
Children's word creation (neologisms). "Egocentric speech"
Conclusion

4.

INTRODUCTION
The journey of developing foreign language speech
and hearing is a dynamic process influenced by
various factors, including age, exposure, and
practice. Encouraging early and consistent
interaction with the language, alongside supportive
feedback, can greatly enhance proficiency and
confidence.

5.

The development of speech
Language: Communication of thoughts
and feelings through a system of signals,
such as voice sounds, gestures, or written
symbols.
Speech: The act of expressing or
describing thoughts, feelings, or
perceptions by the articulation of words

6.

AGE PERIOD
Prenatal
Birth
Birth to 1 month
2 to 3 months
4 to 5 months
6 to 10 months
11 to 18 months
DEVELOPMENTAL ADVANCE
Functional maturation of hearing at about 5
months gestational age
Ability to discriminate sounds.
Transition to breathing.
Vocalization begins.
Reflexive stage of phonetic development
(cries, hiccups, belches)
Cooing stage
Expansion stage (Remodeling of vocal
cords)
Babbling stage. Vocalizations begin to
reflect the ambient language.
Auditory discrimination of speech is tuned to
the ambient language

7.

AGE PERIOD
19 to 24 months
25 to 36 months
3 to 4years
4 to 6years
6 to 9years
9+years
DEVELOPMENTAL ADVANCE
Possess 10to 20consonants +sufficient
phonetic ability to learn many new words.
Continued growth in phonetic inventory,
along with vocabulary and syntax.
Stuttering is often first noticed at
about
age
Almost this
all vowels
are mastered by this age,
along with a number of consonants.
Closing in on phonemic mastery, with the
exception of fricative (noise) sounds.
Phonemic mastery typically completed, but
refinements in speech production continue.
Speech development is complete, but
developmental changes can be observed
(E.G., Voice change in adolescence)

8.

Pre-linguistic Stage (0-12 months)
1. Listening and Sound Discrimination: Infants start by
recognizing the sounds of their native language. They
become attuned to the rhythm and melody of speech.
2. Cooing (2-3 months): Babies produce cooing sounds,
which are soft vowel-like noises. This is their first
attempt at vocalization.
3. Babbling (6-8 months): Babbling begins as infants
experiment with consonant-vowel combinations (e.g.,
"ba-ba," "da-da"). This stage is crucial for developing the
motor skills necessary for speech.
1.

9.

One-Word Stage (12-18 months)
Single Words: Children begin to use single words to
express complete ideas or needs (e.g., “milk,” “more,”
“up”).
2. Holophrases: A single word can convey a larger meaning
depending on context (e.g., saying “milk” to mean “I
want milk”).
1.

10.

Two-Word Stage (18-24 months)
Simple Combinations: Children start forming
two-word phrases (e.g., “want cookie,” “go car”),
which indicate the beginnings of grammar.
2. Word Combinations: These combinations reflect
relationships between objects and actions and
show an understanding of syntax.
1.

11.

Psychological
characteristics of speech
activity
Speech activity is a language process. For the first time,
A. N. Leontiev spoke about this. But as for the first
mention of speech activity, the first mention of speech
activity is found in L. S. Vygotsky. There are three
mandatory components of speech activity
characteristics: structure, subject content, and complex
mechanism.

12.

Psycholinguistic
mechanisms of speech
activity
Considering the mechanisms of speech activity, it is necessary
to refer to the works of the famous Russian scientist Zhinkin,
or rather to his book "Mechanisms of speech". Zhinkin says:
"Speech is based on a common functional mechanism". It is
basic. It is represented by two processes:

13.

It is represented
by two processes:
- word selection process
- the process of combining
words

14.

15.

Speech hearing in the
sound analyzer system
Speech is formed under the control of
hearing. The research notes the
possibility of very early formation of
the activity of the auditory analyzer,
which ensures the early development of
the sound side of speech

16.

Speech hearing in
ontogenesis
Researchers distinguish a different number of stages in the
formation of children's speech, call them differently, indicate
different age limits for each. For example, A. N. Leontiev
establishes four stages in the formation of children's speech:
1st – preparatory – up to one year;
2nd–pre-school stage of initial language acquisition – up to
3 years;
3rd–pre-school up to 7 years old;
4th – school.

17.

Interaction of
speech and nonspeech hearing
components
Within the auditory system, there are two
independent subsystems: non-speech
hearing, i.e. the ability to navigate nonspeech sounds (in musical tones and
noises); speech hearing, i.e. the ability to
hear and analyze speech sounds (native
or other languages). These two systems
have a common subcortical mechanisms.

18.

“
The "Telegraph"style mainly
involves the use of nouns and verbs,
and only sometimes other parts of
speech (Mom go, give me, Pussy
sleeps, etc.).
”

19.

Telegraphic Speech (24-30 months)
Short Sentences: Children begin to create short, simple sentences that
often omit less critical words (e.g., “want juice” instead of “I want
juice”).During this period, children begin to combine words into short
sentences that convey clear meanings, but they often omit less critical
grammatical elements.Children tend to leave out articles (like "a" or
"the"), prepositions (like "in" or "on"), and auxiliary verbs (like "is" or
"are"). For example, “Daddy go” instead of “Daddy is going.”
This omission reflects an understanding of the primary meaning without
needing to adhere to grammatical rules.

20.

Formation of grammar in
the child's language
The process of developing grammatical operations in the
psyche of a young child is extremely complex in its
psychological and psychophysiological nature.

21.

Children's word creation
(neologisms)
Children's word formations arise as a result of
comparing and dividing the initially perceived
word forms with matching elements.
The egocentric speech of a child is very detailed
and often considered in psychology.

22.

Speech
is the activity of communication,
influence, communication through
language, it is a form of existence
of consciousness.
Egocentric speech
is one of the external
manifestations of the child's
egocentric positions.

23.

Egocentric speech
It is a term coined by psychologist Jean Piaget, referring to a type of
speech that reflects a child's inability to see things from another person's
perspective. It often occurs in young children, especially during the
preoperational stage of cognitive development (ages 2 to 7).When
children engage in egocentric speech, they talk to themselves or express
their thoughts out loud without considering whether others can
understand or relate to what they’re saying. For example, a child might
narrate their actions or describe their feelings without regard for the
listener’s perspective. This kind of speech is seen as a natural part of
cognitive development, helping children to organize their thoughts and
understand their environment.

24.

The development of speech is a complex process
that unfolds over several stages, typically beginning
in infancy and continuing into early childhood. This
process involves the integration of cognitive, social,
and physiological factors that allow a child to
communicate effectively.

25.

To sum up, speech is the basics requirement for human
interactions, when children issues with communication causes
frustration for the parents and the child. The development of
language is a strong bridge for a child’s brain and cognitive
development. Yarrow’s studies reveal that “having a huge
terminology increases creativity and helps the individual come up
with new ideas. There are a number of benefits to learn more
than one language. In other words, the development of language
cannot be viewed in isolation but largely important to a child’s
overall development during the first years of his or her life,
promoting a learning friendly environment where a child reads
books proportional to his or her age”.

26.

REFERENCES
Алексеева М.М., Яшина Б.И. Методика развития речи и обучения
родному языку дошкольников: Учеб.пособие для студ. высш. и сред,
пед. учеб. заведений. - 3-е изд., стереотип. - М.: Издательский центр
«Академия», 2000. - 400 с
Леонтьев А.А. Слово в речевой деятельности. М., 1965
Агурова Н.В. Гвоздецкая Н.Д. Английский язык в детском саду. – М.,
1963.
Выготский Л.С. Игра и ее роль в психическом развитии ребенка:
Стенограмма лекции, прочитанной в 1933г. в ЛГПИ им. А.И.
Герцена//Вопросы психологии. - 1966- №63.
Ушакова Т.Н..Детская речь - ее истоки и первые шаги в развитии//
Психол. журн., т. 20, № 3, 1999 г., с 59-70.
Футерман З.Я. Иностранный язык в детском саду. – Киев, 1984.
Общая психология в 3 т. том ii в 4 кн. книга 4. речь.психические
состояния