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1.1 Learning to listen
Listening is a kind of speech activity closely related to oral speech, although you can also listen to voiced written speech. For example, we listen to reading a book in the family circle, the latest news on the radio, reading poetry, prose, etc. on a record.
perception of sounding both spoken and voiced written speech[1:266].
The considered variety of speech activity accompanies a person from the very first years of his formation. It is thanks to listening that the child, imitating adults, learns the mechanisms of speech generation. Without listening, it is impossible to communicate in everyday life, it is impossible to assimilate information both at school and outside it. Studies have shown[1:267] that special listening training has a beneficial effect on the development of speech hearing, speech memory, on the formation of oral speech, in particular its expressiveness, on the assimilation of pronunciation and spelling norms.
Of course, the ability to listen, as well as to speak, is taught to the child first of all by life: even before school, children perceive (perform) speech commands, respond to the interlocutor's remarks, agreeing with him or objecting to him, while sensitively reacting to the intonation of the statement.
At school, one must learn to listen to the speech of the teacher (or teachers), the statements of comrades, etc. in the process of learning activity, mainly and outside the classroom - with participation in various forms of extracurricular and extracurricular activities.
At school, listening is one of the most important ways of assimilation of information, and therefore, in the primary grades, a certain attention is paid to
mu, in order to teach children to listen to the speech of the teacher, the statements of comrades, etc. The elementary school teacher does this in all lessons, forming an important general educational skill of an interdisciplinary nature. However, this area of speech development is not sufficiently developed in the methodology: it is not known what, at what stage it is necessary to teach and how, if we mean the formation of the ability to listen.
Psychologists say that when listening, the following main processes take place: recognition of speech units, their semantic processing, and on this basis - understanding of speech [5:68].
Naturally, the semantic perception of speech depends on how understandable, clearly the speaker speaks, on the pace, loudness of his speech, on the ability to highlight the main thing, establish contact with the audience, reorganize on the go, etc. It is noticed that the spoken speech
easier to perceive than the same in content and style, but voiced written speech.
On the other hand, a lot depends on the listeners, their readiness to perceive the material, on how they possess the basic knowledge that is needed for the perception of new information, on how they know how to listen, what methods of learning information by ear .
Consequently, solving the problems of developing oral speech, the teacher simultaneously teaches children the ability to listen, that is, to perceive information. At the same time, it should be taken into account that at school in the Russian language lessons one should purposefully develop: a global, detailed, critical perception of the text.
With all the conventionality of distinguishing these interrelated types of perception, their knowledge will allow the teacher to reasonably plan and carry out the work necessary in specific conditions to teach the ability to listen. Speech and language disorders encompass the difficulty or inability to use the language of a society. This includes a wide range of disorders such as difficulty with articulation of specific speech sounds, apraxia, stuttering, aphasia, and delayed language. Speech and language disorders may be genetic or acquired and occur at any age.
When it comes to speech disorders, speech therapy intervention is often recommended to begin as early as possible. According to research, the earlier speech therapy takes place, the less money you are likely to spend on speech therapy education as your child grows up.
When children and adults undergo speech therapy, treatment can manifest in many different ways. Public schools offer speech therapy programs that allow children to work with therapists one-on-one, or, more often, in small groups. Children may qualify for these speech services after the age of three. Early intervention programs provide speech therapy to children from birth to three. Many families find private speech therapy services to be the most convenient and efficient manner of treatment.
In speech therapy sessions, a licensed speech-language pathologist will target your loved one’s goals in a variety of ways and provide additional speech activities for home practice. Speech activities may include games, specific words and language to use during play, flashcards or worksheets.
Of course, many speech activities can happen at home, as well. Parents can engage in speech activities with children anywhere, at any time. For example, parents can use signs in grocery stores, shopping malls, and in transit to practice articulation. Reading time before bed and at the library are also excellent times to focus on a variety of language goals such as building vocabulary, understanding a variety of concepts and sequencing. Parents can keep their children engaged in speech activities by incorporating them into activities their child already likes to do or tying them to seasonal/holiday events.
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