Book lexile scores

The development of emotional-evaluative vocabulary is considered as an important condition for the emotional development and moral education of children.

At preschool age, emotions and feelings develop intensively (L. I. Bozhovich, L. S. Vygotsky, A. V. Zaporozhets, A. N. Leontiev, Ya. Z. Neverovich, etc.), the child’s ideas about oneself and a friend (T. A. Alekseykova, E. A. Panko, T. A. Repina, E. O. Smirnova, etc.). Speech forms feelings, contributes to the development of the child's self-awareness. Verbal designations of emotions are necessary for understanding one’s own emotional experiences, managing one’s own emotions (L. S. Vygotsky, A. V. Zaporozhets, A. N. Leontiev, A. N. Luk, A. R. Luria, S. L. Rubinshtein , Ya. Reikovsky, P. M. Yakobson and others).

Psychologists believe that the transfer of a concrete-sensory understanding of emotional states to the level of comprehension is possible only if they are accurately and completely verbalized. For diagnosing and correcting the emotional development of children, along with other parameters of emotional characteristics, the level of transmission of the emotional state (one's own and others') in the speech plan, the terminological equipment of speech are important.

The emotional richness of speech largely determines the effectiveness of people's interaction in the process of communication, the nature of the perception of a person by a person (AA Bodalev). The poverty of a vocabulary related to the emotional sphere makes it difficult for a child to understand the emotional state of other people, leads to a violation of relationships with others (T. Peak, V. Egli).

Researchers of children's speech (A. N. Gvozdev, V. K. Kharchenko, M. A. Yashchenko), neuropsychologists (V. D. Eremeeva, T. P. Khrizman), psychologists (I. Breserthon, M. I. Lisina and others) note the early occurrence of words of emotional evaluation in the speech of children.

In preschool childhood, the child's attitude to the moral values ​​of society, to the people around him is formed. Researchers note that the moral development of children is carried out, firstly, in the form of assimilation of the norms that regulate people's relations and, secondly, in the ways of implementing these norms. Both are connected with the mastery of the word and its meaning.

Emotional and evaluative vocabulary has a huge educational potential, helping to develop moral guidelines. Knowledge about the norms and rules of morality, verbalized in the word, is considered as one of the criteria for assessing the level of moral development of an individual (V. G. Shchur, S. G. Yakobson).

The pedagogical aspect of the formation of an emotional-evaluative dictionary was studied in studies reflecting the development of written and oral speech in elementary (M.I. Omorokova, M.A. Portnyagina, V.K. Yagodovskaya), middle and high school students (M. T. Baranov, V. E. Mamushin, O. P. Mistratova, Yu. P. Plotnikova, I. I. Prosvirkina, L. P. Fedorenko). They developed some techniques, principles, conditions for the effective formation of this lexical group.

The need to study the pedagogical conditions for the development of emotional-evaluative vocabulary in preschoolers as a research problem was posed in the early 80s of the last century in the works of M. M. Alekseeva and V. I. Yashina. They show some features of the emotional-evaluative vocabulary of older preschoolers, the relationship of its assimilation in unity with the moral development of the child, the intensive accumulation of experience in the moral behavior of children, and the improvement of their social contacts with others.

Emotional-evaluative vocabulary is found in the vocabulary of a number of studies devoted to the study of methods for enriching the vocabulary of preschool children. In works on the development of the vocabulary of preschoolers in different age groups, the main attention was paid to everyday and natural history vocabulary (G. N. Bavykina, V. V. Gerbova, A. P. Ivanenko, N. P. Ivanova, L. A. Kolunova, A. I. Lavrent’eva, V. I. Loginova, Yu. ). At the same time, they reveal some methods and techniques for the formation of the emotional-evaluative vocabulary of preschoolers. The frequency of words of emotional evaluation in fiction for children is analyzed (L. A. Kolunova, V. I. Yashina).

In a number of programs of preschool educational institutions (R. S. Bure, L. P. Knyazeva, S. V. Kryukova, R. R. Kalinina, V. M. Minaeva, N. P. Slobodyanik, L. P. Strelkova , M. M. Chistyakova, etc.), whose main tasks are the development of the emotional sphere, moral education, adaptation of children to new living conditions, the formation of skills to establish contacts with adults and peers, control their emotions, speech, vocabulary, denoting emotions and feelings, relationships between people, is used as a means of shaping the moral qualities of the individual.

The issues of enriching children's speech with words expressing feelings, emotions and relationships require further development, since the available methodological recommendations are fragmentary, methods and techniques aimed at developing skills to adequately use emotional-evaluative vocabulary in the practice of verbal communication with adults and peers.

The need to enrich the speech of preschool children with emotional and evaluative vocabulary is also confirmed by the results of a survey of educators and students - future teachers of preschool education, which emphasize its importance for the emotional development and moral education of the child. At the same time, the analysis of the speech of preschoolers and surrounding adult native speakers shows the poverty of their emotional and evaluative vocabulary, the predominance of general evaluative vocabulary in it.

Thus, the contradiction between the psychological prerequisites that make it possible for older preschoolers to learn emotional and evaluative vocabulary, the recognition of the need for its formation for the emotional and moral development of children, on the one hand, and the insufficient development of the methodological aspect of this issue, on the other, becomes obvious.

This circumstance actualizes the study of potential possibilities and criteria for assessing the level of mastery of emotional-evaluative vocabulary by older preschoolers; the logic of the formation of this vocabulary among preschoolers, taking into account the structure of the meaning of the word; search for pedagogical conditions for enriching children's speech with words, the meaning of which reflects emotions and assessments; creation of teaching materials, the use of which increases the efficiency of enriching children's speech with emotional and evaluative vocabulary.

Connection of assessment with other categories of language

Pogorelova, SD Connection of assessment with other categories of language / SD Pogorelova, AS Yakovleva. - Text: direct // Modern philology: materials of the II Intern. scientific conf. (Ufa, January 2013). - T. 0. - Ufa: Summer, 2013. - S. 86-89. — URL: https://moluch.ru/conf/phil/archive/78/3312/ (date of access: 12/11/2022).

Estimated the component is far from always easily isolated from the value structure units of language and speech, since it can be superimposed other linguistic phenomena. First of all, one should name such categories like emotionality , expressiveness and modality . Proximity, and sometimes interpenetration of elements of these categories are ontologically conditioned, because most often the assessments accompanied by emotions, and emphasizing the meaning is based on a special heightened emotional state of the speaker and in order to to convey his attitude to the object, the addresser uses various expressive means of the language. Mentioned phenomena are combined in functional and pragmatic terms: they reflect subjective attitude of the speaker, and also perform the function impact (the impact on the addressee is all sorts of verbal and non-verbal means). As a result, many language units are simultaneously carriers of evaluative meaning, and emotionality, and expressiveness, moreover in the conditions of a speech context, they acquire stylistic coloring.

Difficulty in the selection of an independent evaluation component leads to the difficulty of describing it and limiting it from others categories. This gives rise to the idea that the concepts corresponding to the phenomena under consideration converge in terms of use and interpretation. Associated with this as undesirable confusion of categorical concepts (in a number of works by E. M. Galkina-Fedoruk (1958), I. V. Arnold (1975), I. A. Sternina (1975) the concepts of emotionality and evaluation are confused; N. A. Lukyanova (1986) identifies expressiveness and "emotional evaluation"), as well as a special approach to more narrow terms (M. N. Kozhina (1983) considers estimated nominations are deliberately expressive), the desire to create own terminological names: "emotional-evaluative expressive" (N. A. Lukyanova), "positive and negative subjective expressiveness” (V. G. Gak).

Category, requiring mandatory mention in connection with the assessment - emotional category. Emotionality defined as a state that occurs in the process of making decisions about the assessment of perceived phenomena of reality and their connection, “reflected and fixed in the semantics of the word attitude, feeling of the speaker to the object of speech” [9; 64].

Some scientists (N. A. Lukyanova, V. I. Shakhovsky, A. O. Cherneiko, I. N. Khudyakov) combine emotional and evaluative components into one, (this approach also reflects the composition of the labels of most dictionaries that do not share emotional and evaluative elements, marking vocabulary in the same way of a different nature) and call them "emotional evaluation". This relationship is understood by the followers of this interpretation as dependence of evaluation on emotions. "With direct in a communicative act, evaluation cannot but be accompanied by emotions" [eight; 81], believe the adherents of this theory.

A. O. Cherneiko, pointing out the relationship between the evaluation category and the category emotionality, emphasizes that “the choice of the sign of the evaluative statements by the subject of evaluation is determined by acceptance or rejection personality, another object of evaluation” [10; 44]. Evaluation is like “absorbs” the corresponding emotion, and the parameters of emotion and evaluation are the same: “pleasant” - "good", "unpleasant" - "bad" [3; 45].

Category Evaluation and emotionality are very closely related to each other. Rational and intellectual-logical assessment without emotional overtones is a rare occurrence. Emotional evaluation, on the contrary, is very common, therefore the means of its expression are much richer and more varied. Human consciousness perceives reality in unity thoughts and feelings. “There are no 2 strictly limited friends in a language. from other systems: systems of logical and affective meanings. Them separation is just a necessary abstraction... It is no more artificial than that established in psychology. difference between rational and emotional acts of thought, which do not really exist” [1; 23]. Human experiences what it reflects thanks to the unity of the rational and emotional in his mind.

So way, on the interdependence of the categories of evaluation and emotionality indicate the following points:

1. positive assessment is associated with emotions of approval, admiration and the like, and negative - disapproval, indignation, etc.;

2. how As a rule, evaluation evokes emotions and often manifests itself through them;

3. grade may be purely rational, and emotion, as a rule, involves evaluation.

Representatives opposite point of view, they believe that the category of evaluation and the category of emotionality are components, although and presupposing each other, but different.

Difference emotional and evaluative component confirms the fact that that “for certain subclasses of emotional phenomena, the evaluation function characteristic is not to the same degree. Emotions can be expressed separately from the assessment (M. N. Kozhina, T. V. Markelova).

Important is the observation that the semantics of emotionality lies in the range of "approval - disapproval", and not "good - bad" as an assessment. Due with this value judgment is given the meaning "consider that called good or bad", and the emotional component cognitively it may make sense to "experience approval or disapproval of what is being said.

AT research, we accept the point of view of linguists who believe that evaluation category and emotionality category are categories, though presupposing each other, but different. If there are both elements in the semantics of the word, we, recognizing them relationship, we do not raise the question of the primacy of one of them. We We think that evaluations and emotions arise simultaneously, and not on basis of each other.

One of close to the category of evaluation is the category of expressiveness. Category expressivity studied in the works of N. A. Lukyanova (1986), V. N. Zoller (1996), V. I. Shakhovsky (1998), but remains one of the most "blurred" categories conceptually.

Expressiveness defined as "non-neutrality of speech, withdrawal, deautomatization, giving speech unusualness, and thereby expressiveness” [7; 36–37]. At the core expressiveness is semantic contrast, brightness, the unusualness of the lexical meaning of the word, compared with the neutral name.

V. N. Telia notes that “expressivity is a reflection in the content of linguistic essences of emotional, value the relationship of the subject of speech to the elements of external and internal the world of the person called in it at their designation [6; 203].

If a the category of emotionality is involuntary, unintentional, then expressiveness is a special predestination as a means of influence.

So Thus, expressiveness is a purposeful influence on listener in terms of the impressive power of the utterance, expressiveness.

it category oriented to the addressee, that is, having pragmatic meaning and therefore closely related with pragmatics speeches , with concept speech acts . In speech acts, the expressiveness of evaluative expressions is directed in order to increase the emotional impact on the interlocutor, increase the perlocutionary effect of the evaluative statement.

V. N. Zoller indicates that expressiveness as a “functional category − enhancement of expressiveness, figurativeness, magnification the influencing force of what was said, and as a linguistic, semantic category, i.e. as the internal content of a linguistic unit - transmission of special, specific content with the help of special, unusual means” [9; 62].

expressiveness and evaluation are two interrelated concepts and more often all coexist in one word, that is, if the subject evaluates this or that phenomenon, he chooses expressive means for this language.

S. Bally once wrote that penetration into the meaning of words qualification activity of consciousness and expression in it emotive reactions of the subject of speech to what he denotes and creates “expressive coloring of speech facts” [1; 39one].

AT works of E. M. Galkina-Fedoruk, V. N. Teliya, the category of expressiveness is delimited from emotionality and evaluation, as a phenomenon of the plan "expressions" from the elements content. Expressiveness, expressing evaluative meaning, has its own way of introducing language entities into the content - explicit, formalized by means of suffixes of subjective assessment or stylistic marking of words (cf.: river - river − river ), or implicit, intra-word not formalized, but manifested in fastening words to certain syntactic positions or in their use with special means of updating ( He — real genius ) [6; 207–208].

So Thus, although expressiveness and evaluation are interdependent, but exist independently of each other. So, if the score and emotionality entering into a linguistic statement, enrich, supplement it informative volume, the expressiveness without changing the already existing inherent meaning, strengthens his (compare: good and lovely ). The evaluative statement contains information about the value significance for the speaker of some object, information about which and is the purpose of the statement. Whereas the main "calling" expressive-colored message is to express the speaker's idea of ​​the "subject" and to a greater extent degree of influence on the recipient.

Question on the relationship between the category of evaluation and the category of modality in linguistics received almost exhaustive coverage (works of outstanding scientists A. A. Potebnya (1958), V. V. Vinogradova (1980), V. G. Gaka, G. A. Zolotova (1982), (1987) and others), although it is decided ambiguously.

Term « modality » in linguistics it is polysemantic: different phenomena are called by it, united by the sign that they are all one way or another - grammatically, lexically, intonation - express relation of speaker to reported or reported to reality.

On the Today it remains a controversial question whether the category is self-assessment or is a component of the category modalities. Some linguists are of the opinion on the delimitation of these concepts (T. V. Markelova, A. V. Makhova), while others consider one of the types subjective modality (N. D. Arutyunova, E. M. Wolf) or the essence of subjective modality (V. N. Telia, N. Yu. Shvedova).

Adherents the second point of view believe that if we summarize the essence subjective modality and evaluation, then what they have in common is an indication of the relationship of the speaker to the reported. In this way, the content of the assessment category and modality are the same.

So, M. V. Lyapon concludes: “The semantic basis subjective modality forms the concept of evaluation in a wide sense of the word…” [11; 303].

In more early works of E. M. Wolf proper estimate (good / bad) was considered as one of the varieties qualifications, where "there is a subjective object, that is the subject of evaluation and correlation with some system of values” [2; 40]. In addition, E. M. Wolf defines assessment as a qualification, in the broad sense of the word, which is associated with “the subject’s perception of the relation given object or event to the normative “position things” or to the norm existing in this society”, and evaluation, in the proper sense of the word, associated with the opposition “good/bad” [2; 392]. At This qualification should always be descriptive oriented. signs, and the assessment can be "pure", as it were standing above descriptive characteristics.

In their later works of E. M. Wolf changes his views and defends the view that evaluation is a kind of modalities. It singles out a whole class of subjective modalities, which structure includes “the idea of ​​a stereotyped picture of the world and/or normative correlations of its elements” [2; 179]. Examples of such modalities are the evaluation modality good/bad, modalities of "weirdness", "surprise", "surprises". All of them are brought together by a common structure modal frame, which includes a number of elements: the subject evaluation, its object, the evaluation predicate that unites them, and also other components. Among these and other aspects, leading is a fragment of the picture of the world, that is, the system of values ​​of the subject, including as a system of values ​​of the society to which the subject belongs, and associated individual value system the subject itself [2; 125].

However Linguists who adhere to the first point of view point out that the ratio itself is not yet an assessment (for example: i admire nature ; him like picture ), but only a relation which, as a mandatory component implies a selective position of the speaker to things, and critical analysis, qualifying characteristics, even if this position is inaccurate, subjective.

Most the precise definition/distinction of these categories is presented in the work of T. V. Markelova, who, trying distinguish between the category of assessment and subjective modality, indicates that modality is primarily expressed at the level the entire utterance (sentence). Assessment, in turn, is widely manifests itself in the lexicon.

Except Moreover, “subjective modality is a relation speaker to the subject of speech, and the assessment - value attitude associated not only with the personal-pragmatic interpretation of the signified, but also with the definition of its place in scale of values ​​reflecting the ratio known to each speaker linguistic and extralinguistic knowledge about what is good, what is bad” [4; 61].

Considering such opinions, we, following T. V. Markelova, We consider assessment and modality, although interrelated, but inconsistent events. In the structure of their meaning, of course, common components (subjectivity, objectivity, relation), but even in terms of their systemic organization, the studied phenomena are different. In our opinion, only such an assessment should be considered opinion about the subject, which expresses the characteristics of the latter through its correlation with the category of value. evaluation in such case can be defined as positive or negative characteristics of the object associated with recognition / non-recognition its value. So, the object of evaluation is a value if its properties will be found positive, necessary, useful, meeting certain requirements, which are at the proper level development, etc.

Summarizing all that has been said, once again we note that the estimate does have points intersections with the categories of emotionality, expressiveness and modalities. But the fact that these phenomena themselves are separated, in our opinion, leads to the following conclusion: the estimate cannot be recognized as specific part simultaneously several different linguistic phenomena, respectively should be recognized as an independent category, in some way intersecting, interacting with others.

Literature:

1. Balli Sh. French style. — M.: URSS, 2003. — 394s.

2. Volf E. M. Estimated meaning and ratio of signs "good/bad" // Questions of linguistics. - 1986. - No. 5. - pp. 98−108.

3. Lukyanova N. A. Expressive colloquial vocabulary: Problems of semantics. — Novosibirsk: Nauka, 1986. - 227p.

4. Markelova T. V. Functional-semantic evaluation field in Russian // Bulletin of the Moscow University. Ser. 9. — 1994. - No. 4. - P. 112.

5. Sternin I. A. Problems analysis of the structure of the meaning of the word. - Voronezh: 1979. - 156s.

6. Telia V.N. Types language meanings. - M .: Nauka, 1981. - 269 p.

7. Telia V. N. Mechanisms expressive coloring of language units // Human factor in language: Language mechanisms of expressiveness. — M.: Higher School, 1991. - S. 36−67.

8. Khudyakov I. N. About emotional-evaluative vocabulary // NDVSH. Philological Sciences. — 1980. - 145s.

9. Zoller V. N. Expressive vocabulary: semantics and pragmatics // Philological sciences. — 1996. - No. 6. - P. 64.

10. Cherneiko A.

    ---

    Learn more

    • 
      Make a sentence with word
    • 
      Short stories for sleep
    • 
      Maths for three year olds
    • 
      Homer reading program
    • 
      What is k in math
    • 
      Kids bedtime schedule
    • 
      Sing the alphabet song
    • 
      Teaching three year olds
    • 
      How do you spell should
    • 
      Long e activity
    • 
      Long and short vowel sounds examples