Otitis

Basic types of speech. Oral and written speech

Identification and prevention of preconditions for dysgraphia in children of senior preschool age

graduate work

1.1 Concept and structure of writing as a type of written speech

Written speech is one of the forms of language existence, opposed to oral speech. This is a secondary, later in time form of the existence of language. If oral speech separated man from the animal world, then writing should be considered the greatest of all inventions created by man.

Written speech includes equal components: reading and writing.

Writing is a symbolic system for recording speech, which allows, with the help of graphic elements, to transmit information at a distance and consolidate it in time.

Modern written language is alphabetic in nature. Signs of written speech are letters that represent the sounds of spoken speech.

Both oral and written forms of speech represent a type of temporary connections of the second signaling system, but unlike oral, written speech is formed only in conditions of targeted learning, i.e. its mechanisms develop during the period of learning to read and write and are improved during all further education.

As a result of reflexive repetition, a word stereotype is formed in the unity of acoustic, optical kinetic stimulation.

Mastering written speech is the establishment of new connections between the audible and spoken word, the visible and written word, since the writing process is ensured by the coordinated work of four analyzers: speech-motor, speech-auditory, visual and motor.

S.L. Rubinstein believes that a significant difference between written and oral speech is that “in written speech, addressed to an absent or generally impersonal, unknown reader, one does not have to count on the fact that the content of the speech will be supplemented by general experiences generated from that situation, emphasized from direct contact.” where the writer was located. Therefore, in written speech, something different is required than in oral speech - a more detailed construction of speech, a different disclosure of the content of thought. In written speech, all significant connections of thought must be revealed and reflected. Written speech requires a more systematic, logically coherent presentation." A.R. Luria, comparing oral and written forms of speech, wrote that written speech does not have any extra-linguistic, additional funds expressions. It does not presuppose either knowledge of the situation by the addressee or sympractical contact; it does not have the means of gestures, facial expressions, intonation, pauses, which play the role of semantic markers in monologue oral speech. The process of understanding written speech differs sharply from the process of understanding oral speech in that what is written can always be re-read. Based on all that has been said, we can conclude that written speech, in particular writing, is highest form speech, from oral and internal speech. It functions in the absence of the interlocutor, more fully realizes the content of the message, is generated by other motives and has greater arbitrariness than oral and internal speech.

In written speech, everything should be understandable solely from its own semantic content.

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The abstract covers the following topics: Characteristics of written speech. Features of written speech. The difference between written and spoken language. Written speech of a child and an adult. Mastering writing and the prerequisites for its formation.

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GBS(K)OSH boarding school of the VIII type, urban settlement. Urussu, teacher-speech therapist Galyautdinova Zulfiya Abuzarovna

Topic: Characteristics of written speech.

Plan.

Introduction.

Characteristics of written speech.
Features of written speech.

The difference between written and oral speech.

3. Mastering writing and the prerequisites for its formation.

Conclusion.

Literature.

Introduction.

Writing is a human-created auxiliary sign system that is used to record sound language and sound speech. At the same time, writing is an independent communication system, which, while performing the function of recording oral speech, acquires a number of independent functions: written speech makes it possible to assimilate the knowledge accumulated by a person and expands the scope of human communication. By reading books and historical documents from different times and peoples, we can touch the history and culture of all mankind. It is thanks to writing that we learn about the great civilizations of ancient Egypt, Sumerians, Incas, Mayans, etc. Writing has gone through a long path of historical development from the first notches on trees, rock paintings to the sound-letter type that most people use today, i.e. written language is secondary to oral. Letters used in writing are signs that represent speech sounds. The sound shells of words and parts of words are depicted by combinations of letters; knowledge of the letters allows them to be reproduced in sound form, i.e. read any text. Punctuation marks used in writing serve to divide speech: periods, commas, dashes correspond to intonation pauses in oral speech. This means that letters are the material form of written language.

The main function of written speech is to record oral speech, with the goal of preserving it in space and time. Writing serves as a means of communication between people when direct communication is impossible, when they are separated by space and time. Development technical means messages - telephone - reduced the role of letters. The advent of the fax and the spread of the Internet help overcome space and reactivate the written form of speech.

The main property of written speech is the ability to store information for a long time.

Written speech unfolds not in a temporary, but in a static space, which allows the writer to think through the speech, return to what was written, rebuild the text, replace words, etc. In this regard, the written form of speech has its own characteristics.

1. Characteristics of written speech.

Written speech is special kind activity, which includes three levels (psychological, sensorimotor, linguistic).

On psychological level carried out:

1) the emergence of intention, motive for writing;

2) creation of a plan;

3) creation of a general meaning based on the plan;

4) regulation of activities and monitoring of performed actions.

The sensorimotor level is divided into two sublevels: sensoroacousticomotor and optomotor sublevels. The sensory-acoustic-motor sublevel determines the process of sound discrimination, creates the basis for the operations of acoustic and kinesthetic analysis of sounds and words, for the ability to identify stable phonemes and articulomes; ensures the establishment of the sequence of writing letters in a word, which is possible with intact auditory-verbal memory. The optomotor sublevel is responsible for transcoding (transcoding) from one code to another:

when writing - from a sound to a letter, from a letter to a complex of subtle movements of the hand;
When reading, letters are correlated with the corresponding sounds. At the same time, complex relationships between sound and letter, between phoneme and grapheme are noted.

Transfer from one level to another is possible only thanks to the interacting work of a number of analyzing systems and the high level organization of speech. To implement written speech, it is necessary: generalized ideas about the sounds of a given language system, stable connections between sounds and letters that mean these sounds and generalized into stable graphemes.

At the linguistic level, the translation of internal meaning takes place, which is formed at the psychological level into linguistic codes - lexicomorphological and syntactic units.

Written speech is ensured by the work of a number of analyzers responsible for the psychophysiological basis of this process: acoustic, optical, kinesthetic, kinetic, proprioceptive, spatial, etc.

Thus, when writing and sound analysis is ensured by the joint work of the acoustic and kinesthetic analyzers, the recoding of sounds and letters is provided by acoustic, kinesthetic and optical analyzers, when writing a letter the work of optical, spatial and motor analyzers is carried out, providing subtle movements of the hand.

Each level is realized through work various departments cerebral cortex:

the psychological level is carried out due to the work of the frontal parts of the brain (antero-posterior and medeo-basal parts of the frontal region of the CGM);
psychophysiological level - due to the posterior frontal, inferior parietal, temporal, posterior temporal, anterior occipital regions;
linguistic level - due to the anterior and posterior speech zones, providing syntagmatics and paradigmatics.

Thus, for the implementation of written speech, it is necessary to have all three structural levels that are part of the activity in general.

2. Features of written speech.

2.1. The difference between written and oral speech.

Oral speech and written speech are two forms speech function. Both are the main means of communication in human society.Oral speech is formed first, and written speech - a superstructure over already mature oral speech - uses all its ready-made mechanisms, improving and significantly complicating them, adding to them new mechanisms specific to the new form of language expression.

Written speech is mastered purposefully during the learning process. Oral speech develops in the process of practical communication between the child and adults, mainly on the basis of imitation. Written language is characterized by participation more analyzers (visual-auditory-motor). In written speech there are higher requirements for the selection of words and the construction of phrases. Written speech proceeds without correction from the interlocutor. Written speech is devoid of living means of communication - facial expressions, gestures. The unit of written speech is the monologue. Written speech is contextual, self-generating, activating and controlling. It is abstract, discrete, divisible into minimal segments, letters.

Oral speech is a sound unity; its segmentation from an acoustic-physiological point of view does not coincide with linguistic division. In oral speech, clearly sounding elements are combined with reduced ones; in the act of writing there is an active or hidden full type utterances. Oral speech is characterized by auditory and kinesthetic control; Written speech is characterized by visual and kinesthetic control.

2.2. Written speech of a child and an adult.

In the process of its development, written speech changes significantly.

For a person just starting to write, the following processes are in the foreground:

sound analysis of a word, writing each individual letter, maintaining their required order;
the writer relies on pronouncing what he writes. That is, the child is aware of the technical side of writing. Writing letter elements becomes an action because there is a goal. A child's writing is a process of developing skills, an incoherent process.

A person who has a fairly automated writing skill uses the already established skills of writing not only individual letters, but also syllables, sound complexes and even whole words. That is, adult writing is characterized by unawareness of the technical side, and the main goal is to convey semantic content and information. Only in certain cases does writing technique become a goal (when you need to write beautifully, stylized); This is an automated process, characterized by coherence and greater speed than that of a child.

3. Mastering writing and the prerequisites for its formation.

Written speech is acquired consciously; maturation of brain structures and preparedness is necessary mental functions and the processes involved in writing. To master writing, the formation of simultaneous and successive abilities, the formation of inter-analyzer interaction, and a sufficient level of sensory development of the child are necessary ( auditory perception, visual perception, spatial relation and representation, developed psychomotor skills). It is also necessary to have sufficient development of higher mental functions (memory, attention, thinking), a sufficient level of formation of cognitive and intellectual activity child, sufficient level of development of oral speech.

According to A.N. Leontyev, the psychophysiological structure of writing can be represented in the following three operations:

symbolization process,
the process of modeling the sound structure of a word using graphic symbols,
graphomotor operations.

The prerequisites for the formation of these operations are:

The skill of symbolization, which is formed in symbolic games with the replacement of objects, in visual activities;

Development phonemic awareness child;

Mastery of phonemic analysis, which is necessary for modeling the sound structure of words using letters (establishing a temporal sequence of phonemes, transforming a temporal sequence of phonemes into a spatial sequence of letters in parallel with graphomotor operations of writing letters);

Formed graphomotor skills, depending on visual-motor coordination.

There are four stages of mastering writing.

1) Indicative stage - a preschool child learns to handle paper and pen, hand movements, visual analysis, and awareness of writing as a means of communication develop.

2) Analytical stage - pre-primary and primer periods schooling, on which motor skills develop when writing elements of letters and their connections and the connection between sound and letter is made.

3) Analytical-synthetic stage - the post-letter period, which includes the transition to combining letters in a word; the process of synthesis predominates.

4) Synthetic stage - closer to high school. During this period, writing becomes automated, writing technique becomes secondary, and the main focus is on the presentation of thoughts.

Conclusion.

Thus, written speech is one of the forms of existence of language, opposed to oral speech. This is a secondary, later in time form of the existence of language. For various forms primary linguistic activity can be both oral and written speech (compare folklore and fiction). If oral speech separated man from the animal world, then writing should be considered the greatest of all inventions created by mankind. Written speech not only revolutionized the methods of accumulating, transmitting and processing information, but it changed man himself, especially his ability to think abstractly.

Written speech uses bookish language, the use of which is quite strictly standardized and regulated. The order of words in a sentence is fixed; inversion (changing the order of words) is not typical for written speech, and in some cases, for example, in texts of an official business style of speech, is unacceptable. The sentence, which is the basic unit of written speech, expresses complex logical and semantic connections through syntax. Written speech is characterized by complex syntactic constructions, participial and participial phrases, common definitions, plug-in structures, etc. When combining sentences into paragraphs, each sentence is strictly related to the preceding and following context.

Written speech is focused on perception by the visual organs, therefore it has a clear structural and formal organization: it has a page numbering system, division into sections, paragraphs, a system of links, font selection, etc.

You can return to a complex text more than once, think about it, comprehend what has been written, having the opportunity to look through this or that passage of text with your eyes.

Written speech is different in that the very form of speech activity definitely reflects the conditions and purpose of communication, for example piece of art or a description of a scientific experiment, a vacation application, or a news item in a newspaper. Consequently, written speech has a style-forming function, which is reflected in the choice linguistic means, which are used to create this or that text. The written form is the main form of existence of speech in scientific, journalistic, official business and artistic styles.

Literature.

Altukhova T.A. Correction of reading disorders in students primary classes with learning difficulties. Belgor. state University, 1998.
Zhinkin N.I. Development of written speech among students in grades III-VII. Language. Speech. Creation. M. Labyrinth. 1998.
Kazartseva O.M. Vishnyakova O.V. Written speech. M. Flint. Science, 1998.
Lvov M.R. Methods of speech development for junior schoolchildren. M. Enlightenment. 1985.
Sadovnikova N.I. Disorders of written speech and their overcoming in primary schoolchildren. M. VLADOS. 1995.
Russian E.N. Methods for developing independent written speech in children. M. IRIS PRESS. 2005.
Elkonin D.B. Development of students' oral and written speech. M. INTOR. 1998.

Literacy is traditionally understood as the degree of proficiency in reading and writing skills in English. native language. At the same time, with the spread of universal school education The requirements for literate people have increased: it is no longer just a matter of them being able to read and write, but of writing in accordance with established standards of grammar and spelling. Without exaggeration, we can say that today's community of readers and writers is divided into two camps: ardent advocates of literacy and, of course, not its opponents, but those who treat it without any reverence. The first were jokingly nicknamed grammar nazis, since they demand strict adherence to the rules of grammar and are ready to pronounce a death sentence on a text in which they were able to detect the slightest error. Their opponents reasonably note that the main thing in the text is the content, and language is not a frozen set of rules, but a living and developing formation, the norms of which are constantly changing. In this lesson we will talk about how important literacy is when writing texts and how to develop it in yourself.

When you should and should not write correctly

This statement may seem seditious to many, but we will give the following advice: write without paying attention to grammar. The fact is that often excessive concentration on grammatical rules interferes with writing. It is difficult for a person to instantly put his thoughts into an ideal form from a grammatical point of view. As a result, his work stalls at a few sentences, and he is no longer able to move forward. Therefore, it is useful to practice so-called free writing ( free writing), during which a person simply expresses his thoughts, without correcting typos and mistakes, without thinking about punctuation marks and the correct construction of sentences.

However, this does not mean that you can forget about grammar altogether. The written text is not the final product yet, it is just a draft that is subject to multiple editing. Moreover, the last stage of editing is checking for compliance with language rules and correcting all possible language errors. Thus, our complete advice is this: do not pay attention to grammar while writing, but re-read the finished text several times and correct mistakes.

Why is it ultimately important to write correctly? Let's start with the fact that language rules are not arbitrary regulations of linguists, invented to torment people. They developed naturally during the historical development of language, and their role is to unify writing methods so that we can understand each other's texts. If a unified set of grammar did not exist, then written communication would be impossible. Therefore, you should not consider following grammatical rules as a favor that you are doing to your teacher or linguistic scientist. Remember that this is a condition for the existence of writing in general.

Further, illiterately written text repels the reader. Firstly, if the text contains many obvious errors, this indicates that the author did not even bother to re-read his creation. From here, the reader makes a legitimate conclusion that the author does not respect him, palming him off with unfinished work. And if the author did not focus on the reader, then why read his text at all? Secondly, human perception is designed in such a way that even if we ourselves make mistakes when writing, we will certainly see them in someone else’s text. This means that many readers, without noticing it themselves, turn into grammar Nazis in the process of reading. At the same time, many are inclined to reason like this: if the author was unable to master school grammar, then is it worth taking his text seriously at all; most likely, he has problems with logic, with the ability to structure his thoughts, with the depth of elaboration of the material, etc. Although such reasoning is not always correct, without thinking about grammar, the author can lose a significant proportion of readers.

Beyond this, the common argument - “It is the content that matters, not the form” - is incorrect. Communication researchers have long formulated next principle: “The medium is the message”, i.e. “The medium of transmission is the message.” The principle, if you think about it, is quite obvious. At least writers have been using it since ancient times. If we apply this principle to our topic, it turns out that form is inseparable from content; it also works to produce it. The simplest illustration of this thesis is that errors (especially punctuation) obscure the meaning of the text.

Finally, failure to comply with the rules of the Russian language can lead to a comic effect that the author did not intend to create. For example, seeing the inscription “Xth Congress of Journalists,” everyone immediately understands that the congress was poorly organized, and that the journalists who came to it were so-so. Although in in this case It is obvious that a negative characterization of the congress was not part of the author’s plans.

How to learn to write correctly?

In theory, the Russian language course in high school provides us with all the necessary knowledge to write correctly. Unfortunately, practice shows that many never manage to master it. Of course, we cannot list and explain all the rules of the Russian language in this lesson. Our goal is to give several simple tips who will tell you how to independently fill the gaps in your knowledge of the Russian language if you have the appropriate motivation.

There is a widespread belief that you can learn to write correctly if you read a lot of good classical literature. It is based on the belief that when reading, people acquire the visual appearance of a word and then, in the process of writing, restore it using visual memory. In our opinion, the importance of reading for literacy development is somewhat overestimated. Of course, reading quality literature is always useful. It will enrich lexicon and will help you develop a good style. However, when it comes to literacy, there are several challenges. Firstly, not everyone has developed visual memory, especially for small details. Secondly, when reading, people are usually absorbed in the content of the text and do not set themselves the goal of paying special attention to spelling words or constructing sentences. Finally, many errors arise not because a person does not know how to spell this or that word, but because of incorrect declension, lack of understanding of the difference between -tsya and -tsya, confusion in combined and separate writing, incorrect punctuation marks, etc. In this case, reading is completely useless: you need to know the rules. Thus, read as much as possible, but to improve your literacy, follow these recommendations:

Re-read your text after writing. Most errors occur due to inattention. If the author is completely absorbed in the process of formulating his thoughts, then he can no longer follow the spelling of words or the placement of commas. Simple check will help you easily identify and correct errors and typos. It may also be helpful to reread your text from back to front. This technique will allow you to get rid of the effect of your eyes sliding over the text and read each individual word.

Use the spelling and punctuation checker built into your text editor. Naturally, such a check is not ideal: text editors often do not know many words and cannot correctly understand the syntax, but they will at least help correct some gross errors and point out fragments that require increased attention. Many people are annoyed by the constant underlining of words and sentences with multi-colored lines. In this case, you can disable the built-in check while writing, but enable it while editing the text.

Use dictionaries and reference books on the Russian language. An educated person is not the one who knows everything, but the one who knows where to find necessary information. There is nothing catastrophic in the fact that a person does not know or does not remember some rules. The main thing is not to forget to look into the right book. Here is a small list of dictionaries and reference books on the Russian language that are useful to have on hand (or bookmarks):

Rosenthal D.E. A guide to spelling, pronunciation, and literary editing
Lopatin V.V. Rules of Russian spelling and punctuation. Complete Academic Reference
Spelling dictionary of the Russian language
Explanatory dictionary of the Russian language
Buchkina B.Z., Kalakutskaya L.P. Together or separately? (Experience of a reference dictionary)
Kolesnikov N.P. Words with double consonants: Dictionary-reference book
Dictionary of foreign words
Zaliznyak A.A. Grammar dictionary of the Russian language
Rosenthal D.E. Management in Russian: Dictionary-reference book

Create tables and charts. They are performing the perfect way structure and remember complex material. For example, you can create a table of noun declensions or punctuation patterns in compound sentences. In principle, there are already ready-made reference books “Russian language in tables and diagrams”, but we advise you to create tables yourself. To do this, you will need to really understand the topic, which will certainly help you remember it, and you will be able to organize the material in exactly the way that is most convenient for you. It is convenient to keep such tables on your desktop and refer to them in case of doubt regarding a particular rule.

Learn the basics of morphology and syntax. Their knowledge is the key to spelling. Briefly put, morphology is a branch of linguistics that studies parts of speech, word structure, word formation and inflection. To correctly write a word, first of all, you need to determine which part of speech it belongs to: noun, adjective, numeral, verb, participle, particle, adverb, etc. Then you need to understand in which part of the word the problem arose (the same school analysis of the word according to its composition): root, prefix, suffix, ending. Having determined the part of speech and part of the word, you can already understand which particular rule will apply in this particular case.

The same applies to syntax. You need to be able to identify its constituent parts in a sentence: subject, predicate, definition, complement, circumstance, application, introductory construction. All punctuation rules are based on this ability to highlight parts of a sentence. If you learn to see the structure of words and sentences, remembering and applying rules will no longer be difficult for you.

If your weakness- this is spelling, then try using one of the following techniques. First, check the unstressed vowels at the root by selecting words with the same root, where the stress falls on these main ones. For example, I recently encountered the following error: “I am cured of this disease.” To write correctly " cured", and this is easy to check using the words " treats" And " doctor" Secondly, try writing difficult words on a sticky note, highlighting problematic letters with font size and color: “ privilege», « Saturday" Thirdly, you can use the association method. As an illustration, in the word " milk“Unstressed vowels in the root can be associated with the bagels that we eat with milk and which are shaped like the letter “O”. We remembered bagels, we remembered how to spell the word. Finally, try to memorize typical cases. This method can be especially effective for memorizing combined and separate writing words For example, firmly remembering that the word “ vice president” is written with a hyphen, you will no longer experience difficulties with words similar to it: “Deputy Prime Minister”, “Vice Consul”, etc.

If punctuation is particularly difficult, then it is useful to remember that punctuation marks are designed to reflect pauses and intonation nuances of speech in writing. Therefore, it can be useful to read the sentence out loud and pay attention to how you pronounce it, where you pause, what words you put emphasis on. Where you notice pauses and accents, there should be punctuation marks. That's all general tips that can be given regarding literacy development.

Online course “Russian language”

There are not so many topics in the Russian language in which people most often make mistakes - about 20. We decided to devote the course “to” to these topics. During the classes, you will have the opportunity to practice competent writing skills using a special system of multiple distributed repetitions of material through simple exercises and special memorization techniques.

Test your knowledge

If you want to test your knowledge on the topic of this lesson, you can take a short test consisting of several questions. For each question, only 1 option can be correct. After you select one of the options, the system automatically moves on to the next question. The points you receive are affected by the correctness of your answers and the time spent on completion. Please note that the questions are different each time and the options are mixed.

Speech is divided into two main types, opposed to each other, and in some respects comparable. This is oral and They diverged in their historical development, so they discover various principles organization of linguistic means. General literary linguistic means, combining such types as oral and written speech, are the basis for the formation and functioning of synonymous series. The book-written and oral-conversational means separating them are used in full in their type, and the opposite is accessed with certain restrictions.

Orality

Orality is the main factor uniting different varieties, into which it is divided The properties of written speech are realized in varieties of the book-written type. Of course, shape is not the only factor in unification. But in the oral-conversational type it is precisely this that predetermines the formation and functioning of specific linguistic means that distinguish oral speech from written speech. The properties of speech are related to the nature of its generation. Let's look at it in more detail.

Differences in the production of spoken and written language

The difference in forms is based on a deep psychophysiological difference. Psychologists have found that the mechanisms of generation and perception of oral and written speech are not the same. When generating written speech, there is always time to think about the formal plan of the statement, due to which the degree of its structure is high.

Accordingly, when reading, you can always stop, think more deeply about what is written, and accompany it with your personal associations. This allows both the writer and the reader to translate the necessary information from random access memory into the long term. Not so with speaking and listening. The sounding, historically primary oral speech has its own characteristics. The properties of speech in this case are determined by the fact that it represents a certain flow, which only when it is produced can be interrupted by the speaker in accordance with his intentions to complete or suspend information. The listener, in his reception, must follow the speaker in time, and he does not always have the opportunity to stop where he needs to think more deeply. Therefore, it acts primarily when oral speech is perceived. The properties of speech in this case are that it is spontaneous, one-time, it cannot be repeated again in the form in which it was already spoken.

Automation

When studying foreign language When preparing for a lesson, you can prepare each sentence in advance, but during the lesson itself this will not work: the task of spontaneous production requires re-producing speech portions in a smooth speech flow. The characteristic of oral speech is that it cannot be completely prepared; it is produced largely automatically. If the speaker controls it too much, it will lose the quality of spontaneity and naturalness. Self-control in to the fullest possible only in slow educational speech, with its unnatural pace revealing its unoriginal character.

Voiceover of written text

What should be distinguished from produced spontaneous oral speech is the simple voicing of written text, carried out by announcers, artists, and sometimes speakers. Such voicing does not change anything in the text, and although it sounds, it remains the same as it was written. At the same time, the characteristics of written speech and all its properties are preserved. From orality, only an intonation contour and possible phonetic expressiveness appear in it. That is, the acoustic properties of speech sounds change. An interesting observation was made by E. A. Bryzgunova, who compared the actors’ dubbing of the same text: they were different. This means that as soon as the spoken element of speech appears, in this case intonation, discrepancies arise due to individualization.

Individuality

Oral coherent speech is always individual. For writing, this is not a common quality of all varieties. Only artistic speech and partly the speech of non-strict newspaper genres are individual. Each speaker has his own manner that characterizes a person as a person in terms of his psychological, social, even professional characteristics and general culture. This applies not only to Parliament, for example, the speech of each deputy highlights his personal qualities and intellectual capabilities, gives his social portrait. Oral, coherent speech often means more to the listener than the information contained in the speech, for the sake of which the speech takes place.

Features of oral speech

If we turn to the factors of division operating in the oral-conversational type, it turns out that in addition to those operating in the book-written type, there are some additional ones. Some properties of oral speech are common to the entire oral-conversational type and are characteristic of it in contrast to the book-written type, dividing the modern Russian literary language into two parts. Others take part in identifying varieties of the oral-conversational type itself. Let's list these additional factors. Such properties of speech are addressed, situational, speech type (use of monologues and dialogues).

Addressability of oral speech

Oral speech is always addressed directly to the listener, who perceives it simultaneously with its production by the addressee here and now. Various kinds technical tricks such as a delayed and then reproduced recording may not be taken into account, since they do not deprive the communicative act of the main thing: immediate perception, where time synchrony is important. The addressee of the speech can be: a) individual; b) collective; c) massive.

These three types of addressing of oral literary speech, coinciding with the action of other factors of its membership (all these factors, including addressing, are unidirectional), are involved in distinguishing three types of oral literary speech (oral-spoken type of literary language): 1) oral-conversational; 2) oral scientific; 3) radio and television.

Addressability of written speech

Here the targeting is not direct: paper serves as an intermediary between the author of the text and the reader, and it allows you to delay reading as much as you like, i.e., eliminate the factor of physical time, while speech itself is endowed with the qualities of spontaneity and reusability. Unlike oral speech, the proverb “The word is not a sparrow, if it flies out, you won’t catch it,” does not apply to it. Such indirect addressing cannot be a factor of division.

Situational

The basic properties of speech also include situationality. It is inherent in the conversational type, where the situation makes up for the verbally unexpressed meaning, any understatements and inaccuracies. It is usually considered an exclusive quality of spoken language, but, strictly speaking, it is constantly being discovered. This is shown, for example, by the analysis of poetic speech, when a biographical commentary is required for an accurate understanding and feeling of the poem. In general, comments of this kind, providing a work of art of any genre, make it possible to enrich the perception and understanding of the author’s intention. Added to the situationality is the common apperception base of the speaker and the listener, the commonality of their knowledge and life experience. All this allows for verbal hints and ensures immediate understanding. Partially situational nature is also characteristic of collectively addressed speech. For example, a teacher knows what his audience is like, what they know and can do, and what they are interested in. Situationalism is not characteristic of mass-addressed texts. Thus, it acts as a factor in isolating colloquial speech and as an incomplete factor characterizing oral scientific speech. Naturally, situationality cannot be characteristic of any type of written type.

Using monologues and dialogues in writing

As for the relationship between monologue and dialogue types, this property of both written and oral types appears differently when dividing a literary language into varieties. In the book-written type it does not play the role of a division factor, but in the oral-conversational type it is such a factor. This is due to the different ratio of monologue and dialogue in written and oral varieties. In the book-written type, scientific speech is usually monologue, but signs of dialogism can also be seen in it. Although one may not agree with this: if they exist, they are not direct, but rather indirect in nature. Business speech can be expressed in a monologue, but single (usually) sentences expressing an instruction, request, instruction, order, etc. and containing the verbal form of the incentive (imperative) mood are close in form and organization to a dialogue line. Newspaper articles are usually monologue, but may contain elements of dialogue that imitate questions to the reader and his intended answers, while direct dialogue occurs in the genres of interviews, correspondence with readers, answers to questions, etc. In literary speech, dialogue is a means of communication heroes, while the author's speech takes on a monologue form. But there are genres that are completely dialogical. We are, of course, talking about plays and dramaturgy as an art form. In general, it turns out that as a factor of division, dialogue and monologue appear indistinctly, but quite clearly show the increase in dialogicity from left to right.

Monologues and dialogues in oral speech

In the oral-conversational type, the relationship is fundamentally different. It is determined by the fact that dialogical and monological, as a consequence, have different organizations, namely: monologue is a segment-by-segment syntax, dialogue is short conversational remarks of a rigid, specifically conversational syntactic structure. Of course, written dialogue also has its own syntactic features compared to a monologue, which is a space for the implementation of numerous syntactic models, the entire wealth of written speech. But here the differences between the dialogical and monological types do not entail such fundamental differences in syntax, where specifically conversational models take shape in the space of dialogue. In general, dialogicity in the oral-conversational type decreases from right to left. And comes to a minimum in oral scientific speech. The equality of dialogue and monologue allows, among other factors of division, to distinguish oral speech as an independent variety, separated on this basis from radio, television and oral scientific speech.

Speech communication occurs in two forms - oral and written. They are in a complex unity and occupy an important and approximately equal place in speech practice in terms of their importance. In real communication conditions, their constant interaction and interpenetration is observed. Any written text can be spoken, i.e. read aloud, and oral - written down using technical means. There are such genres, for example, drama, oratorical works, which are intended specifically for subsequent scoring.

The basis of written and oral speech is literary speech, which acts as the leading form of existence of the Russian language. Literary speech is speech designed for a conscious approach to the system of means of communication, in which orientation is carried out on certain standardized patterns. Oral and written forms of speech are independent and have their own characteristics and features.

Oral speech.

Oral speech is any spoken speech.

In addition to the linguistic characteristics of speech, there are intonation, emotionality, gestures, pronunciation features (diction, accent), etc.

Irreversibility, the progressive and linear nature of unfolding in time is one of the main properties of oral speech.

Oral speech can be prepared (report, lecture, etc.) and unprepared (conversation, conversation).

Prepared oral speech is more thoughtful and clearer structural organization, but at the same time, the speaker, as a rule, strives for his speech to be relaxed, not “memorized”, and to resemble direct communication.

Unprepared oral speech is characterized by spontaneity. An unprepared oral utterance (the basic unit of oral speech, similar to a sentence in written speech) is formed gradually, in portions, as one realizes what has been said, what should be said next, what needs to be repeated, clarified.

Oral speech, just like written speech, is standardized and regulated, but the norms of oral speech are completely different. "

The oral form of speech is assigned to all functional styles of the Russian language, however, it has an advantage in the colloquial and everyday style of speech. The following functional types of oral speech are distinguished:

Oral scientific speech,

Oral journalistic speech,

Types of oral speech in the field of official business communication,

Artistic speech and colloquial speech.

It should be said that colloquial speech influences all types of oral speech. This is expressed in the manifestation of the author’s “I”, the personal principle in speech in order to enhance the impact on the listeners. Therefore, in oral speech, emotionally and expressively colored vocabulary, figurative comparative constructions, phraseological units, proverbs, sayings, and even colloquial elements are used.

Written speech.

The main property of written speech is the ability to store information for a long time.

Written speech uses book language, the use of words is strictly standardized and regulated. The order of words in a sentence is fixed; inversion (changing the order of words) is not typical for written speech, and in some cases, for example, in texts of an official business style of speech, is unacceptable. The sentence, which is the basic unit of written speech, expresses complex logical and semantic connections through syntax. Written speech is characterized by complex syntactic constructions, participial and participial phrases, common definitions, inserted constructions, etc. When combining sentences into paragraphs, each sentence is strictly related to the preceding and following context.

Written speech is different in that the very form of speech activity definitely reflects the conditions and purpose of communication, for example, a work of art or a description of a scientific experiment, a vacation application or an information message in a newspaper. Consequently, written speech has a style-forming function, which is reflected in the choice of linguistic means that are used to create a particular text. The written form is the main form of existence of speech in scientific, journalistic, official business and artistic styles.

Thus, when talking about the fact that verbal communication occurs in two forms - oral and written, we must keep in mind the similarities and differences between them. The similarity lies in the fact that these forms of speech have a common basis - literary language and in practice they occupy approximately equal space. The differences most often come down to the means of expression. Oral speech is associated with intonation and melody, non-verbalism, it uses a certain amount of “its own” linguistic means, it is tied more to conversational style. The letter uses alphabetic and graphic symbols, often bookish language with all its styles and features.

Both forms of speech are combined:

1) basic vocabulary;

2)rules of word formation and changing forms;

3) rules for combining words, etc.

The main differences between oral and written forms of speech:

1) in oral speech the choice of words is freer than in written speech;

2) in oral speech, incomplete sentences are used more often than in written speech.

3) in oral speech, sentences can be shorter than in written speech, since understatement is compensated by the context of the speech (situation). For example, it is enough for a teacher to strictly say “Guys!” in class for the students to understand: this address requires silence and attention. In writing, complex sentences are more common;

4) in oral speech, more attention is paid to the correct pronunciation of sounds, and in written speech - to the correct designation of sounds with letters (spelling). In oral speech, it is very important to pronounce words with the correct intonation and stress, and in written speech, use correct punctuation marks.