Keyword: «коммуникация»

The study examines non-phonemic (non-verbal) ways of information transmission in modern society. The role of non-verbal communication in various spheres of human activity, such as interpersonal communication, business negotiations, public speeches, and media, is analyzed. Special attention is paid to the types of non-verbal means, their functions, and their impact on the effectiveness of communication.

The article is devoted to the problem of overcoming communicative disorders in senior school students with dyslexia. Difficulties of a communicative nature in students with dyslexia impede the development of communicative competence and make socialization difficult. This is due to reading disorders and oral speech features that affect communication. The article describes a research methodology for studying the development of communicative competence. It has been established that students with dyslexia have insufficiently developed communicative competence. It has been shown that the use of facilitation technology, project and research activities, isotherapy, theater therapy, mnemotechnics, and reference linguistic literature in speech therapy plays an important role in overcoming communicative disorders in students with dyslexia.

The article examines the process of transforming the role and status of the English language in the context of a paradigm shift from a unipolar world to a multipolar system of international relations. The author differentiates between the concepts of globalization and Westernization and substantiates the thesis of the emancipation of the English language from its historical native speakers. Special attention is paid to the pragmatic approach of the BRICS countries and the Russian Federation to using English as a neutral communication tool necessary for building a dialogue between new centers of power, as a technical means of ensuring multipolarity, which can be filled with alternative ideological content.

This article analyzes the periods of speech and language development in preschoolers. Three main stages of speech development are examined: initial speech development (1–2 years), coherent speech development (3 years), and written language acquisition (6–7 years). Particular attention is paid to the vulnerability of the brain's speech centers during these periods and the potential negative consequences of negative influences. The relationship between speech development and cognitive processes, the play environment, and interaction with peers is analyzed. This article presents the scientific views of leading researchers (L.S. Vygotsky, A.V. Zaporozhets, and D.B. Elkonin) on the importance of early and preschool age for the development of speech skills. It also describes the influence of emotional state, play activity, and the social environment on speech development. This material will be useful for specialists in speech therapy, psychology, and preschool education.