Keyword: «retelling»

The article discusses the methods of working with the text of a work of art (analysis and retelling) at the lessons of Russian as a foreign language. It is emphasized that when analyzing the text of a work of art, it is necessary to pay attention to its grammatical and stylistic features; when retelling the text of a work of art, it is important to “quantize” the text and the speech flow. The working material for writing this article was the texts of the modern author T.N. Tolstoy and the classic Russian literature by L. Tolstoy.

The article presents the methods and techniques of forming the communicative competence of students of the 7th grade during the experiment at the literature lessons of the secondary school in the process of studying the story of M. Gorky "Childhood". Certain techniques, types of tasks, and types of activities are offered. Such as: expressive (accentuated-semantic) reading of a fragment, teaching expressive reading, reading-commenting, reading with passing wording of questions; intuitive-co-creative technique of predicted reading, competition for an attentive reader, reproduction of content from the point of view of one of the characters; oral and written statements-stylization of episodes; "freeze frame" technique, dialog technologies.

The article considers the semantic construction of the retelling of a work of art in the lessons of Russian as a foreign language. In preparation for the retelling, reliance is placed on the rhetorical figures of the text of the work, which contributes not only to the meaningful perception of the text, but also to the improvement of speaking skills, the construction of a monological utterance associated with the transmission of the information read. The article has a practical orientation and can be used in the lessons of Russian as a foreign language.

The article discusses the issues of formation and timely diagnosis of retelling skills of 5–6-year-old children with general speech underdevelopment (level III). Diagnostic tasks are given that allow us to assess the level of formation of retelling skills, as well as to identify the features of retelling preschool children. The results of the ascertaining stage of the experiment are presented.

In the modern world, there is a rapid increase in the number of preschool children with general speech underdevelopment (level III), in which the work of all components of speech is disrupted: phonetic, lexico-grammatical and semantic. Coherent speech, that is, the ability to answer questions with a complete answer, the ability to compose a meaningful and logical story, as well as independently formulate their thoughts into an utterance, turns out to be unformed. Retelling is one of the main components of coherent speech, moreover, it turns out to be impaired in preschool children with general speech underdevelopment (level III). The article describes the results of a study of the state of retelling skills in preschool children with general speech underdevelopment (level III) according to four author's diagnostic tasks. The author's methods and techniques of forming skills of independent coherent statements are also proposed.