Keyword: «speech activity»

one of the most important concepts of modern pedagogical science of language is verbal communication, that is, communication of people, understood not only as a conversation, but also as any interaction for the purpose of exchanging information (reading, writing, etc.). The specificity of the interaction of people in the process of their life activity consists in the use of language, which, being the most important means of human communication, also acts as an tool of knowledge, as an tool of thinking. It was this thesis that formed the basis of this article, which discusses some theoretical and practical aspects of the formation of speech skills in the process of teaching a foreign language to students of technical universities based on an activity approach using interactive methods and technologies. Practical training of speech activity should be organized as an integral part of professional or scientific and educational activities. Speech development should be conducted in the context of solving communicative problem tasks, which contributes to the intellectual speech activity of students.

In the article consider the scientific methods to the definition of concept "speech activity", reasons of her manifestations and trappings. Writer in detail analyzes speech activity of younger preschool children with ONR with different communicative partners (members of family, coevals and educators). Based on this researches of academic speech therapists and psychologists writer concludes about availability limited possibilities speech communication, inherent younger preschool children with ONR, accompanying reduced motivational-needful sphere of communication.

The article is devoted to the study of speech activity in preschool children with mental retardation. The theoretical analysis of the research of domestic and foreign specialists is carried out. The concepts of speech and speech activity are revealed.

The article raises the current topic of mental retardation in preschool children, as well as the formation of speech activity in such children. The features and methods of correctional and pedagogical work are considered. Recommendations for speech correction in preschool age, which can be used in preparing children with mental retardation for school, are given.

The article presents the experience of using finger games for the development of fine motor skills, in this methodological work I summarize the experience of using finger games in joint activities with young children in order to form mental processes in accordance with age, including the speech activity of children from 2 to 3 years.