Peculiarities of interpersonal relations as a factor of formation of language competence in the middle school age in norm and at a pathology

Abstract

The study of the peculiarities of interpersonal relations as a factor of formation of language competence in the middle school age in norm and at a pathology was conducted. For the study of language competence we used tests for knowledge of Russian vocabulary, grammar, phonetics, knowledge of English. With the aim of the study of sense of language we developed a method based on the text "Incident with Oliver" by R.M.Frumkina. The text contains words in which the root morphemes are replaced by meaningless sound combinations, but grammatical relationships with other words are preserved. The semantic and grammatical accuracy of translations into the Russian was estimated. We used "Film test" by R.Gil’ and the method of sociometry to evaluate the interpersonal relations of a child. A control sample – 26 children 12–13 years, studying in the same class of secondary school. The experimental sample – 18 children with "minimal brain dysfunction" of the same age studying in the same class. In contrast to the normative group, children with developmental disabilities have low levels of language competence and weak structural connectivity of its different components. They were uncritical to their own language activity. These children have negative emotional attitude to lessons and not perceived the teacher as a helper in overcoming the difficulties. On the contrary, curiosity, focus on interaction with the teacher is positively and conflict and the desire for loneliness is negatively associated with indicators of language competence and attitudes to the situation of language learning in the normative group. The overly close relationships of a child with minimal brain dysfunction with parents create unfavorable conditions for its immersion in the learning process. In norm the positive relationships in the study group and the adoption of a child by classmates creates socio-psychological conditions for optimization of language learning. The results show a lack of socio-psychological work with children with developmental disabilities, contributing to organization of optimal conditions for learning.