Kazakça Öğrenme Dili Olan Ilkokul Öğrencilerinin Yazılı Konuşmalarında Spesifik Ihlaller

Özet

The article deals with the problems of overcoming specific violations of written speech in younger schoolchildren studying in the Kazakh language. Based on the analysis of the current state of knowledge of this problem in Kazakhstan and abroad, the authors note the lack of scientific information on the prevalence and nature of dysgraphic errors in Kazakh-speaking children, the lack of knowledge of the specifics of the manifestation of written errors in children in the Kazakh language, associated with the peculiarities of its writing.The analysis of written errors in students of the second–fifth grades of general educational schools allowed us to identify specific written errors in 14.4% of Kazakh-speaking children, the most common of which were:omissions, permutations and insertions of your letters and syllables. As a result, the authors conclude that it is necessary to theoretically substantiate and develop new directions of special pedagogical activity based on taking into account the harmonic nature of the written speech of the Kazakh language and the peculiarities of writing the letters of the Kazakh alphabet. It is convincingly proved that the synharmonic character of the written speech of the Kazakh language is fundamentally different from the phonemic character of the Russian language and on this basis it is argued that it is impossible to transfer special techniques and methods to eliminate dysgraphic errors, used in speech therapy work with Russian-speaking children.