3. General (phase) structure of speech activity

Like any other human activity, RD is determined by the level or phase structure. The very idea of ​​a “phase” structure of activity belongs to a prominent Russian psychologist of the 20th century S.L. Rubinstein.

S.L. Rubinstein (186, 187) introduced the concept of "phase structure" of the act of activity (in psycholinguistic studies there is a definition of "horizontal structure" of activity, which is contrasted with the "vertical" hierarchical structure of RD). The first phase or the first stage of activity is its motivation, the product of which is intention (intention) and the corresponding attitude. The second phase of the activity act is indicative actions. The third phase is planning activities. The fourth phase - executive, is the implementation of the plan. Finally, the last, fifth phase is the control phase.

Describing the phase structure of the RD, the authors distinguish in their writings a different number of phases of speech activity. (Thus, A.A. Leontiev identifies five independent phases of the RD, a well-known domestic expert in the field of practical linguistics, the author of the speech development methodology of secondary school students T.A. Ladyzhenskaya - four, I.A. Zimnyaya - three phases). In our opinion, the model of the phase structure of speech activity proposed by I.A. Winter (92, 95, etc.) is very successful and most acceptable from the point of view of the “speech work” technique. According to I.A. Winter, the structure of speech activity includes the motivational, orientation-research and executive phases.

The first phase is implemented by a complex interaction of needs, motives and goals of the activity as a future result of it. In this case, the main source of activity is the need. The source of speech activity (RD) in all its forms is the communicative-cognitive need and the corresponding communicative-cognitive motive. This need, finding itself in the subject of RD - thought, becomes the motive of this activity. Important for understanding the nature of the psychological processes that make up this phase of RD, is the distinction between the concepts of need and motive.

In general psychology, the need is traditionally defined as personal desire, the desire to carry out activities (figuratively speaking, “I want to say” or “I cannot be silent” - with reference to speech activity). At the initial moment of its existence, the need has an unconscious (or insufficiently conscious) character. When the need is “realized”, i.e. it is associated with the subject of speech (the displayed fragment of the surrounding reality) and the objectives of the RD (first of all, the goals of speech communication), it is transformed, transformed into a motive. Based on this, the motive can be defined as a “conscious” or “objectified” need. An important component of the first phase of RD, which plays a decisive role in transforming the need into a stable speech motif, is “speech intention”. According to I.A. Winter, speech intention - is the focus of consciousness, will and feelings (emotions) of the subject of RD on the implementation of this activity.

Motivational-incentive phase of RD, its motive is included in the internal structure of activity, defining and directing it. It is not by chance that LS Vygotsky defined the motive, on the one hand, as the “source”, “driving force” of human speech, and on the other, as a kind of “launching mechanism” for speech. “The motive of speech necessarily precedes every conversation, every speech communication” (45).

As emphasized A.R. Luria, “the choice of all possible connections behind the word, only those that correspond to the given motive and give this statement a completely definite subjective meaning, depends on the motive behind the utterance” (146, p. 28). Most domestic psycholinguists identify communicative intent as a component of the first phase of RD . Communicative intention (CN) defines the role of the speaker as a participant in communication and indicates the specific purpose of his statement. The expression of the CN, along with the lexical-grammatical means of the language, is mainly intonation (94, 95, 147, etc.).

The second phase of RD is its orienting-research (or analytical) part, aimed at studying the conditions for the implementation of activities, the final selection of the object of activity, disclosure of its properties, etc. At the same time, this phase of planning, programming and internal - semantic and language organization of RD. The first (orienting-research) component of this phase suggests a diverse orientation of the RD subject in the context of this activity (primarily in terms of speech communication). He assumes the orientation of the RD subject on the following “issues”: “with whom”, “where”, “when”, “for what period of time” speech activity will be carried out (or is already happening). It also provides for a clear definition of the goals of verbal communication (or one’s own individual speech-thinking activity), as well as awareness (clarification and “decoding”) of the subject of the taxiway (what will be the subject of discussion or analysis, what will be displayed in the taxiway). Schematically, this component of the second phase of RD can be represented as follows:

The second component of this phase is based on the implementation of the most important mental actions of the planning and programming of speech statements - conscious speech actions in the framework of the taxiway. For its characteristics, it is important to clearly distinguish the basic intellectual operations that ensure the speech process. In psychology, planning is understood as a mental action aimed at identifying the main stages of activity (as applied to RD - speech actions, its components) and determining the sequence of their implementation. “A plan is any hierarchically constructed process in an organism capable of controlling the order in which any sequence of operations should take place” (160, p. 17). Creating a plan includes an outline of the path and method of action, that is, the compilation of a generalized program of upcoming actions. It should be emphasized that “internal, mental actions ... (in the system of activity) come from external, they are the result of the process of interiorization of the latter” (51, p. 119). In turn, programming an activity means transforming, deploying a drawn - up plan into an activity program, on the basis of its specification and specification, in the process of which the main actions (stages of activity) are correlated with the method and means, as well as the conditions for carrying out the activity. Different types and forms of speech (forms of RD implementation) act as the first, and language signs are used as the second.

An example of speech planning can serve as the compilation of a plan for a detailed speech utterance (the whole text), which consists in defining the main semantic fragments of a future utterance (subthemes, sub-subtems - paragraphs - as part of the text) or, according to the figurative definition of N.I. Zhinkin, his main "semantic milestones" and determining the sequence of their display in the text. This also includes the compositional construction of the text with the selection of its main structural parts - the “beginning” (introduction), the main (cognitive) part and the conclusion and definition in the most general form of their main content. In the future, when drawing up a statement program, these basic semantic parts are concretized and detailed in terms of their substantive content (based on the selection of micro-patterns, significant informative elements, operations of the space-time and conceptual unfolding of the text); at the same time, the form of display in the RD of the subject of speech is selected, the style of speech is determined, some means of language expression are selected (81, 95, etc.).

The third phase is executive and at the same time regulating. This phase, which implements speech statements (or their perception and understanding), at the same time includes the operations of monitoring the implementation of the activity and its results. The executive phase of the RD is implemented through a whole range of speech actions and operations, most of which in speech science are referred to the sensorimotor level of speech generation and perception (speech motor operations that provide the motor act of speech, and operations that make speech-hearing, in particular, phonematic speech perception) . Psychophysiological mechanisms of speech activity in the phase of external realization were at one time investigated and analyzed by prominent Russian scientists N.А. Bernstein (19), P.K. Anokhin (3) - with reference to the processes of speech production, as well as V.A. Kozhevnikov and L.Achistovich - regarding the processes of speech perception (181, 251). The basic operations that provide the phase of external speech realization, in our opinion, are very successfully and fairly fully represented in the textbooks “Fundamentals of Speech Therapy” and “Speech Disorders in Children and Adolescents”, [69] to which we refer the reader.

It should be noted that as applied to speech activity, the “horizontal” scheme described above acts as the phase structure of the process of generating a speech utterance (speech action). It includes, therefore, the link of motivation and the formation of speech intentions (intentions), the link of orientation, the link of planning, the link of realization of the plan (executive) and, finally, the link of control.