3. Paradigmatic and syntagmatic language systems

In addition to the level (“vertical”) structure, the language system is also characterized by an internal (“horizontal”) structure, which is determined by the complex interaction of the units making up the language system. The characteristics of the internal structure of language in modern linguistics and psycholinguistics are determined by the categories of "paradigmatic" and "syntagmatic" systems (13, 95, 146, 148, etc.).

The paradigmatic system [95] is a system of relations (first of all, oppositions) into which homogeneous elements of a language, units of the same order, of the same level enter. These elements of the language form the so-called. linguistic paradigms (a set of homogeneous linguistic units, opposed by one or two signs). The peculiarity of the internal structure of the language is that it consists entirely of various language paradigms, in accordance with which any language unit is part of a particular paradigm. Examples of language paradigms at the phonological level are general (“full-length”) paradigms of vowels and consonants. Within the framework of the first, it is possible to distinguish “subparadigms” (“small paradigms”) of vowels of the first and second row; within the general paradigm of consonants - paradigmatic rows of consonants, paired for hardness-softness, voiced and deaf sounds, explosive and fricative , etc. At the morphological level, common paradigms are distinguished by the main types of morphemes. In addition to the above, in linguistics there are also productive and unproductive morphemes (suffixes), mono- and polyvisonic morphemes , etc. At the lexical level, paradigms of single-root words are established (for example, house - home - house , etc.; forest - forester - forest - goblin , etc.); paradigmatic series of word-synonyms, word-antonyms, word-homonyms , etc.

A. R. Luria, in his studies of the semantic side of speech, singled out the lexical paradigm of words united according to their compatibility in the context of a speech statement (sentence) [146, 148]. The grammatical level of the language is made up of numerous and diverse in nature grammatical paradigms. An example of the simplest of them is the grammatical forms of words, distinguished by their grammatical features, for example, the paradigm of case nouns. An example of a rather complex, polynomial paradigm is the paradigm of complex sentences.

The units of language and in our memory are also grouped into certain “classes” of elements (the same paradigms, or rather, their figurative “projections” in consciousness). This refers to phonemes, morphemes, words, syntactic structures, etc. According to the goals of speech and non-speech activity that is performed by an individual in a certain situation, the speaker (perceiver of speech) chooses one or another language unit (element) according to the laws of the language. For example, in one case it says: “move”, in the other - “drop in”; in some cases, use the appeal "Hello!", in others - "Hello!"; in one situation he strictly shows his eyes on the door, in the other he uses a “soft” index gesture with his hand.

Examples include the so-called reservations, for example: “Give me the dress, it's in the cupboard,” followed: “in the closet”; or: "Maybe they have from two to three days off," next: "break").

Such a complex internal structure of the language system (the paradigmatic system of interconnection of units, elements of the language system) determines the need for an appropriate methodological approach to the organization of "speech" (including speech therapy) work.

• One of the regularities in the formation of speech activity in ontogenesis is that the assimilation of the language system proceeds through the assimilation of language paradigms. Accordingly, the “speech”, speech therapy work should be built in a similar way: through the consistent assimilation of linguistic paradigms, which is determined by the laws of their assimilation during speech ontogenesis.

• The transition to the assimilation of each subsequent (“superstructure” or “derivative” in relation to the previous) language paradigm should be carried out only after the previous paradigm has been mastered by the students in full or at least two thirds. This ensures the formation of sufficiently complete and clear linguistic representations and, most importantly, linguistic generalizations, without which the formation of strong linguistic knowledge is impossible. Once again we recall that the language paradigm is a set of (sometimes numerous) homogeneous elements, the common language features of which are much better absorbed on the basis of private opposition of units according to any one (maximum to two) features. Violation of this principle of the organization of "speech work", as shown by pedagogical practice, can lead to the formation of fragmentary and rather "chaotic", "fragmentary" knowledge and ideas about the system of the native language in the mind of the student, which negatively affects the formation of the individual's speech ability.

In the speech process, units and elements of the language must be arranged in a linear sequence, where various (semantic and grammatical) connections are established between them. [96] The syntagmatic system [97] (as it is defined in psycholinguistics) displays the patterns of compatibility of the signs of the language in the construction of speech statements. It “shows” how a word is created from a combination of sounds or morphemes, how sentences are formed from words, and from a combination of sentences — the macro unit of language — text. Thus, a syntagmatic system is a system of rules, norms of compatibility of elements of a language (both homogeneous and heterogeneous), on the basis of which the formation and formulation of speech utterances is carried out (in accordance with the norms of this language).

In addition, the syntagmatic system displays patterns, "rules" of the formation of some units of language (units of "higher order") from others, based on various variants of the combination of the latter.

The syntagmatic connections of the basic elements of the language - words - are well enough studied in linguistics (linguistics), in particular in structural linguistics (146, 147, 196, 248). As a unit that reflects the syntagmatic connections of words, in linguistics, a syntagma is defined - a phrase or group of words in a sentence, combined by a syntactic link and functioning as a whole. Depending on the type of links, syntagmas are classified into predicative (relations between objects such as actions, interactions, functions , etc.), attributive (attitudes , juxtapositions), adjectival ( defining to definable) , etc. In another meaning, syntagma is defined in linguistics as a complex linguistic sign consisting of words or morphemes, which are relative to each other as defined to the determinant. In relation to the expanded speech utterance (text) in linguistics, such a unit as the SCC is distinguished as syntagmatic — a complex syntactic whole, which is a combination of sentences interconnected semantic and grammatical).

Factual material on the problem of the syntagmatic system of a language is contained in linguistics (mainly in the “syntax” section) and should be used by speech therapists in conducting “speech work” on the formation of language representations and generalizations.

Consideration of the question of the internal structure of the language allows us to make a general methodological conclusion: for the formation of full-fledged linguistic concepts of language signs, for students to master the entire system of their native language, they must master their knowledge of both the paradigmatic and syntagmatic language systems. This is determined by the fact that intellectual actions with signs of language (actions of choice, classification, combination, transformation, etc.) are based precisely on the knowledge of the paradigmatic and syntagmatic relations of the elements of the language system. It is this knowledge and skills based on them that provide such a component of the language as the language process (the process of using language in speech activity).