Differences in active and passive vocabulary in boys and girls of primary school age
DOI:
https://doi.org/10.33910/2687-0223-2020-2-1-14-27Keywords:
children’s speech, ontolinguistics, individual differences in children’s speech development, active vocabulary, passive vocabulary, size of vocabulary, words of different lexical and semantic groupsAbstract
Studies of differences in vocabulary in boys and girls, as well as other studies of group differences in speech development, allow for an individual approach to learning. However, the studies of differences in children’s speech, namely, in primary school children, in contrast to similar studies of preschoolers, are almost non-existent. This study is based on an experiment with 80 students (40 boys and 40 girls) of grades 1–4. The experiment had four parts: a group interview (groups of boys and groups of girls), a face-to-face interview, a written creative assignment, and an oral experiment. The experiment tested the students’ ability to choose one picture out of the four as best depicting the word given by the interviewer. Accordingly, we tested both oral and written language skills of students as well as their active and passive vocabulary. The obtained results were compared over a period of time as students were progressing to higher grades and their speech habits were changing. The experimental data show that certain differences between the vocabulary of primary school boys and that of primary school girls gradually disappear, while others, on the contrary, emerge. At primary school age, the gender differences in speech observed at preschool age are gradually disappearing. These differences concern the number of words and the proportion of nouns children use in speech. There is another speech characteristic of preschool age that children show in primary school. They tend to use the words of certain lexical and semantic groups. However, this tendency is also on the decline. At primary school age, boys tend to depart from literary standards, while girls, on the contrary, tend to comply with them. Another remarkable difference of this age is that boys begin to show a more accurate and specific perception of the meanings of words, while girls, on the other hand, begin to show a more “figurative” and metaphorical approach to the language.
References
ЛИТЕРАТУРА
Бондаренко, А. А. (2011) Индивидуальные особенности в освоении грамматики детьми 2–5 лет. Автореферат диссертации на соискание степени кандидата филологических наук. СПб., РГПУ им. А. И. Герцена, 24 с.
Бондаренко, А. А., Доброва, Г. Р. (2011) О вариативности онтогенеза морфологической системы. В кн.: С. Н. Цейтлин, М. Б. Елисеева (ред.). Путь в язык. Одноязычие и двуязычие. М.: Языки славянских культур, с. 85–99.
Гвоздев, А. Н. (1981) От первых слов до первого класса. Дневник научных наблюдений. Саратов: Изд-во Саратовского ун-та, 322 с.
Доброва, Г. Р. (2018) Вариативность речевого развития детей. М.: Издательский дом ЯСК: Языки славянской культуры, 264 с.
Елисеева, М. Б. (2014) Становление индивидуальной языковой системы ребенка: ранние этапы. М.: Языки славянской культуры, 342 с.
Елисеева, М. Б., Вершинина, Е. А. (2017a) Гендерные особенности речевого и коммуникативного развития детей 8–18 месяцев (на материале русского языка). В кн.: Н. Н. Казанский (отв. ред.). Acta Linguistica Petropolitana. Труды Института лингвистических исследований РАН. Т. XIII. Ч. 3. СПб.: Наука, с. 680–708.
Елисеева, М. Б., Вершинина, Е. А. (2017b) Макартуровский опросник как инструмент диагностики лексического развития детей от 8 до 36 месяцев. Специальное образование, № 3 (47), с. 66–81.
Лемяскина, Н. А., Стернин, И. А. (2000) Коммуникативное поведение младшего школьника. Воронеж: Центр.-Чернозем. кн. изд-во, 194 с.
Овчинникова, И. Г. (2003) Языковое сознание шестилетнего ребенка: гендерный и когнитивный параметры. В кн.: И. А. Стернин, К. Ф. Седов (ред.). Возрастное коммуникативное поведение. Вып. 1. Воронеж: Истоки, с. 132–143.
Сдобнова, А. П. (2015) Лексикон школьника как динамическая система. Саратов: Изд-во Сарат. ун-та, 248 с.
Седов, К. Ф. (1993) Исследование становления форм выражения субъективно-модальных значений в речи школьников. Русский язык в школе, № 6, с. 36–41.
Цейтлин, С. Н. (2000) Язык и ребенок: Лингвистика детской речи. М.: Гуманит. изд. центр ВЛАДОС, 240 c.
Fenson, L., Marchman, V. A., Thal, D. et al. (2007) MacArthur–Bates communicative development inventories: User’s guide and technical manual. 2nd ed. Baltimore, MD: Brookes Publishing, 208 p.
REFERENCES
Bondarenko, A. A. (2011) Individual’nye osobennosti v osvoenii grammatiki det’mi 2–5 let [Individual features of grammar development by children from 2 to 5 years old]. Extended abstract of PhD dissertation (Philology). Saint Petersburg, Herzen State Pedagogical University of Russia, 24 p. (In Russian)
Bondarenko, A. A., Dobrova, G. R. (2011) O variativnosti ontogeneza morfologicheskoj sistemy [On the variability of ontogenesis of the morphological system]. In: S. N. Tseitlin, M. B. Eliseeva (eds.). Put’ v yazyk. Odnoyazychie i dvuyazychie [The path to the language. Monolingualism and bilingualism]. Moscow: LRC Publishing House, pp. 85–99. (In Russian)
Gvozdev, A. N. (1981) Ot pervykh slov do pervogo klassa. Dnevnik nauchnykh nablyudenij [From the first words to the first class. Journal of scientific observations]. Saratov: Izdatel’stvo Saratovskogo universiteta Publ., 322 p. (In Russian)
Dobrova, G. R. (2018) Variativnost’ rechevogo razvitiya detej [Variability of children’s speech development]. Moscow: LRC Publishing House, 264 p. (In Russian)
Eliseeva, M. B. (2014) Stanovlenie individual’noj yazykovoj sistemy rebenka: rannie etapy [Language development of a child: Early stages]. Moscow: LRC Publishing House, 342 p. (In Russian)
Eliseeva, M. B., Vershinina, E. A. (2017a) Gendernye osobennosti rechevogo i kommunikativnogo razvitiya detej 8–18 mesyatsev (na materiale russkogo yazyka) [Gender-related characteristics of speech and communicative development of children (8–18 months)]. In: N. N. Kazansky (ed.). Acta Linguistica Petropolitana. Trudy Instituta lingvisticheskikh issledovanij [Acta Linguistica Petropolitana. Transactions of the Institute for linguistic studies]. Vol. 13. Pt 3. Moscow: Nauka Publ., pp. 680–708. (In Russian)
Eliseeva, M. B., Vershinina, E. A. (2017b) Makarturovskij oprosnik kak instrument diagnostiki leksicheskogo razvitiya detej ot 8 do 36 mesyatsev [The MacArthur communicative development inventory as a tool for diagnosing lexical development of children aged 8–36 months]. Spetsial’noe obrazovanie — Special education, № 3 (47), pp. 66–81. (In Russian)
Lemyaskina, N. A., Sternin, I. A. (2000) Kommunikativnoe povedenie mladshego shkol’nika [Communicative behavior of a junior schoolchild]. Voronezh: Tsentral’no-Chernozemnoe knizhnoe izdatel’stvo Publ., 194 p. (In Russian)
Ovchinnikova, I. G. (2003) Yazykovoe soznanie shestiletnego rebenka: gendernyj i kognitivnyj parametry [Language consciousness of a six-year-old child: Gender and cognitive parameters]. In: I. A. Sternin, K. F. Sedov (eds.). Vozrastnoe kommunikativnoe povedenie [Age-related communication behavior]. Iss. 1. Voronezh: Istoki Publ., pp. 132–143. (In Russian)
Sdobnova, A. P. (2015) Leksikon shkol’nika kak dinamicheskaya sistema [The lexicon of a schoolchild as a dynamic system]. Saratov: Izdatel’stvo Saratovskogo universiteta Publ., 248 p. (In Russian)
Sedov, K. F. (1993) Issledovanie stanovleniya form vyrazheniya sub’ektivno-modal’nykh znachenij v rechi shkol’nikov [Research of the expression forms formation of subjective-modal meanings in the speech of schoolchildren]. Russkij yazyk v shkole — Russian Language at School, no. 6, pp. 36–41. (In Russian)
Tseitlin, S. N. (2000) Yazyk i rebenok: Lingvistika detskoi rechi [Language and child: Children’s linguistics]. Moscow: Gumanitarnyj izdatel’skij tsentr VLADOS Publ., 240 p. (In Russian)
Fenson, L., Marchman, V. A., Thal, D. et al. (2007) MacArthur–Bates communicative development inventories: User’s guide and technical manual. 2nd ed. Baltimore, MD: Brookes Publishing, 208 p. (In English)
Downloads
Published
Issue
Section
License
Copyright (c) 2020 Dali A. Archakova, Galina R. Dobrova
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
The work is provided under the terms of the Public Offer and of Creative Commons public license Attribution-NonCommercial 4.0 International (CC BY-NC 4.0). This license allows an unlimited number of persons to reproduce and share the Licensed Material in all media and formats. Any use of the Licensed Material shall contain an identification of its Creator(s) and must be for non-commercial purposes only.
