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RESEARCH PROJECT

Lavrova Alena

4th grade students

MOU-sosh village. Loginovka

Head: Ovechkina S.Yu.

Primary school teacher

year 2014

1. Relevance .

2.Hypothesis .

3. Purpose .

4. Tasks.

8 Research work.

9. Conclusion .

11. Application .

Relevance.

What habit is considered the worst?

Hypothesis.

Target:

Tasks:

Most often, as linking words, when they don’t know what to say next, they can’t find the right words. Basically, these are people with undeveloped speech. They use random, meaningless words and fill the void in their speech. There is verbal contact, but there is no meaning to speech and information exchange.

People often use them to fill a pause when thinking about an answer to a question.

Does your speech now seem dull and colorless? You simply do not know the magnificence of intonation!

With its help, you can talk about the simplest things with inspiration, in such a way that these things acquire a different meaning and attractiveness that was not previously grasped by listeners. Color your speech with shades of intonation or different tones of voice: from quiet, almost a whisper, to sharp, with an emphasis on the main idea, conclusion. Pronounce phrases slowly, highlight key words, use pauses. Intrigue your interlocutor. Create magic! The technical possibilities of speech are limitless.

Besides:

Read a good one literature . Preferably classic.

Retell the text you read.

Learn poetry.

Speak slowly, think about your words.

Compose your speech from simple short sentences.

Communicate with people who have a rich vocabulary and correct speech.

Write down interesting phrases and insert them into your speech.

Work with differentdictionaries : explanatory, spelling, phraseological, dictionaries of accents and synonyms, etc.

Practice speaking tongue twisters.

Use proverbs and sayings.

Study speech etiquette.

Research work.

Pupils of grades 3-4 (30 people) from Loginovskaya secondary school took part in the survey (Appendix 1)

The study revealedchampion by name as if.

The speaker doubts that he has chosen the right words to express his thoughts. The now common combination helps as if .

I kind of work on the topic... I kind of respect your opinion... I kind of help... I kind ofI know the answer... I kind of protect your interests...“As if” means “as if”, i.e. expresses uncertainty, incompetence, frivolity. Either yes or no, presumably. But not necessarily.

There is uncertainty and approximation in everything: in speech, in a person, in his actions, views, in the path he follows. Or as if it's going.

“As if” filled the entire living space. Everything is everywhere as if : There is nothing definite, true, exact.How we live. As if we were talking. As if we love. As if we think.. .

Conclusion:

Our research work can have undoubted practical significance, for example, when organizing a school course in the Russian language about the “Culture of Speech”, and will also help draw the attention of schoolchildren to a careful attitude towards the Russian language.

So, the work we have done:

3. In the future: publishing a wall newspaper, conducting classes on the topic.

Information sources.

1. Abramova S.V. The use of linguistic research methods in educational and research work on the Russian language. Russian language. Methodical newspaper for literature teachers, No. 22, 2006.

2. Vvedenskaya L.A., Pavlova L.G., Culture and the art of speech. Rostov-on-Don. "Phoenix", 2007.

One of the most important problems of modern society is the problem of speech culture. It's no secret that our speech has undergone huge changes recently. And, unfortunately, not for the better. At school, during lessons, we are introduced to the norms of the literary language, explaining the rules for using the Russian language. When communicating with peers, we use a different language, free from norms. Why is this happening? How often do we listen to how we speak? Or as classmates, friends, relatives say? Today, more and more often, unnecessary words begin to “slip” into the speech of teenagers. Why does this depend? How to deal with this?

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Municipal budgetary educational institution Buturlinovskaya secondary school of the Buturlinovsky municipal district of the Voronezh region

Research

Completed:

Nekrylov Alexander,

student of class 5 "B"

Supervisor:

Mushta Valentina Ivanovna, teacher of Russian language and literature

Buturlinovka 2017

Introduction……………………………………………………………………………….…..3

Chapter 1. Theoretical foundations for the study of words that clog speech………...…..6

Conclusion…………………………………………………………………………………..….13

List of references…..………………………..……….……..14

Appendix…………………………………………………………………………………15

The language of the people is both rich and precise,

But there are, alas, inaccurate words,

They grow like weeds

On poorly plowed roadsides.

Rylenkov N.

Introduction

One of the most important problems of modern society is the problem of speech culture. It's no secret that our speech has undergone huge changes recently. And, unfortunately, not for the better. At school, during lessons, we are introduced to the norms of the literary language, explaining the rules for using the Russian language. When communicating with peers, we use a different language, free from norms. Why is this happening? How often do we listen to how we speak? Or as classmates, friends, relatives say? Today, more and more often, unnecessary words begin to “slip” into the speech of teenagers. Why does this depend? How to deal with this?

Target research: attracting schoolchildren’s attention to their speech; determining the reason for using the words “weeds”.

Object of study: student speech

Research methods:

The work was carried out in several stages:

1. Studying literature on the research topic
2. Observing students’ speech in class and outside of class, in an informal setting
3. Questionnaire

Chapter 1. Theoretical foundations for studying words that clog speech

The native language is not just a set of words and phrases, not just a set of grammatical rules. This is a way of life, the air we breathe, the water we drink... It is also music, a source, a golden key to understanding history, folk wisdom.

There is another reason for the appearance of these words in our speech. There is a fashion for these words. Therefore, they can also be used by people who do not have speech problems.

1. insufficient vocabulary (the speaker does not always manage to quickly find the right word);

2. intentionally filling a pause between words or expressions;

3. fast, unprepared, spontaneous speech;

4. fashion for some words.

Observations of the speech of others made it possible to classify words of this category according to various criteria.

“You understand” is a classic examplea timid personand constantly apologizing to everyone.

"Briefly speaking" - the person is not inclined to communicate, he doesn't like talking, so he wants to shorten his speech. However, because of this endless “shorter”, the opposite effect is achieved.

“This is the very thing” embellishes the speechpeople with bad memory or lazywho often don’t even try to remember the right word.

Among schoolchildren, the word “as if” is used. It meansconventionality, uncertainty in what he says; approximate.Some schoolchildren live like this - “we’ll go, but we won’t go”; “as if we will, but as if we will not.” Such people are not burdened with responsibility, and this also affects their speech.

We give some more examples,how weed words can tell about a person’s nature, character, the essence of thinking and seeing the world.

“Like” - The desire to stand out. Pause Substitute

“What” - Question – bewilderment.

“Right now” - Unwillingness to do anything.

“This” - A pause while speaking or using some words.

“In general, finally!” - Mild indignation.

If instead of some words one says “what’s his name, what’s his name, what’s his name,” this is an attempt to remember something.

Chapter 2. Conducting a consumption study

27 students of grade 5 “B” took part in the survey.

The results of the survey were as follows:

All this leads to an increase in the level of general culture, and with it the culture of speech.

Conclusion

We are confident that if each of us thinks about this problem, then success is guaranteed. And let the words of the great Russian writer I.S. Turgenev sound like a call: “Take care of the purity of the language as a shrine. The Russian language is so rich and flexible that we have nothing to take from those who are poorer than us.”

Folk wisdom reads: There is only one way to make a person speak competently - to teach him to love his language.

So let's protect and love our great Russian language!

Bibliography

Annex 1

Appendix 2

Appendix 2

Appendix 3

Appendix 4

Well, in short, damn it, right now, like, so it’s like, ah-ah-ah, damn, what’s his name...

Other _________________________________________________________

Appendix 5

Appendix 6

Appendix 7

Appendix 8

Appendix 9

Diary of observations of the speech of students of grade 5 "B"

No.	Full name	MON	VT	SR	THU	FRI	SUB	TURN
	Aliev D
	Belyachkov K.
	Berezhnoy I.
	Bogatyrev T.
	Brazhnikova E.
	Buronov Ya.
	Vyshkvarka A.
	Deryabina V.
	Dorokhina M.
	Drobotenko V.
	Ikonnikova I.
	Konchakova A.
	Korzhova M.
	Lavrichenko T.
	Lamteva A.
	Makukhin V.
	Milyutina E.
	Nekrylov A.
	Ponomarev R.
	Solomatin A.
	Subochev A.
	Tishchuk V.
	Tolibzhonova Zh.
	Chernov E.
	Chetverikov A.
	Chibilutkin N.
	Chumak A.

Memo 10

"First steps into science"

MBOU "KHUZHIR SECONDARY SCHOOL"

Project work

Head E

P. KHUZHIR, 2014

Tasks:

3. Suggest methods to correct the problem.

Research methods : observation, questioning, literature study.

1 Introduction 3 pages

2 Main part 4 pages

3 Conclusion 8 pages

4 List of used literature 9 pages

5 Appendix 10 page

3

INTRODUCTION

Words are different

There are all kinds of words

The words are clear

Hard and soft

Words are bold

Stubborn, harsh,

But it certainly matters .

Behind every word.

(S. Baruzdin)

MAIN PART

I turned to dictionaries and found the definition of these words:

I began to listen carefully to how the schoolchildren spoke and wrote down words that I could have done without. I also conducted a questionnaire about garbage words in class. Here's what I got!

foreign words where you can find a Russian word (PR) The guys remembered a lot of funny phrases they had overheard from others or noticed in themselves, laughed and decided that they should speak either one language or another, but not two or three at once!

IN SHORT, THIS IS THE SAME THING and other lengthy things when you can say it quickly and clearly.

UHHH, AHA, YES, WELL, GO, SOMETHING ELSE - where you can answer positively or negatively, but using normal words, and it will be much more beautiful and convincing!

EEE... MMM... AAA... sounds while thinking about the next phrase.

Newfangled words WOW, COOL, COOL, as an expression of emotions.

YOLKI, DAMN IT IS EUPHEMISM, or a replacement for swear words. These words are not only bad to write, but also to say! Yes... the guys shared what they know

There are many words that cannot be spoken, but they hear them both on the street and, which is very scary, at home!!!

Words that serve to speed up speech.

Words that serve to fill pauses when the speaker cannot find the right word.

Words that serve to convey emotional coloring of speech.

1) insufficient vocabulary (the speaker does not always manage to quickly find the right word);

2) deliberately filling the pause between words or expressions;

3) fast, unprepared, spontaneous speech;

4) fashion for some words.

1. I proposed to announce a drawing competition: “Alley of Kind Words”

2. Mom also proposed a competition, but of poems dedicated to the beauty of the Russian language.

3. In each class you can make a corner of kind words.

6.You can also arrange an evening of parables and fairy tales.

2.Try to replace the words with some sound, as they do with obscene words on TV. On the one hand, it will help you track unnecessary words in your speech and say them unconsciously. On the other hand, it is still indecent to beep, beep or whistle all the time when talking. Therefore, the chance that you will soon clear your speech is quite high.

3. Punish yourself with a fine. He said “like” - and a day without sweets. He said “by the way” out of place - immediately three squats. A very effective method, but difficult to implement unless you have an iron will.

5. Read more - it will enrich your vocabulary. And next time you won’t have to hide behind “as if” and “kind of” when looking for the right word. 6.Create an audio archive. Record yourself on a voice recorder (say, set yourself the task of talking about the past day and events for at least 5-7 minutes), and then listen carefully to the monologue.

Conclusion

Where is the purity and clarity of words?

We hear a lot of “weeds”!

Today our speech is forced

We betray, she is powerless!

And our language is mighty, strong!

Doomed to death, of course,

But we are people!

We must save our language!

Let descendants in the thirtieth century

They will thank us for speaking!

References

1. Likhachev “On the Good and the Beautiful.”

Annex 1

What can you learn about a person by his use of

in speech verbal garbage.

1. "Exactly this". If a person “likes” to insert a similar phrase into his conversation, then he can be said to be a lazy person who tries to shift his own responsibilities onto another person at the first good opportunity.

2. "By the way". This word is typical for those interlocutors who feel awkward being in this or that company, and thus try to at least somehow draw attention to themselves and their speech.

believes that only his knowledge is the most complete and his views the most correct. Such people love to teach others everything that they “know themselves,” while considering their own

The inner world is the most vibrant and interesting not only for yourself, but also for those around you.

Appendix 2

How the little devil bought the edge

Parable from Leo Tolstoy

The poor man went out to plow without having breakfast, and took a crust of bread with him from home. The man turned the plow over, untied the bastard, and put it under a bush; He immediately put a piece of bread and covered it with a caftan. The horse was tired and the man was hungry. The man stuck the plow in, unhitched the horse, let it feed, and he went to the caftan to have lunch. The man lifted his caftan - there was no hem; I looked and looked, turned the caftan, shook it - there was no edge. The man was surprised. “Wonderful thing,” he thinks. “I didn’t see anyone, but someone took away the edge.” And this little devil, while the man was plowing, stole the edge and sat down behind a bush to listen to how the man would swear and damn him.

The man pushed.

Well, yes,” he says, “I won’t die of hunger!” Apparently, whoever took it away needed it. Let him eat for his health!

And the man went to the well, drank water, rested, caught a horse, harnessed it and began to plow again.

The little devil was embarrassed that he had not caused the man to sin, and went to tell the greater devil. He came to the big one and told how he stole a piece of paper from a man, and the man, instead of swearing, said: “Cheers!” The greatest devil became angry.

If,” he says, “the man got the better of you in this matter, it’s your own fault: you didn’t know how.” “If,” he says, “the men, and after them the women, adopt such a habit, we will have nothing to do with it and will not be able to live.” This matter cannot be left like this! “Go,” he says, “to the peasant again, earn this little piece of money.” If you don’t get the better of a man within three years, I’ll bathe you in holy water!

The little devil got scared, ran to the ground, and began to figure out how to deserve his guilt. I thought and thought and came up with an idea. The little devil turned into a kind man and went to work for the poor man. And he taught a man to sow grain in a swamp in a dry summer. The man listened to the worker and sowed in the swamp. The sun burned everything of the other men, but the poor man grew thick, tall, and spiky bread. The man fed himself until the new day, and there was still a lot of bread left. For the summer, a peasant worker taught him to sow grain on the mountains. And it was a rainy summer. People's bread fell down, trampled, and there was no grain, but the peasant's bread in the mountains failed. The man has even more extra bread left. And the man doesn’t know what to do with him.

And the worker taught the peasant to mash bread and smoke wine. The man smoked some wine, began drinking it himself and giving it to others. The little devil came to the big one and began to boast that he deserved the crumb. I went to see the big one.

He came to the man, saw that the man had called the rich people together, and was treating them to wine. The hostess brings wine to the guests. As soon as she started walking around, she got caught on the table and spilled a glass. The man got angry and scolded his wife.

Look, he says, you damn fool! Is it slop that you, clubfoot, pour such goodness on the ground?

The little imp nudged the larger one with his elbow:

Notice,” he says, “how now he won’t spare a corner.”

The owner scolded his wife and began to bring it himself. A poor man comes home from work, uninvited; he said hello, sat down, and saw people drinking wine; He also wanted to drink some wine because he was tired. He sat and sat, swallowed and swallowed his drool, but the owner did not bring it to him; He only muttered to himself: “Can’t you have enough wine for all of you!”

The devil liked it too. And the little devil boasts:

Wait, there will be more.

The rich men drank, and the owner drank too. They all began to flatter each other: praising each other and talking buttery false speeches.

He listened, the biggest one listened, and praised him for that:

If,” he says, “this drink makes them so crazy and deceiving each other, they will all be in our hands.”

Wait, says the little imp, what will happen next; Let them drink another glass. Now they, like foxes, wag their tails in front of each other, they want to deceive each other, but look, now they will become like evil wolves.

The men drank another glass, and their speech became louder and rougher. Instead of sweet speeches, they began to swear, began to get angry at each other, got into a fight, and cut each other’s noses. The owner also got involved in a fight, and he was also beaten.

The big one looked at it and he liked it too.

This, he says, is good.

And the little devil says:

Wait, there will be more! Let them drink a third. Now they are like wolves, and if they give it time, they will drink a third time, and now they will become like pigs.

The men drank a third. Completely unsweetened. They mumble and shout, they don’t know what they are doing and they don’t listen to each other. They went to disperse - some separately, some in twos, some in threes - they all rolled around in the streets. The owner came out to see off the guests, fell nose-first into a puddle, got all dirty, lay there like a hog, grunting.

I liked it even more.

Well,” he says, “you came up with a good drink, you deserve a crumb.” “Tell me,” he says, “how did you make this drink?” What you did was to first let fox blood in there: it made the man as cunning as a fox. And then - wolf blood: it made him angry like a wolf. And in the end, apparently, you let him in with pig’s blood: it turned him into a pig.

No, says the little imp, I didn’t do that. All I did to him was to give him extra bread. She, this animal blood, always lives in him, but she has no use when bread is born out of need. Then he didn’t spare the last bit, but when there were leftovers from the bread, he began to think of ways to amuse himself. And I taught him the fun of drinking wine. And when he began to smoke God’s gift into wine for his own amusement, fox, wolf, and pig blood rose in him. Now if only he drank wine, he would always be a beast.

He praised the big little devil, forgave him for the edge of the bread and made him one of his elders.

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We seem to be getting more and more stupid these days - Everyone seems to have forgotten that we don’t even know how to string together a couple of words without “as if.” It would be good, as it were, even if it was at random. Otherwise, it’s as if ineptly and more often as if out of place. Yu.Vazhdaev *

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* Research methods: study of literature on the topic, observation, comparison, generalization, oral survey, questionnaire, presentation of results.

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“Takskat” (so to speak) “This” “Namely” “For example” “This is the same” “In principle” “Like” “Here” “You understand” “In short” “In kind” “Damn” “In general » *

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For example, the author of the story “Tanya Grotter” Dmitry Yemets put into the mouth of his hero Bab-Yagun a phrase repeated every time in difficult cases: “Oh, my mommy, grandma!” This phrase sounds like a call for help, but at the same time it looks funny. The phrase also provides insight into the character's personality. Bab-Yagun is the comic hero of the story, cheerful, able to turn serious and scary things into fun. *

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"Secondary school No. 65"

Research project on Russian language

MBOU "Secondary School No. 65".

Performed:

Lisienkova O.E.,

teacher of Russian language

and literature

Kemerovo, 2015

I. Introduction________________________________________________________________3 – 4

II. Main part__________________________________________________________5 – 7

1.Theoretical content of the study

Definition of the term

Causes

5) How do words characterize a person?

MBOU "Secondary School No. 65"_____________________________________________8-10

A) Questionnaire

4. Conclusion_______________________________________________________________11

III. Conclusion _________________________________________________11

Literature______________________________________________________________14

Applications______________________________________________________________15

Introduction

“Well, that means, so to speak, here I have come, and you understand, well, uh, mmm, so to speak, I want to tell you.”

Object of study: speech by students of MBOU "Secondary School No. 65"

Research objectives:

Research methods: Theoretical research method (synthesis, analysis, comparison and inference)

Method of empirical research (study of educational literary materials on the topic of research work, observation, comparison, study, survey methods: conversation, questionnaires, testing, method of studying the products of creative activity (creative works of students - essays, presentations)

Problematic issues:

Fundamental question:

Initial data: the main source of information was literature on the Russian language and speech culture

II. Main part

1.Theoretical content of the research project

1).Definition of the term

Pure speech is speech in which there are no linguistic elements alien to the literary language, as well as words and phrases rejected by moral norms. Purity of speech presupposes compliance not only with linguistic, but also with ethical standards.

There are different terms in the literature: “unimportant vocabulary”, extra words”, “empty particles”, “weed words”

2).Causes of occurrence

Most linguists believe that “weed words” are used due to the poverty of the vocabulary and the regular hesitations associated with this, but in some cases there is a kind of “fashion” for these words. Therefore, they can also be used by people who do not have speech problems. Sometimes “weed words” are used to “gain time,” for example, to think at least a few seconds about a question asked, and therefore, in some cases, can be used even by people with a rich vocabulary.

Insufficient vocabulary (the speaker is not always able to quickly find the right word):

Intentionally filling a pause between words or expressions;

Fast, unprepared, spontaneous speech;

Fashion for some words

literally	as the saying goes	as a matter of fact
do you see / do you see	how to say
somewhat	can you imagine	so to speak
generally)	can you imagine
in general	In fact
		something like that
basically
Indeed
all that
The fact is that...
Yoshkin's cat	understand	this is the same / this is the same
do you know / do you know	listen	I mean

"Briefly speaking" – a person is not inclined to communicate, he does not like conversations, so he wants to shorten his speech. However, because of this endless “in short,” the opposite effect is achieved.

Young people have a buzzword "as if". It means convention. Young people live like this - as if we’ll go, but as if we won’t go; as if we will, but as if we will not. Young people are not burdened with responsibility, and this also affects their speech.

Words “type”, “in short”, “means” used by people who are somewhat aggressive.

"By the way" It just means that a person feels awkward and out of place. But with the help of this remark he is trying to attract attention to himself and give significance to the words.

"Exactly this" decorates the speech of people with poor memory or lazy people, who often do not even try to remember the right word. They shift the intellectual work of finding the right word to the interlocutor. However, they are inclined to shift the rest of their affairs and responsibilities to others.

"In fact" used by people who believe that their inner world is richer, their gaze is sharper, and their thoughts and guesses are more interesting than those of everyone else. These are people who constantly open others' eyes to reality. Of course, they are firmly convinced that their worldview is the only correct one.

"As if" used equally by teenagers (along with “type” and “means”) and artistic types who value uncertainty in life situations.

"Almost" - managerial word. Very quickly sticks to people who live with specific goals, especially those who do not think about the philosophical meaning of life. Forgive me, they have no time for such trifles.

"Actually" - a word for people who are not confident in themselves, who quickly lose their composure, who are always looking for a catch in everything that happens, and those who are ready to start a verbal altercation even over nonsense.

"So to speak" And "actually" - used by intellectuals in speech.

75 students of grades 5-7 of MBOU “Secondary School No. 65” took part in the survey and oral survey "(Appendix No. 1)

Of these, the most common are “well (65%), “here” (55%), and “in short” (47.5%).

used by students of our school

In short - 47.5%

Finally – 30%

As if – 27.5%

Like – 25%

This is the same – 12.%

		Harshness, desire to finish speaking quickly	In short, it was like this...
		Uncertainty in what he says; approximation	It's like we've already read this book.
		Desire to stand out Pause Substitute	Like, who are you?
		Pause while speaking or using some words	Yesenin... this... loved... this... animals. He... it... dedicated many poems to them...
		Confidence in your words	That’s how it was, fact.
	What's his name, what's his name, what's his name	Instead of some words; trying to remember something	Dinosaurs... what's his name... in the process of evolution... what's this... went extinct.
	Do you understand, do you understand	Contact your interlocutor if you want to confirm your words	I, you know, I’m walking, I hear screams, I turned around, you know, and there...
	Actually, finally!	Mild indignation Summary of speech	Are you going to school? - Well, finally! Actually, at first I wanted...

Read good literature;

Strengthen self-control over your own and other people’s speech;

Punish yourself with a fine;

Practice speaking in front of an audience;

Increase your self-esteem to be confident in your words.

Learn to pause in your speech, keep it measured. It is much more difficult for the listener to hear a meaningless stream. Use small pauses in place of commas. And at the end the sentences are long.

4. Conclusion

studied linguistic literature on the research topic,

5) Made a presentation

This research project can be of great practical significance when organizing a school curriculum and will help draw the attention of schoolchildren to a caring attitude towards their native language. “Take care of our beautiful Russian language, this treasure, this property passed on to us by our predecessors... Treat this powerful weapon with respect...” wrote I.S. Turgenev

IV. Literature

2. Ilyash M.I. Fundamentals of speech culture. Kyiv/M.I. Ilyash. - Odessa, 1984.-254 p.

4. Ozhegov S.I. “Explanatory dictionary of the Russian language” / S.I. Ozhegov. – M, 2004.

5. Fomenko Yu.V. Types of speech errors: Textbook. allowance./Yu.V. Fomenko. - Novosibirsk, 1994. - 189 p.

6. To prepare this work, materials were used from the sites:

http://www.philology.ru

http://www.planetashkol.ru/articles/22711/

Annex 1

3. Which of these words do you use most often?

6.What methods of struggle can you suggest?

Appendix 2

Appendix 3