THE ORIGINS OF THE PSYCHOLINGUISTIC APPROACH TO PUNCTUATION

Abstract

In modern psycholinguistics, almost no attention is paid to the functioning of punctuation in writing / reading. The results of the available psycholinguistic studies, including experimental ones, are sometimes mutually exclusive. Therefore, there was a need to turn to the works of linguists, psychologists and pedagogues of the XX century, in which was made an attempt to understand how the subject of speech learns punctuation and uses it. The article is devoted to the origins of the psycholinguistic approach to punctuation: “psychology of punctuation” and theory of teaching punctuation in school. It is shown that thanks to the “psychology of punctuation” the semantic principle received priority in the view of learning punctuation and the interaction of the social and personal determinations in the use of punctuation marks became obvious. The theory of teaching punctuation revealed the specifics of the punctuation skill, its basis - the vision of the punctuation mark, the connection between the use of punctuation marks in the process of creating a written utterance and the expanded internal speech, the orientation of the use of punctuation on the text.