Communicative Behavior of a Priest in the Situation of Consoling

2019 ◽  
Vol 8 (3) ◽  
pp. 68-72
Author(s):  
И. Шалина ◽  
I. Shalina
Keyword(s):  
Communicative Competence ◽  
The Internet ◽  
Communicative Behavior ◽  
Speech Activity ◽  
Communicative Strategies

The article describes the communicative behavior of a priest in the situation of consoling. The materials were taken from the Internet and from the conversations of Metropolitan Anthony (Surozhsky). The speech-activity approach allows to reveal speech formulas of consolation together with effective communicative strategies and tactics of the priest, and to interpret communicative failures. The ability to console is supposed to be an integral part of the communicative competence of everyone who bears Orthodox culture.

scholarly journals “Pedagogical” Agression in Russian Everyday Communication

2019 ◽  
Vol 23 (4) ◽  
pp. 975-993
Author(s):  
Natalia Georgievna Bragina ◽  
Igor Alekseevich Sharonov
Keyword(s):  
Discourse Analysis ◽  
Short Review ◽  
Communicative Interaction ◽  
Politeness Theory ◽  
Rhetorical Question ◽  
Communicative Behavior ◽  
Communicative Strategies ◽  
Everyday Communication ◽  
National Corpus

The article is devoted to speakers’ responses to inappropriate communicative behavior in Russian everyday communication. The analytic part of the article presents a short review of both classical and modern works on (im)politeness theories, which show that communicative strategies in response to the wrong communicative behavior in a particular context have not been investigated and described sufficiently in modern Politeness theories, investigating face-aggravating communication. The aim of this work is to describe a strategy that we define as “pedagogical aggression”, which manifests itself in a variation of impolite answers whose purpose is to “punish” the interlocutor for a communicative error. This strategy is in contrast to what we call “empathy” strategy since - instead of trying to neutralize the interlocutor’s error - “pedagogical aggression” emphasizes it by “teaching” the addressee to be more considerate in adhering to norms. The material for the research was collected in the Russian National Corpus and analysed by drawing on discourse analysis, pragmatics and (im)politeness theories. The study showed that “pedagogical aggression” is realized in three face-aggravating communicative tactics: (1) a pseudo-question (rhetorical question or a question to the assumptions of an interlocutor), 2) mocking citations from interlocutor’s speech, 3) rhymed pseudo-answers. The last tactic was given special attention in the study. We grouped the pseudo-answers in four types corresponding to typical discourse situation. This tactic is based on an unspoken rule, according to which it is permissible to point out in a playful way a communicative error made by the interlocutor. In response to an inappropriate question with this or that interrogative pronoun (where, who, why, etc.), the speaker can allow himself or herself to “punish” the interlocutor with a pseudo-answer, so that he or she will be more careful, more attentive and will not repeat such mistakes. The considered tactic of rhymed pseudo-response is rooted in language with the help of formulaic phrases. The research contributes to (im)politeness theory and the study of communicative interaction.

scholarly journals CULTURES AND PROFESSIONAL COMMUNICATION IN STANDARD SITUATIONS: DIFFERENCES IN COMMUNICATIVE BEHAVIOUR

2019 ◽  
Vol 1 (1) ◽  
pp. 99-110 ◽  
Author(s):  
T. S. Samokhina
Keyword(s):  
Cultural Differences ◽  
Cultural Awareness ◽  
Cultural Intelligence ◽  
Professional Communication ◽  
Communicative Behavior ◽  
Communicative Intention ◽  
Communicative Strategies ◽  
Different Cultures

Successful interaction across cultures requires cultural awareness and cultural intelligence which help the participants of communication select effective verbal and nonverbal means to realize their communicative intention. The paper addresses communicative strategies of representatives of different cultures in similar communicative situations. The author shows conclusively that though the Americans and the British share the same language their communicative behavior differs in typical situations of business interaction, which makes them use different verbal and nonverbal means to achieve their communicative goals. Due to the cultural differences, Russian speaking students need to be taught these differences to achieve cultural intelligence.

scholarly journals TRAINING DISCUSSION WITH THE AIM OF FORMING STUDENTS’ DISCOURSE COMPETENCE

2020 ◽  
Vol 66 (2) ◽  
pp. 229-239
Author(s):  
S.M. Medvedeva ◽  
◽  
A.K. Artykbajeva ◽  
О.М Меdvedeva ◽  
◽  
...  
Keyword(s):  
Communicative Competence ◽  
Fundamental Concept ◽  
Necessary Condition ◽  
Institutional Discourse ◽  
Russian Scientist ◽  
Pedagogical Discourse ◽  
Communicative Strategies ◽  
Discourse Competence

The article considers discursive competence (DC) as a component of intercultural and communicative competence. Discourse is the fundamental concept of DC, and knowledge of the types and genres of discourse is a necessary condition for its formation. Of interest to the authors of the article is a typology of discourses, the creator of which is the Russian scientist V.I. Karasik. In this typology, along with other discourses, pedagogical discourse (PD) is presented, which is of particular importance for research, since the addressee in this work is students of pedagogical specialties of a language university. PD is considered as a type of institutional discourse, and its components such as participants, chronotope, goals, values, strategies and genres are analyzed. Communicative strategies of pedagogical discourse are studied from the perspective of what genres they can be represented. A questionnaire was conducted among third-year students in order to identify the most popular pedagogical discourse genres in teaching. As a result, it was established that they are discussion, report, debate, conversation. The discussion is considered in the framework of the PD, and the scenario of its conduct is described with the aim of forming the discursive competence of students

scholarly journals FORMATION OF FOREIGN LANGUAGE WRITTEN SPEECH COMPETENCE BY COLLEGE STUDENTS WITH ELECTRONIC DIDACTIC TOOLS

2021 ◽  
pp. 85-96
Author(s):  
Svitlana Kiyko ◽  
Yuriy Kiyko
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Foreign Language ◽  
Knowledge Acquisition ◽  
Communicative Competence ◽  
The Internet ◽  
Internet Resources ◽  
Functional Features ◽  
Speech Training ◽  
Written Speech

The article considers audiovisual technologies (AT) for written speech training in second language acquisition. The aim is to form and to develop written speech competence that includes different skills, abilities and knowledge of grammar and vocabulary, skills in reading, writing, audition. The research provides some ideas of the students’ perception of AT such as the Internet, podcasts, blogs, video conferences, special mobile applications in the education process. The functional features of a video film in the training process and four stages of audiovisual education technology are described. To present the process of training, the pedagogical algorithms based on the structure of the knowledge acquisition process are developed according to the aims of viewing. The stages of AT realization (previewing, presen­tation, after-viewing, and actualization) are considered. An educational interven­tion using AT is developed and we investigate the effectiveness of audiovisual technology as a teaching method and the degree of knowledge acquisition of the language content proposed to students. To estimate the written speech competence level, we used the calculation of knowledge acquisition factor of training material. A significant improvement was observed in the acquired knowledge of written speech training and AT were perceived to be effective in teaching German as a second language. Thus, the Internet teaching resources can contribute to the formation and development of the following competencies for students: foreign communicative competence, including linguistic, sociocultural, educational and cognitive components; communicative-cognitive abilities to search and select, generalize, classify, analyze and synthesize the information received; communicative skills to present and discuss the results of work with Internet resources; the ability to use Internet resources for acquaintance with the cultural and historical heritage of various countries and peoples; the ability to use resources to meet their information and educational interests and needs. Foreign language training based on AT positively influences students’ performance and should play a leading role in the effective communicative competence formation and development.

scholarly journals Communicative Strategies of an Interviewer Yury Dud: A Linguist’s View of the Media Phenomenon in Mass Culture

2021 ◽  
Vol 20 (6) ◽  
pp. 263-277
Author(s):  
O. S. Issers
Keyword(s):  
New Media ◽  
Mass Culture ◽  
Communicative Behavior ◽  
Mass Audience ◽  
Social Communications ◽  
Communicative Strategies ◽  
Wide Range ◽  
Show Business ◽  
The Media ◽  
Modern Mass

Purpose. The article examines the methods of building dialogue in interviews conducted by the popular video blogger and journalist Yury Dud, who is named the main hero of Russian cultural life in 2020 by Forbes Life. To determine his individual style, the author analyzes strategies of communicative behavior. The following parameters are the most significant for the description of interviewing strategies: thematic repertoire and thematic dominants of the conversation; methods of requesting/extracting information; methods of interpreting and evaluating what the interlocutor said; the choice of language code. The empirical basis of the study contains interviews by Yu. Dud with various interlocutors – journalists, TV presenters, cultural and show business figures, politicians, and other public figures, uploaded on the YouTube video hosting service in the period of 2017–2020. The analysis of more than 40 programs allows observing a wide range of techniques of a journalist, depending on the “addressee factor”.Results. The key topics that are regularly discussed in interviews are identified, including those that violate ethical taboos (about sex, bad behavior, and bad habits, judgments and hot takes on colleagues and senior officials, etc.). The thematic repertoire is considered as a deliberate communicative choice of a journalist, conditioned by the dramaturgy of public dialogue addressed to a mass audience and the tasks of portrayal.The author reveals the distinctive methods of requesting information and eliciting facts, which is inherent to the journalistic style of Yu. Dud: illocutionary forcing reasoning (“why-questions”), clarifying questions, reformulating, role modeling of relations with a guest, where the journalist often pretends being dilettante. Interpretation and evaluation of the interlocutor's statements are based on the clearest identification of their position for the mass addressee by an explication of ideas expressed by the guest implicitly, “delegation of opinion”, and the effects of “insight”.The choice of the language code indicates the “discursive adaptation” of the journalist to his interlocutor and allows the journalist to reveal to the mass audience their personality, including their speech characteristics. The dynamism of the dialogue is due to the setting to dramatize the conversation scenario: this is manifested not only in the choice of somewhat unexpected topics of conversation, but also in the expression of one's attitude to the statements of the interlocutor, explicit/implicit assessments, and the choice of the speech code.Conclusion. It is concluded that Dud’s interviews are a vivid example of the trends of modern Internet journalism, and the communicative strategies he implements allow us to see the prospects for the development of the genre. Given the popularity of the genre in traditional and new media, the author notices that the interview not only reflects the features of social communications of the 21st century but is also a powerful factor of shaping modern mass culture.

scholarly journals DIE FÖRDERUNG DER REZEPTIVEN FERTIGKEITEN DER TEXTARBEIT IN DER PRAXIS DEUTSCHUNTERRICHT

2020 ◽  
pp. 264-267
Author(s):  
A.J. Sarymsakova ◽  
A.T. Nijasalieva
Keyword(s):  
Communicative Competence ◽  
German Language ◽  
Speech Activity ◽  
Effective Use ◽  
Linguistic Units ◽  
Practice Of Teaching

The article discusses the effective use of text in the practice of teaching the German language in order to develop the communicative competence of students. The text is considered as a form of speech actualization of linguistic units, and as a basis for the formation of correlated skills in the receptive skills of speech activity.

scholarly journals Analysis of the Applicability of “the Spiral of Silence” in Weibo

2020 ◽  
Vol 7 (1) ◽  
pp. p159
Author(s):  
Chaoran Jia
Keyword(s):  
Minority Groups ◽  
The Internet ◽  
Spiral Of Silence ◽  
Communicative Behavior ◽  
The Public ◽  
Core Theory ◽  
The Media ◽  
Internet Environment ◽  
The Spiral Of Silence ◽  
Basic Hypothesis

“The spiral of silence” theory was first funded by Professor Elizabeth Noelle Neumann in 1972. This theory indicates that, if a person feels that his opinion is belonging to minority, he is less likely to express it, because he is afraid of being retaliated or isolated by majority. This theory assumes that people are always estimating what the public opinion is, and they often judge it through the media. The theory also assumes that we have an inherent fear of isolation and that we know what perspectives can lead us to isolation by majority. This theory also explains why there are always such minority groups in the society and they dare to raise different opinions. With the flash development of the Internet, more and more self media have broken the old pattern of mass media as the information publisher. So it is a big question whether “the spiral of silence” theory is still applicable to the Internet environment. This paper, from the perspective of the basic hypothesis and core theory of “the spiral of silence”, focuses on whether the theory is applicable to the communicative behavior in We-Media.

scholarly journals CONCEPTUAL BASIS OF THE TEXT-CENTRIC STUDY OF THE UKRAINIAN LANGUAGE

2021 ◽  
pp. 102-109
Author(s):  
Iryna Kucherenko
Keyword(s):  
Critical Thinking ◽  
Language Learning ◽  
Communicative Competence ◽  
Language Education ◽  
Educational Process ◽  
Intellectual Activity ◽  
Empirical Observation ◽  
Speech Activity ◽  
Leading Role ◽  
Teaching Text

The article describes the dominant tendencies of modern language education and substantiates the relevance of the text-centric study of the Ukrainian language. In the system of educational institutions, the emphasis is placed on learning the knowledge of the theory of language and is directed to the practical ability to use them. The teaching of the Ukrainian language is currently considered in the area of the formation of the communicative competence of the linguistic personality, its ability to actively produce and reproductive speech activity in oral and written form, in different situations and spheres of communication. The purpose of the paper is to determine the advantages, value, and significance of the text-centric study of the Ukrainian language to characterize the essence of the methodology of forming the linguistic personality on a textual basis, to develop and experimentally verify the methodical system of development of communicative skills using the technology of the development of critical thinking. Methods of research: theoretical ‒ analysis and synthesis of scientific sources, analysis of current programs, textbooks, manuals; empirical ‒ observation of the educational process; interviews with teachers and students, professors and students, questionnaires; deduction, induction; pedagogical experiment; statistical ‒ quantitative and qualitative analysis of the obtained results. The leading role in the system of training linguistic personality belongs to the communicative and cognitive methodology of teaching the Ukrainian language. Critical thinking as a kind of intellectual activity of a person is characterized by a high level of perception, comprehension, and analysis of the text in order to create his own statement. Text-centric study of the Ukrainian language appears as an integral methodical system that forms the skills of working with information (text) in the process of reproductive and productive speech activity. The application of the technology of critical thinking to the practice of language learning contributes to the formation of communicative competence. Keywords: language personality, cognitive technique, communicative technique, technology of Ukrainian language teaching, text-centric approach, text, discourse, technology of critical thinking.

scholarly journals Overcoming Communicative Deadaptation of Speech Passive Children of Pre-School Age

2019 ◽  
Vol 26 (1) ◽  
pp. 141-159
Author(s):  
Лариса Зданевич ◽  
Катерина Крутій
Keyword(s):  
School Children ◽  
Communicative Competence ◽  
Speech Development ◽  
Speech Communication ◽  
School Age ◽  
Special Significance ◽  
Speech Activity ◽  
Methods And Techniques ◽  
The Individual ◽  
Theoretical Developments

Introduction. The article analyzes the child’s speech concerning the individual peculiarities. It is about the formation of the communicative competence of the child. It is revealed that this process involves aspects: the acquisition of skills in the system-language and directly in the communicative spheres. Objectives – to structure theoretical developments of the problem under research, to emphasize their contribution into general approaches to speech activity of pre-school children, to single out groups of speech-passive children on the basis of communicative deadaptation. Research methods and techniques. The typological groups of speech-passive children have been singled out: «operational-technical», «motivational», «partial» or «selective» speech passivity. The experimental research on the identification of speech-passive children has been planned and carried out. The Heidelberger Speech Development Test has been used to diagnose the speech abilities of children aged 3 to 9 and a questionnaire for assessing speech and cognitive development of the child. Results and discussions. The child’s individual speech is understood as a socially and biologically conditioned system of sign psychic configurations, used by the individual both for thinking and for speech communication, which can be both active and passive. The possibilities of using the results of modern interdisciplinary researches to identify communicative maladaptation of senior pre-school children, who are speech-passive, have been revealed. The speech activity of children is defined as a stable personality property, which manifests itself in the ability to perceive and understand the speech of others. The speech passivity of the child is understood as a lower level of speech activity, due to the peculiarities of speech development in ontogenesis. Active and inert types of speech have been characterized. It is concluded that the age of five years has a special significance for onto-psycholinguistic researches. This age is characterized by the crisis of egocentric speech, culminating in its internalization, accompanied by the general communicative maladaptation. Conclusions. It is proved that the violation of the process of communication of speech-passive pre-schoolers is manifested mainly in two varieties, as communicative deficit or communicative exaltation.

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