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2.2.2. A category adresatnosti an uchebno-pedagogical discourse

Adresatnost ‑ it is a category reflecting an orientation of the text on a certain circle of people, their knowledge, opinion, interests etc. It characterises property of the text, through which prism opredmechivajutsja representations about the predicted addressee and specificity interpretatsionnoj the program caused by extralinguistic features of uchebno-scientific communications.

«Adresatnost falls outside the limits the text and the category which displays splitting of the addressee on the real addressee of the information, the hypothetical addressee-function which program is created by the author is considered as tekstovo-diskursivnaja and put in pawn in the text, and also a figure of the addressee, that is perception of the real addressee by the reader» [Selivanov 2008: 512]. The orientation on the addressee is shown on the basis of dialogue principles (M.M.Bakhtin, G.I.Bogin, I.V.Arnold, E.A.Selivanov, etc.) It is embodied in various forms and (E.S.Kubrjakova) depends on «a vector of force of the human factor». Adresatnost it can be considered as one of the parties of author's presence, as collision in the text of both points of view kommunikantov, and also as the program of its interpretation included in the text the prospective reader/listener.

The school textbook, unlike the text of the teacher, assumes distantnost relations between kommunikantami. The pupil receives real possibility of repeated reference to a theoretical and practical material. The textbook has graphically fixed external form. For it accuracy, clearness, unambiguity of a statement is characteristic; redundancy in a set of language means; a certain set verbal, graphic and ikonicheskih signs in certain sequence and continuity.

The educational text here is calculated on the generalised hypothetical addressee (function) – pupils as «collective language persons» (JU.N.sentr, E.V.Krasilnikov) for whom Russian is native: it the prevalence of a theoretical material over the communicative speaks. At the same time authors of textbooks consider national features of the Ukrainian addressee-schoolboy, including it bilingvizm. It is shown in exercises where are compared language categories (sorts, numbers, a case and so forth), characteristic for closely related languages/are opposed.

Modern Russian textbooks for the Ukrainian schools (with training Russian), as well as the most part of the Russian textbooks, are constructed traditionally, in the spirit of ZUNOVSKY and, partly, kognitivnoj (E.V.Malyhina) of an educational paradigm. They are directed on mastering by schoolboys of subject knowledge, development of scientific-theoretical (is abstract-logic) thinking; reproductive character of the organisation of uchebno-informative activity with actions on the sample here prevails. The figurative sphere of consciousness is practically ignored. The child here object (not the subject!) activity: its knowledge, skills "form", "develop" ("do not promote", "do not support" ‑ as in the lichnostno-focused training). And such choice is not casual: educational texts only reflect features educational diskursivnoj the practice accepted in our society.

Socially-typological properties of the hypothetical addressee-schoolboy are defined by the program of the Ministry of Education and Science (the list of knowledge, kompetentsy etc.), the representations which have developed in a science about psychophysiological features of children of certain age and so forth the Important role is played by educational "metastereotypes" which represent the schoolboy as object of training.

Authors realise a number of the pragmatical installations directed on dialogue with the hypothetical addressee in the metatext of the textbook.

1. Referentsionnaja pragmaustanovka contains instructions on a forthcoming subject of studying: In section "Morphology" you should learn, how the word "works" (functions ») in coherent speech [Malyhina 2006: 32].

2. Motivational pragmaustanovka specifies in the practical importance of a studied material, includes problem questions or the description of a problem situation: Read. Whether it is possible to define at the allocated verbs the person, time, number, a sort? They answer what question? How you think, whether has this any relation to the name of the form of a verb – "uncertain"? [Быкова-6, with. 68].

3. Presuppozitsionnaja installation assumes the reference to life experience of pupils, actualisation of knowledge available for them: you already know such parts of speech, as a noun … [Михальская-6, with. 8]. All authors anticipate a statement of the new information «a material for supervision».

4. Fastsinativnaja installation. Some exercises of the school textbook are presented in a genre of a linguistic fairy tale, a poem on a linguistic theme, a crossword puzzle, the etymological inquiry etc. Means of attraction of attention of schoolboys are game tasks: Attention – game! The one who will explain to the first why in the given adjectives two letters n are written will win, and will show it graphically [Malyhina].

5. Preskriptivnaja installation is aimed at information storing, the organisation of cogitative activity of pupils. Dialogue of the author of the textbook with the potential addressee eksplitsiruetsja in formulations of tasks through use of direct forms of prompting: Consider the scheme …. Read the text. Retell the text. Write off …. Find …. Continue …. Compose …. Make the decision. Intentsija promptings can be expressed indirectly, in the form of a question: What part of speech is used for the name of subjects, the phenomena, feelings? Or konstativa with deonticheskoj a modality: It should be known! Among directive statements (direct and indirect) council, the recommendation, the instruction, algorithm are frequency, etc.: Read the text. Write out in every line on 405 words (independent parts of speech) on the basis of a general meaning. Supervise itself so: what designates? What question answers? [Malyhina, with. 58].

6. Propaedeutic installation assumes the prevention of errors. Authors focus attention of the addressee on possible difficulties at use corrected, etc.: not to be mistaken in a writing of unaccented personal endings of verbs, it is necessary to define conjugation of a verb and to apply a rule [Быкова-6, with. 85].

Thus, authors of textbooks will organise perception, understanding, decoding (code conversion), interpretation of the educational information. These processes are often treated equally. «However, if to spend some borders between them, perhaps, it is necessary to recognise, that the first stage is the perception of the text as reception of some message by some device. Then there comes a judgement stage, through the analysis of the verbal form which leads to understanding of the text. And then, by correlation of the decoded information isolated from the text with available knowledge of an extralinguistic reality (from knowledge konsituatsii dialogue to knowledge of necessary elements in the given concrete communicative certificate kognitivnoj bases), there is a text interpretation» [Red, 2001: with. 231–232].

Let's consider a fragment of the textbook of E.I.Bykovoj (7 class). A theme (§8) – «Transitive and intransitive verbs». It is formed following kinds kompetentsy: linguistic (knowledge of the transitivity phenomenon in Russian are given, skills of a finding transitive / intransitive verbs in the text are formed and so forth), speech (the speech errors connected with the inappropriate use of transitive verbs in passive value) are warned, sotsiokulturnaja (the material about the code of honour of the knight continues a series of didactic texts about the character traits promoting effective dialogue in different situations), dejatelnostnaja (ability to create the developed uchebno-scientific text with a support on the offered plan and so forth is formed).

The uchebno-scientific text is based on developed at schoolboys retseptsionnyh expectations. The material for supervision »which problem – to show a difference in grammatical compatibility of transitive and intransitive verbs (will be organised perception) is premised to it«. Tekstema «the concept about object» is under construction traditionally: object representation, nazyvanie essential signs (in the form of the description), the characteristic of essential signs. Object representation (for the understanding organisation) is carried out by means of the subject terms designating scientific concepts (transitive / intransitive verbs, addition, a noun, the Nominative case, a pretext, a suffix, returnable, etc.) . The part of terms is familiar to seventh-graders: verbs, addition, a noun, the Nominative case, a pretext, a suffix. Authors explain new concepts by means of definitions (verbs which designate the actions passing to a subject or the person …), characteristics of essential signs (illustrations (For example are called as Transitive are combined with the additions expressed by nouns or pronouns in an accusative case without a pretext): I love sister; I compose verses). Besides, in one of exercises the algorithm of a finding of the studied phenomenon (упр.94) in the coherent text contains.

The uchebno-scientific text is accompanied by graphic means, chlenjashchimi the information on the semantic blocks, establishing hierarchy of fragments and illustrating the source maintenance (a text rubrication, font allocation, ikonicheskie signs). For example, a heading «It is interesting!» It is intended for the prevention of the speech errors connected with misuse of reflexive verbs. The heading "Will consult a dictionary" acquaints seventh-graders with lexical value of some the words meeting in texts of exercises (the knight, remarkable to stand up).

Didactic texts are picked up according to psychological features of teenage age: a poem «children's"poet E.Uspenskogo, a note about a school museum, the code of the medieval knight etc.

At the same time in the analyzed paragraph there are no the exercises directed on development of logic and figurative thinking of schoolboys, in particular, there are no the tasks modelling a problem situation. Obviously, it is connected by that the analyzed theme is difficult for perception and consequently the deductive method of a statement of a teaching material is, according to the authors, the most comprehensible.

Not all authors of textbooks to the full consider «the factor of the addressee» and get to a situation reflected in an epigraph. First of all, it is a question of the textbook for 8 classes (E.P.Goloborodko, etc.). The theoretical material is stated here chilly enough, akademichno, with use of terminological lexicon and the phraseology peculiar, more likely, to a university discourse: «the Word order is a linear sequence of syntactic components of the offer. In Russian the word order does not express, as a rule, actually grammatical values …» [Goloborodko, with. 43]. The didactic material is the same way presented also: « In grammar analytism displays, easing of case functions, shaking of syntactic rules are observed. Ethnocultural interactions, Russian functioning in global information communication media »(it is a fragment of the text of exercise on which the pupil should make the plan and to result the examples in each point) affect.

Hypothetical addressee UNT is also the teacher (especially beginning). Quite often authority of founders of the textbook is for it conclusive. The textbook "sets" a technique of presentation of a theme, defines lesson structure, a choice of a didactic material etc. For example, in E.V.Malyhinoj's textbook the theoretical material "is built" in sequence of following speech genres (RZH): RZH «concept about object» or «the object characteristic» in the form of coherent UNT, containing theoretical data on the new phenomenon, → algorithm of application → the basic abstract. However, authors not always so rigidly determine studying of a language material. So, in the paragraph «the Sort and number of nouns» [Михальская-6] are presented only the exercises containing a material for supervision (without the generalising uchebno-scientific text). UNT pupils under the guidance of the teacher-mediatora create.

Adresatnost UNT teachers is a dialogue with the virtual and real interlocutor, and each of them is designated in the text by special means. Collision of semantic positions provides realisation of different forms dialogichnosti.

The virtual addressee is an author of the textbook, the dictionary and other quoted sources, invented characters and so forth: Let's compare our conclusion with a conclusion (rule) of the textbook. Or: What do authors of the textbook speak in this occasion? Or: Known jazykoved L.V.ShCherba has illustrated abstraktnost grammatical value by means of the phrase which have become winged: «Glokaja kuzdra shteko budlanula bokra and kudrjachit bokrenka». Or: Let's check up, how Sergey Ivanovich Ozhegov in «Russian Dictionary» interprets these values.

Orientation on real (collective or individual) the addressee is shown as expression:

· prospective degree of its acquaintance to the sender (class);

· prospective level of background knowledge of pupils, including «basic knowledge», necessary for perception of a teaching material;

· prospective character of an involvement of the addressee in text event: the observer, the active or passive participant, the arbitrator and so forth;

· prospective degree of a generality for the addressee and the sender of the valuable installations set in the text or assotsiiruemyh with it: the ally, the opponent;

· prospective features sexual, age, national orientirovannosti in the area of acceptance/nonacceptance of messages or installations;

· prospective type and character of perception: emotionally-intuitive or is intellectual-logic, rational;

· prospective degree of emotional empathy with the sender;

· prospective prepotent psychological characteristics of the addressee - the extrovert/intravert;

· a prospective psychological condition of the considered real reader at perceptions of the text;

· prospective ability to understand and estimate irony, humour etc.

In uchebno-pedagogical communications the text of the teacher is realised in a mode on-line, that allows the teacher to adapt the scientific text, to change tactics of conducting a discourse depending on changing circumstances: complexities of a teaching material, degree of preparation of a class, its psychological features, a place and time of carrying out of a lesson (for example, after a lesson of physical culture children long cannot concentrate, therefore teachers-jazykovedy prefer written forms of work with the text). UNT teachers can repeat in several variants (at one lesson ‑ to 5-6 text paraphrases).

Relations with the addressee are regulated by means of metadialogue statements (JU.L.Lopatin), or metakommunikativov (G.G.Pocheptsov, V.I.Karaban, N.G.Naumov, I.S. Shevchenko, D. Wunderlich, M. Stubbs). These are dialogue statements, area referentsii which is dialogue. They «are connected with the general organisation of speech interaction and act, along with other means, as the tool of socially important process of the coordination of background expectations and mutual specification of the values allowing participants of interactions to represent the behaviour and the statements as comprehensible and reasonable. Actualisation of background expectations» [Lopatin 2003: 5-6] Here takes place.

metakommunikativy in UPD carry out various functions:

1) the general functions – sign management of behaviour of the interlocutor (in the basic forms: determination of speech behaviour of the schoolboy; determination of its cogitative activity; the mixed forms of determination); function of structurization of dialogue as complete formation;

2) private functions: the offer to the addressee of model of behaviour; influence on motivation of the interlocutor to fulfilment of certain actions (to motivate accompanying speech steps, own speech behaviour to induce the addressee to fulfilment of practical actions to encourage it to the further efforts); formation of psychological readiness of the addressee to perception of the subsequent message; a substantiation of the chosen strategy and tactics; the termination of dialogue by dialogue transferring on the future; partner prompting to speech activity; determination of existential and socially-role parametres of dialogue; psychological protection, counteraction of psychological aggression, expansion; inquiry of support of the interlocutor; correction of interpretation of the statement and behaviour; prompting of the addressee to explicit specification of the motivation; prompting to comprehension of irrelevance of the behaviour; partner prompting to a choice of a certain theme of speech; prompting to the termination of speech contact; Prompting of the schoolboy to observance of a postulate of the validity; partner prompting to granting of data of certain character; an apology for infringement of a rule of speech dialogue (demonstration to the addressee of the normativnosti); faticheskaja (kontaktoustanavlivajushchaja) function; demonstration of the estimated relation to the interlocutor (formation at representation about the relation to it speaking); creation of a positive image speaking, etc.

metakommunikativy are a version reguljativnyh means of language (A.A.Romanov). «In the conditions of harmonious dialogue, mutual understanding and performance of rules of dialogue metakommunkatsija it is superfluous. It appears in (potential) points of a mismatch of dialogue. This default konversatsionnyh maksim and, more widely, dialogue rules» [Pigrova 2001: 9]. metakommunikativy often have the form of a speech genre the "correction" which structural elements are 1) ascertaining of an inaccuracy of the answer; 2) wrong definition of signs of the phenomenon or the wrong formulation of theoretical statements; 3) a substantiation of the told. Typical language indicators of correction are statements of type You was mistaken …, It not absolutely so …, It is incorrect … And who thinks differently? And under.

In the educational text of the teacher is wider, than in the textbook, are used fastsinativnye receptions – a subject of studying of psychology and pedagogical rhetoric. In T.A.Ladyzhensky, A.K.Mihalsky, A.A.Murashova, O.V.Filippovoj, Z.S.Smelkovoj's works, etc. means (verbal and nonverbal) influences on pupils are described in detail enough, therefore in our work we will tell about them casually.

Means of attraction of attention of the addressee is the tonality: increase or fall more often) loudness of a voice, rhythmic speech (verses, singing) and t. p.

Wide use tropov and figures of speech – characteristic line fastsinativnogo the text.

1. A metaphor – the tool of implicit management of attention and understanding. Our conceptual system by the nature is metaphoric, metaphoric also personal model of the world. The metaphor in an explanation of the teacher is not that other, as actualisation of this model, and programming of understanding by the addressee of sense of speech. In an uchebno-pedagogical discourse of a metaphor create effect of a situational expression, conditions of ease, the general interest. Tracks stimulate creative perception. Introduction of new terms, an explanation of abstract concepts is often accompanied by attraction of words with a figurative sense: the teacher addresses to language means of other spheres of dialogue, to impressions of an ordinary life. We will illustrate use of metaphors as popularisation receptions:

Sounds – invisible beings, we them do not see, but only we hear. When we can see them? When they put on clothes and turn to letters.

Our speech is under construction Of what bricks?

Words – the main workers in language. At each word the work ”(a lesson on a theme"Offer");

2. The embodiment (personification) carries out the same functions, as a metaphor: Some sounds of speech are whimsical. They do not love, when a word change, and consequently in a pointed manner leave it. For example, a dream – a dream. What sound has disappeared from a word? (A lesson “the Sound interchange in a word”); There is in the alphabet one more letter – “”. It name a firm sign. It carries out what work?; the Big civil work is carried out in words by suffixes.

3. Comparison as means of adaptation of scientific knowledge has the big similarity to a metaphor, but, unlike last, in it both compared components are named: Children, an accent like heart beat … As uniform blows of heart testify to good functioning of a human body, and the accent is of great importance for all Russian, it does its such melodious and musical, and in some cases helps to distinguish words (a lesson “the Syllable. Shock and unaccented vowels”) and t d.

Important line UNT of the teacher ‑ entertaining. Widely

Widespread receptions of entertaining are:

· deviations from the basic statement of the material, which appointment ‑ creation of pauses in giving of the uchebno-scientific information. Not breaking logic sequence of a statement, the teacher with their help brings dynamism in a narration, emotionally it sates. Deviations - a way of expression of a position of the teacher, the relation to a description subject, means of an estimation of scientific positions and the various fact sheet. Usually they are allocated with a special emotionality and ekspressivnostju, allow to cause due reaction of the addressee to stated data. The emotionality in deviations is reached by use of exclamatory offers which transfer feelings speaking and express the relation to the stated. Use of personal pronouns is typical for them "you" and "we", verbs of the imperative form and 1st person of plural, the questions addressed to listeners and assuming its consent or disagreement;

· digressions to history allow to present process of scientific search, to tell about difficulties which researchers faced, ways which lead to opening; the historical material stimulates informative interest of listeners;

· creation of problem situations; the decision of informative problems:

- What words are single-root?

- These are words with the same root.

- And what is called as a root?

- It is the general part of related words.

- It not absolutely full definition. Now I will tell to you a fairy tale, and you add the answer of your companion.

Once a verb to "drive" has decided to collect all relatives. Has appointed day, telegrammes has dispatched. Sits and waits. The first send a noun "driver" with an adjective "driver's". There have then arrived verbs with prefixes for - from - to - under - a feather - you - on - and others, everyone with the family.

Many visitors have gathered behind a table. Sit, drink tea, amicably talk. Suddenly someone has knocked at a door. The owner has opened it, and nouns "water" and "water" have entered. «Hello, rodstvennichki!» – new visitors speak.

- What has the owner answered them?

- We not relatives.

- Hardly he has answered so roughly, though in essence correctly. He has told: «We are, of course, glad to you, only we, expensive visitors, not the relatives, not one we of a root». Why a verb to "drive" did not recognise new relatives, after all both at it, and at new visitors a root of "waters"?

- Value of a root a miscellaneous.

- Let's specify: lexical value. What here a general meaning?

- These are verbs which show movement.

- Name to me relatives of the owner, i.e. Lead examples of single-root words-verbs to a noun "driver".

- To bring, withdraw, result …

- And how it is possible to prove, what your answers correct?

- … (Silence)

- With correctness of our actions we will be helped by "the School word-formation dictionary of Russian». Let's open a page and we will be convinced of correctness of our examples. At the same time we learn also other relatives of the owner. (There is a work with the dictionary).

- And now we will make full definition of concept "root".

- The root is a main significant part of related words in which the general lexical value of related words is concluded.

· linguistic and not linguistic fairy tales. As art

The text a fairy tale is characterised by some specific features. Its composition is simple, and the volume is insignificant. tekstemam laconicism, completeness, beauty of the form, melody and melodiousness of addition, figurativeness of expression are inherent in these. Phrases klishirovany, are obligatory at least triple repetitions; repetitions of the whole episodes are frequency; the dialogical kind of a narration in prosaic or stihotvorno-pesennoj to the form is characteristic. Therefore fairy tales possess the big force of emotional influence on the addressee. Each of characters in typical situations reproduces strictly certain and real properties, character traits of people. Behind external simplicity of the maintenance of fairy tales deep ideas, national principles of a life and system of values which form mentality of the Russian person disappear. All these characteristics of the fantastic text, and also it pretsedentnost and that interest which is shown to them by schoolboys, do them for a children's audience attractive. Thus, the reference to Russian national fairy tales as to a material of training to Russian speaks concentration in them of the linguistic, regional geographic and cultural urological phenomena which are of great importance for educational process.

In qualities of an example of use of a fairy tale as fastsinativnogo reception we will result lesson-research fragments «Spelling of prefixes PRE - and AT -» [Vasileva 2002: 58-67].

In the prologue the teacher formulates a theme and the purpose of forthcoming game: Children! Today at us an unusual lesson. We go to fantastic travel. Before us magic wood where different miracles are made. And what is it? Look, yes here three footpaths. (On a slide green wood. There are arrows and inscriptions which are read by the teacher). If we on the left go, a victory over malicious forces we will gain, but friends we will lose. If we will go to the right, a treasure we will find, but home we will not return. If we will directly go, that …? Knowledge priobretem, but difficulties to overcome it is necessary. Children, solve, on what footpath to go, the choice prove. But keep in mind what go we can only together, helping each other. Remember a proverb: « The tree keeps roots, and the person – friends »? (After a choice of a path and its substantiation). And what knowledge you today we will get? Attentively look at a magic mirror which will accompany you on travel on a fairy tale. (On a slide – a lesson theme).

The fantastic surroundings is created at the expense of use in speech of the teacher kontsepta three roads, i.e. An alternative choice of a course of life, in the form of case statements (To the right you will go – friends you will lose …); words from a thematic field "fairy tale": fantastic, travel, magic, unusual, miracles, malicious forces, a treasure. And the teacher does not forget about educational potential of a lesson, that is reflected in aksiologicheskih statements (including a proverb) about friendship and mutual aid.

In a quoted lesson the teacher uses theatricality elements: on an action course reincarnates in the Baba-yaga: Children! Unfortunately, adult people cannot get to this fantastic wood, therefore you should make travel without me. Difficulties about which warned a magic mirror also will consist in it. I wish happy travel! (Leaves a class, changes clothes in a suit of the Baba-yaga and again enters into an audience). And! Have come, were brought, have ridden, have come tearing along, smart guys! And know, where have got? Yes-yes, to me, a baba-yaga, in my magic wood. From here still nobody came back. After all home to return, it is necessary very difficult tasks to execute. And still anybody could not solve these problems: neither Leshy, nor Koshchej Immortal, even I, the most clever in wood. Though … I just in a magic mirror saw … you there something about prefixes spoke. And what this such, a prefix? Tell to me, old, that such a prefix. (After the answer of the pupil about a prefix) Good fellows, have well explained to the grandmother a rule. I will be even cleverer now. Here koshchej will be surprised … Well, remain or tasks will carry out? All right, solve. In speech of the teacher – the character of a fairy tale ‑ stylisation under informal conversation is observed: lexical repetition (… you there about prefixes spoke something? And what such a prefix? Tell to me, old, that such a prefix); morphemic repetition (gomeologija) in structure kontaktno the located words (have come, were brought, have ridden, have come tearing along), aposiopeza (interruption, truncation of a syntactic design – If we will directly go that …?), inversion (even I, the most clever in wood; difficult tasks to execute), an ekspressivno-stylistic word arrangement, rhetorical questions and exclamations, references (Children! Smart guys!), estimated words (good fellows, it it is good), interjections etc.

The secondary educational text of the schoolboy is addressless as the pupil has no corresponding "dialogical" skills is more often. So-called Dorozhkina writes about uchebno-speech products of pupils (compositions, statements and so forth) the following: «It is necessary to specify and in absence of accurate communicative orientation,"razmytost"an image of the addressee at creation of the uchebno-speech text. For many uchebno-speech products more categorical statement will be fair also:« … on a communicative orientation such text is the closed text type, would be more true than it to name the text deprived of a communicative orientation. … on orientation to the addressee it is, as a rule, monoadresatnym (very seldom poliadresatnym) »[Дорожкина1 2006: 104].

The special rhetorical preparation, which main objective – sorientirovat the message of the child on real or virtual "interlocutor" is necessary, for example, to tell about the studied phenomenon in a genre of a linguistic fairy tale for the younger brother. This problem partly solves in E.V.Malyhina's textbook. The technique of work with the basic abstract (prominent feature of the given educational book) assumes repeated reproduction of the uchebno-scientific text at work in steams. Other authors do not develop skills of addressing UNT.

Sometimes authors of textbooks try to learn to do schoolboys address the didactic text, i.e. The exercise text. For example, in Мих-6 (упр.14) there is a task to define to whom the text is addressed; it is offered to tell to parents as there has passed day (упр.15). Similar tasks contain also other textbooks, in particular upr. 70 Б-6 models the following situation: Present, that to you there has arrived from abroad a companion on correspondence. He wishes to examine the places most expensive to Ukrainians. Be prepared for dialogue on a theme «Our relics». E.V.Malyhina suggests pupils to make dialogues on following situations: 1) the child asks from mum of the permission to go to cinema; 2) the pupil asks for leave at the teacher from a lesson for participation in competitions. Considering a dialogue situation, correctly choose style of dialogue and language means (упр.92). However, it is necessary to notice, that similar tasks have incidental character, that to development of corresponding skill at all does not promote.

It and is clear. The authoritative author of the textbook and the teacher play a role of the transmitter of the information, the pupil – a receiver role. All lesson is reduced to ritual of transfer, reception and the control – managements of mastering of some information. Only at dialogue training each pupil represents not object, and the subject of educational process. Here the opinion and a position of everyone is essential. Training effect interaction of the pupil with the teacher, but also interaction of pupils among themselves possesses not only vertical ». Orientation of the student's text to the addressee-teacher or the addressee-schoolmate is born from dialogue/polybroad gull, discussion, the coordination of positions.« The textbook voice in this polybroad gull urged to be the most distinct and convincing. But no textbook has the right to apply for higher status of the carrier of all and definitive true »[Tjupa].

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A source: Gabidullina Alla Rashatovna. TRAINING AND PEDAGOGICAL DISCOURSE: CATEGORIAL STRUCTURE AND GENRE PERSONALITY. Thesis for the degree of Doctor of Philology. Donetsk 2009. 2009

More on topic 2.2.2. A category adresatnosti an uchebno-pedagogical discourse:

  1. 2.4. Interpretiruemost as a base category of an uchebno-pedagogical discourse
  2. 2.2.1. A category adresantnosti an uchebno-pedagogical discourse
  3. 2.3. A category strategichnosti an uchebno-pedagogical discourse
  4. 1.2. The Uchebno-pedagogical discourse as type institutsionalnogo a discourse
  5. 4.3.3.2. Incentive RZH in an uchebno-pedagogical discourse
  6. antropotsentrichnost an uchebno-pedagogical discourse
  7. 4.2. Genres of an uchebno-pedagogical discourse
  8. 1.4.2. The addressee of an uchebno-pedagogical discourse
  9. 3.2. An estimation in an uchebno-pedagogical discourse
  10. 3.4. A subcategory parafrastichnosti an uchebno-pedagogical discourse
  11. CHAPTER 2. CATEGORIES of the UCHEBNO-PEDAGOGICAL DISCOURSE
  12. 3.7. Polycode texts in an uchebno-pedagogical discourse
  13. 4.2.1. Modelling genres of an uchebno-pedagogical discourse