Parcelled phrases in the aspect of business communication

Nikolenko, Olga; Belozerova, Anna; Sumina, Natalia V.; Shapovalova, Elena

doi:10.1088/1757-899x/483/1/012106

Cited by 11 publications

(5 citation statements)

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“…Naturally, the slang unit should be situational and stylistically appropriate, i.e. directed at the addressee and the situation where just such a linguistic expression is close, because in order to grasp the content of the text, you need to know much more than the meanings of its constituent words, because they are only signals of meaning, the condition for adequate perception of which is background knowledge [12], that increases additional shades and set an informal, emotionally colored tone of the narrative, contributes to the conduct of a casual conversation, which forms the basis for the appropriate expression of speech intentions by the speaker [13].…”

Section: Resultsmentioning

confidence: 99%

Semantic shifts of sublanguage units

2020

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The article considers slang as an ideological sign and a sublanguage unit capable of expanding its meaning due to semantic refraction, and also proposes a structural and semantic description of slangisms and proves the idea that they, as a means of metaphorizing a language, endow the utterance with additional meaningful veils, not only affecting its information filling and imagery, but also reflecting the author's individuality, contribute to its emotional and expressive enrichment while maintaining the basic conceptual center, albeit semantically blurred. Observation shows: the more perceptible the semantic bi-planarity of the sublanguage, the more informative the syntaxeme that includes it, respectively, during the functioning of slangism, expressive informativeness is embodied in semantic and emotional increments that affect both the rational-logical and expressive-figurative content of the context. However, regardless of the contextual conditions, the preponderance in the meaning of the described units is always on the side of the expressive-emotional components, accompanied by linguistic veils, focused on pragmatic impact, since it contains an internal suggestive force directed at the communicant. Speech influence in the indicated constructions is performed through the formation and transmission of the author's "I", which makes it possible for the "creator of the text" to reveal the nuances of the meanings of dependent elements and, through a variant change in their positions, expand the boundaries of the subtext. This makes the sublanguage a convenient verbal form of ideology expression, representing the worldview of a person, regulating his upbringing, forming habits, orienting social behavior and reflecting the volume of cultural memory.

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Section: Resultsmentioning

confidence: 99%

Semantic shifts of sublanguage units

2020

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“…In relation to the methodology of teaching the Russian language, pragmatics was considered in the works of V. Karasik [8], N. Sumina, A. Belozerova and others [9][10][11][12], among the methodologists of Russian as a foreign language L. Babakova, V Morenko and others [13][14][15].…”

Section: Discussionmentioning

confidence: 99%

Formation of pragmatic thinking foreign students

2022

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The focus of the study is the search for methods to improve the speech-cogitative activity of foreign students who study Russian as a foreign language at the initial and advanced stages of education for the further development of a technical profession. In order to achieve the tasks set, the team of authors analyzes some methodological methods of teaching Russian as a foreign language (including the method of teaching the scientific style of speech within the Russian as a foreign language) and comes to the conclusion that in modern conditions of intensification of the educational process, interdisciplinary coordination is necessary, which consists in immersion lexico-grammatical units into a highly specialized text adapted to them. Due to the integration of scientific knowledge (general linguistic and special), it becomes easier and faster to master the program of a higher educational institution, since this process creates the foundation for the formation of pragmatic thinking through the analysis and implementation of structural-semantic models with content and semantic diversity into speech practice. This allows you to put the student in real communicative conditions, in which scientific and speech problems are solved simaltaneously, to create complete statements in Russian independantly on a professional topic after rethinking the basic information and its content shades, and to form the skills of automated use of language tools.

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“…The clash of different points of view during the discussion not only helps to deepen the students' knowledge and find the truth, but also shapes their worldview, promotes the cultivation of a culture of verbal communication, the ability to debate, to listen to the arguments of the opponent, reasonably express and defend your point of view on the issue under discussion. In this regard, discussion-provocation, being a non-standard form of classes, contributes to the formation of an abstract and scientific worldview among foreign students, actively develops their creative thinking, gives them the opportunity to express themselves as fully as possible [15], to develop the ability to master polemical dialogue, to combine thoughts expressing the sequence of phenomena and processes of reality, come to the awareness of their own individual existence in this world.…”

Section: Itse-2020mentioning

confidence: 99%

Discussion-provocation as a method of improving the educational process

2020

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The article describes the methodology of conducting training sessions in the discussion-provocation form as one of the methods of improving speech and thinking skills while teaching Russian as a foreign language in the classroom at an advanced training level and proves its effectiveness in mastering communication skills. It is shown that conducting training sessions in the discussion-provocation form helps to develop speech production skills among foreign students, to unleash creativity and logical thinking, making them to pass and process the information of the suggested basic text through “I-position” the prism. It enriches foreign students with elements of personally marked evaluation, thereby realizing the cognitive, communicative and educational tasks of the learning process. The advantages of authentic texts as an initial base for the speech skills development are described, as far as they reflect the real needs and emotional students’ mood through their approach to the surrounding reality and the interests of a particular individual, orient his thoughts to a given attitude. Discussion-provocation, being a non-standard form of classes helps to form an abstract and scientific world view among foreign students.

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Parcelled phrases in the aspect of business communication

Cited by 11 publications

References 0 publications

Semantic shifts of sublanguage units

Semantic shifts of sublanguage units

Formation of pragmatic thinking foreign students

Discussion-provocation as a method of improving the educational process

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