Professional communication represents the verbal interaction of a specialist with other specialists and clients of the organization in the course of professional activities.

The culture of professional activity largely determines its effectiveness, as well as the reputation of the organization as a whole and the individual specialist.

The culture of communication is an important part of professional culture, and for such professions as a teacher, journalist, manager, lawyer, it is a leading part, since for these professions speech is the main tool of labor.

Professional culture includes possession of special skills and abilities of professional activity, behavioral culture, emotional culture, general speech culture and professional communication culture.

Special skills are acquired in the process vocational training. The culture of behavior is formed by the individual in accordance with the ethical standards of society. Emotional culture includes the ability to regulate one’s mental state, understand emotional state interlocutor, manage your emotions, relieve anxiety, overcome indecision, establish emotional contact.

The general culture of speech provides for norms of speech behavior and requirements for speech in any communication situations; the culture of professional communication is characterized by a number of additional requirements in relation to the general speech culture.

In the professional culture of communication, the role of socio-psychological characteristics of speech becomes especially important, such as the correspondence of speech to the emotional state of the interlocutor, the business orientation of speech, and the correspondence of speech to social roles.

Speech is a means of acquiring, exercising, developing and transferring professional skills.

Culture of professional speech includes:

· knowledge of the terminology of this specialty;

· ability to build a speech on a professional topic;

· ability to organize and manage professional dialogue;

· ability to communicate with non-specialists on professional issues.

Knowledge of terminology, the ability to establish connections between previously known and new terms, the ability to use scientific concepts and terms in practical analysis production situations, knowledge of the features of professional speech style constitute linguistic competence in professional communication.

Evaluative attitude towards the statement, awareness of the target setting of communication, taking into account the communication situation, its place, relationship with the interlocutor, predicting the impact of the statement on the interlocutor, the ability to create an atmosphere favorable for communication, the ability to maintain contacts with people of different psychological type and level of education are included in communicative competence specialist Communicative competence includes both the ability to communicate and exchange information, as well as the ability to establish appropriate relationships with participants production process, organize joint creative activities.

The ability to control emotions, direct dialogue in accordance with the needs of professional activity, compliance ethical standards and etiquette requirements are behavioral competence. Communicative behavior implies such an organization of speech and corresponding speech behavior that affects the creation and maintenance of an emotional and psychological atmosphere of communication with colleagues and clients, the nature of the relationships between participants in the production process, and the style of their work.

One of the components of a teacher’s skill is the culture of his speech. Whoever masters the culture of speech, other things being equal - the level of knowledge and methodological skill - achieves greater success in educational work.

Components of a teacher’s speech culture:

Competency in constructing phrases.

Correct pronunciation of words from everyday life: a) correct stress in words; b) exclusion of local dialects.

Simplicity and clarity of presentation.

Expressiveness: a) intonation and tonality; b) rate of speech, pauses; c) dynamics of voice sound; d) vocabulary richness; e) imagery of speech; e) diction.

Correct use of special terminology: a) exclusion of jarring phraseological phrases; b) excluding unnecessary words; c) exclusion of jargon and buzzwords.

Few words.

Speech motor coordination.

Speech culture is a broad and capacious multi-component concept, but first of all it is literacy in constructing phrases. A solid knowledge of grammatical rules allows the teacher to correctly express his thoughts, gives his speech a harmonious, meaningful character, which makes it easier for students to perceive and understand educational material, commands, etc. Otherwise, incidents may happen. So, one teacher in the plan educational work wrote: “Teaching children to eat with their mouths closed.” Grammatically correct construction speech ensures its content, logical consistency, and understandability.

The second component of a teacher’s speech culture is simplicity and clarity of presentation. The same thought can be expressed in a form that is understandable to students or, conversely, the speech can be given such a scientific appearance that students will not be able to understand what is required of them, what they must learn. The ability to talk simply about complex things and to make abstract things intelligible is based on the clarity of the teacher’s thinking, on the imagery and vitality of the examples given for explanation.

The third component of speech culture is expressiveness. It is achieved both by selecting the right words and syntactic structures, and by actively using the main components of expressiveness oral speech- tone, dynamics of voice sound, tempo, pauses, stress, intonation, diction.

Intonation and tonality influence not only the consciousness, but also the feelings of students, as they give emotional coloring words and phrases. The tonality of speech can be festive, solemn, sincere, joyful, angry, sad, etc. Depending on the situation, the teacher should use all the riches of tonality, and not pronounce monologues in an impassive, monotonous voice.

At story games The teacher, by changing intonation, helps students develop adequate ideas and visual images that correspond to the plot. For example, when conducting the game “The Fox Is Coming”, in order to get silent and careful movements from children, the teacher introduces a story into the lesson: “No one moves (narratively), everyone is silent (the sound of the voice decreases). Silence (pause). A fox walks through the clearing (his voice is louder), looking for bunnies. But there are no bunnies. Where did they go (perplexity and question)? And the bunnies are silent (in a quiet voice with a conspiratorial intonation). The fox has left, and the bunnies are playing again, jumping (cheerful, loud sound), rejoicing that they escaped from the fox.”

Tone of speech The teacher should be calm, confident, and authoritative. However, for this it is necessary that the teacher himself be calm, convinced of the correctness of the orders given, his actions, assessments of the actions and actions of the students. An edifying, mentoring tone is extremely undesirable; it usually pushes students away from the teacher, since the older the student, the more pronounced is his desire for self-affirmation, for recognition of himself as an individual.

Speech rate also determines its expressiveness. Speech that is too fast is also unsuitable, since it makes it difficult for students to concentrate on what the teacher is saying and have time to “digest” all the information, as well as very slow speech, which has a soporific effect on students.

Pauses speeches at their correct use allow you to better convey the meaning of the spoken word and phrase. Using a pause, you can increase the intriguing meaning of the teacher’s speech, his message about some event, etc.

Another factor that determines the expressiveness of a teacher’s speech is dynamics of voice sound, varying its strength.

Vocabulary wealth promotes figurative speech, and through it - expressiveness

The teacher’s speech as a form of communication through language plays main role in interpersonal interaction with students, establishing contacts and gaining mutual understanding. It is realized in everyday acts of speech activity and speech behavior. The latter concept is broader, manifesting itself in the manner, nature of speech actions and speech activity, including somatic activity.

If the teacher’s speech activity is mainly aimed at providing substantive information, then speech behavior includes the transmission of expressive information that ensures the regulation of relationships with students.

The structure of speech acts that make up speech behavior includes the subject, the object to which the information is addressed, the goal, the content, and the means used - verbal and non-verbal.

In pedagogical communication, the object of interaction is a person, and the teacher’s speech actions reflect the attitude towards her as a subject of interaction, revealing the level of not only linguistic, but also moral culture. In speech behavior, the personality of the teacher is revealed more fully and multifacetedly than in speech activity.

The behavior of an individual in society presupposes the development of a complex of social roles. Their repertoire depends on status, i.e. position occupied in various spheres of life - family, production, public places. Fulfilling a particular role has a formative influence, determining psychological attitudes. This pattern also applies to the teacher’s speech behavior.

General character the teacher’s speech behavior is determined by who it is addressed to, for what purpose, what its content is, specific situation communication and what attitude is demonstrated to the learner - indifference, sympathy, love, antipathy.

In the variety of speech acts, there are such communicative types as narration, question, motivation and exclamation. Each speech act has its own syntactic, lexical and intonation structure.

To manage pedagogical communication, the teacher needs the ability to predict the response to his behavior. Only by using the optimal model of speech act, he achieves the necessary educational and educational effect.

Knowledge of the psychology of students, general principles of education, and mastery of an arsenal of pedagogical means and methods help the teacher to avoid gross communicative mistakes. However, each act of professional interaction requires non-standard speech creativity, because it is based on taking into account diverse circumstances - the communication situation, the individuality of the student, the feelings he experiences, his mood, the nature of the existing relationships, etc.

The teacher needs to constantly adjust his behavior in accordance with the momentarily received feedback - verbal and non-verbal. Pedagogical communication consists of the mutual exchange of speech actions between the teacher and students.

Speech behavior, like other types of social activity, is subject to social control. First of all, it is subject to generally accepted norms of literary language - orthoepic, accentological, lexical, phraseological, word-formation, morphological, syntactic.

The culture of speech behavior is determined by the appropriate choice and organization linguistic means, which in a certain communication situation, subject to linguistic and ethical standards, allow one to effectively solve communicative problems.

Despite personal uniqueness - temperament, character, intelligence, level of culture, gender, age - in every act of speech behavior the teacher acts as a bearer of the main social role.

A professional feature of his verbal and non-verbal expression is his commitment to psychological and pedagogical principles. A teacher’s speech behavior as a category of pedagogical science is an integral attribute of his professional activities aimed at educating, training and developing the student.

The success of educational impact depends not only on how much the teacher masters the subject of conversation and the methodological subtleties of its organization, but also on how much he manages to find a common language and establish contact with students.

Study of theory and practice pedagogical communication allows us to identify the following functions of a teacher’s speech behavior: self-presentation, motivational and psychotherapeutic. Let's consider their essence.

Self-presentational function

The personality of the teacher is the object of close attention of students literally from the first moments of communication. The further development of relationships and the effectiveness of teamwork depend on the “first impression” effect.

Attraction—the personal charm of the teacher—depends on the culture of self-presentation. If he failed to make a favorable impression right away, then in the future, due to the negative attitude that has arisen among the students, he will have to overcome serious difficulties in communication. The initial impression is compared with the axis around which the comparative field of studying a person is organized.

Teacher attractiveness is an emotional regulator interpersonal relationships, ensuring their stability, depth, and trust.

The state of satisfaction of trainees serves important indicator level of pedagogical communication. Predominance positive emotions in the classroom, strengthens the idea of ​​the teacher as an attractive person. Consequently, the professionalism of the teacher is manifested in the ability to arouse the stable disposition and sympathy of the students.

Motivational function

With the refusal of pedagogy to strictly control the educational process, the problem of motivation is becoming increasingly important.

The problem of motivation is the most complex, since a variety of external and internal factors act as incentives and stimulators of educational activity: the quality of teaching, the erudition of the teacher, the charm of his personality, the natural abilities and inclinations of the student, his value guidelines, etc.

Nevertheless, the teacher’s word is given to create a favorable moral and psychological climate in the classroom, to arouse keen interest in joint activities, to include each student in it, to ensure the necessary synchronicity of actions, and to promote the experience of emotional uplift.

A culture of speech behavior can raise role-based communication to the interpersonal level, prevent the emergence of psychological barriers and the formal attitude of students to learning.

A teacher’s evaluative judgments can be positive, stating successes, achievements, strengths, and negative, critical, noting shortcomings and weaknesses. The encouraging comment is intended to instill confidence in the trainees in their abilities, to confirm the correctness of the accomplished educational activities or actions.

The purpose of negative commentary, focused on mistakes and miscalculations, is to activate the students’ strength to overcome shortcomings. Optimal are value judgments in which encouragement is combined with objective critical analysis, without which it is difficult to form the necessary educational and behavioral standards and the self-education and self-education of students is complicated.

Detailed evaluative judgments of the teacher contribute to the improvement of the substantive aspect of activity and behavior, encouraging students to be self-critical.

Psychotherapeutic function

Until now, in the domestic literature there is no clear definition of the goals of the psychotherapeutic process. The very concept of psychotherapy is usually associated with therapeutic effects in pathological cases requiring the intervention of a medical specialist.

Psychotherapy is interpreted narrowly as a system of therapeutic measures aimed at healing the mentally ill or those in borderline states.

Harmonizing influence on state of mind students benefit from interaction with the teacher, called “good talk.” This phrase means dialogues that have a “positive stimulating effect, leave a pleasant memory and remain the subject of conversation for a long time.”

Thoughts and feelings that arise during a “good conversation” are created by the joint efforts of the interlocutors, reflecting their spiritual closeness. The catalyst for such communication is emotional openness and sincerity in expressing feelings and thoughts. Only under the condition of the teacher’s trusting self-disclosure does a psychotherapeutic effect become possible.

The psychotherapeutic effect is not the role-based, but the personal level of communication, the humanity of the teacher. It is then that students develop a sense of security and awareness of their self-worth, which encourages personal self-disclosure and self-affirmation.

“Culture of teacher’s speech behavior”

Introduction

Two life manifestations of a person - activity and behavior - differ in that in activity actions are determined by conscious goals and motives, and behavior is often deep in the subconscious. In accordance with this, specialists in the theory of speech activity, psycholinguists, define speech activity as a motivated, goal-determined conscious speech manifestation, and speech behavior as an automated, stereotypical speech manifestation devoid of conscious motivation (due to the typical attachment of such a manifestation to a typical, frequently repeated situation communication).

A person’s speech behavior is a complex phenomenon; it is associated with the characteristics of his upbringing, place of birth and education, with the environment in which he habitually communicates, with all the characteristics characteristic of him as an individual and as a representative of a social group, as well as of a national community.

Analysis of the features of speech communication in social interaction is associated with distinguishing the following levels of social communication:

communication between people as representatives of certain groups (national, age, professional, status, etc.). In this case, the determining factor in the speech behavior of two or more people is their group affiliation or role position(for example, manager - subordinate, consultant - client, teacher - student, teacher - students, etc.);

transmission of information to many people: direct in the case of public speech or indirect in the case of the media.

1. Features of speech behavior

The speech behavior of people in socially oriented communication has a number of features.

First of all, it should be noted that in social interaction the servicing nature of speech activity is clearly expressed; here speech is always subordinated to a non-speech goal, aimed at organizing the joint activities of people. This feature predetermines a much stricter (compared to interpersonal interaction) regulation of speech behavior. Although norms of speech behavior belong to the sphere of tacit agreements between members of society, it is in the sphere of socially oriented communication that their observance is accompanied by much stricter control.

In the pragmatic study of language, a number of specific rules are formulated, the implementation of which allows people to act together. The initial conditions are:

the presence of at least a short-term immediate common goal among the participants in the interaction. Even if their ultimate goals differ or contradict each other, there should always be a common goal for the period of their interaction;

the expectation that the interaction will continue until both participants decide to end it (we do not leave the interlocutor without saying a word, and do not suddenly start doing something else). The described conditions are called "the principle of cooperation" those. a requirement for interlocutors to act in a manner consistent with the accepted goal and direction of the conversation.

Note basic rules of speech communication, based on this principle:

1) the statement should contain exactly as much information as is required to fulfill the current goals of communication; excessive information is sometimes misleading, raising irrelevant questions and considerations, the listener may be confused due to the fact that he assumed there was some special purpose, a special meaning in transmitting this extra information;

2) the statement should be as truthful as possible; try not to say what you consider to be false; do not say anything for which you do not have sufficient grounds;

3) the statement must be relevant, i.e. be relevant to the subject of the conversation: try not to deviate from the topic;

4) the statement must be clear: avoid unclear expressions, avoid ambiguity; Avoid unnecessary verbosity.

Real speech suffers from deviations or violations of certain rules of communication: people are verbose, do not always say what they think, their speech is fragmentary and unclear. However, if the violation does not concern basic principle cooperation, interaction continues and one or another level of mutual understanding is achieved. Otherwise, deviation from the rules may result in the destruction of communication and degradation of speech.

Along with the principle of cooperation, it is important for the regulation of social interactions principle of politeness. The latter belongs entirely to speech etiquette (about which we'll talk further). Let us note that such key maxims of the principle of politeness as tact, generosity, approval, modesty, consent, benevolence, expressed (or not expressed) in speech, most directly determine the nature of social relationships.

A goal clearly understood by the sender of the message requires a thoughtful form of the message and a predictable reaction from the audience.

Distinctive feature speech communication in social interaction is associated with fairly specific expectations on the part of message recipients. Moreover, these expectations are conditioned by more or less stable role stereotypes, existing in the minds of the addressees, namely: how a representative of a particular social group should speak, what kind of speech does or does not inspire confidence, whether the speaker knows or does not know the topic, etc. The more formal it is speech situation, the more formalized the expectations of listeners are.

A natural consequence of the described features is a kind of impersonality of speech in social interaction, when participants in verbal communication speak as if not on their own behalf, but “on behalf of the group,” i.e. as is customary to say in the group of which they feel themselves to be representatives in a given situation.

In social interaction, the speech strategies and tactics used by interlocutors acquire special significance.

Under speech communication strategy understand the process of building communication aimed at achieving long-term results. The strategy includes planning speech interaction depending on the specific conditions of communication and the personalities of the communicators, as well as the implementation of this plan, i.e. line of conversation. The purpose of the strategy may be to gain authority, influence the worldview, call for action, cooperation or abstain from any action.

Speech communication tactics is understood as a set of conversation techniques and a line of behavior at a certain stage within a separate conversation. It includes specific techniques for attracting attention, establishing and maintaining contact with a partner and influencing him, persuading or persuading the addressee, bringing him into a certain emotional state, etc.

Tactics may vary depending on the conditions of communication, information received, feelings and emotions. The same person, under different circumstances, strives to realize different goals or strategic lines. Changing tactics in a conversation is a mental operation, although it can also be done intuitively. By collecting and comprehending tactical techniques, you can teach them to use them consciously and skillfully.

To manage the flow of a conversation, you need to think through the big picture in advance and possible options development of a conversation, learn to recognize key points at which a change of topic is possible, strive to isolate the methods of speech influence used by the interlocutor, evaluate his strategy and tactics, develop ways of flexible response - playing along or providing counteraction. It’s bad when the speaker has only one conversation option, and his speech is structured rigidly.

2 Features of the teacher’s speech behavior in the classroom

A teacher’s ability to build interaction with students so that his speech becomes effective and efficient, the ability to maintain attention and find optimal ways of communication in difficult lesson situations are the main elements of professionalism modern teacher.

One of the components of a teacher’s professional speech culture is his speech behavior. Personality is revealed in speech. A person's intelligence, feelings, character, goals and interests are reflected explicitly or implicitly in what and how he says.

Following L.S. Vygotsky, we consider speech behavior not as “an automated, stereotypical speech manifestation devoid of conscious motivation,” but highlight the possibility of the regulating function of speech in behavior and conscious-volitional actions of a person. Also in our study, we talk about the concept of “speech behavior” as an integral system of speech manifestations of the teacher’s linguistic personality, characterizing his speech culture in general.

Speech culture “includes language, forms of embodiment of speech, a set of generally significant speech works in a given language, customs and rules of communication, the relationship between verbal and non-verbal components of communication, consolidation of the picture of the world in language, ways of transmitting, preserving and updating linguistic traditions, linguistic consciousness people in everyday and professional forms, the science of language.” When talking about the communicative qualities of a teacher’s speech, we mean the culture of speech communication. By speech communication we mean interpersonal perception, which includes: the subject of interpersonal perception, the object of interpersonal perception and the process of interpersonal perception itself. One of the indicators of the results of speech influence is the recipient’s understanding of the author’s statement. For each type of communication, there are specific linguistic means - words, grammatical structures, etc., behavioral tactics, the ability to apply which in practice is a necessary condition for achieving success in the process of verbal communication.

The conditionality of communication by certain goals is beyond doubt, since “ scientific analysis allows us to see in each act of verbal communication the process of achieving some non-verbal goal, which ultimately correlates with the regulation of the interlocutor’s activity.” We consider verbal communication as one of the components in the structure of speech behavior, since it is the basic concept of a teacher’s speech culture. It is connected, on the one hand, with linguistic concepts“language”, “speech”, on the other hand, with such concepts as “the purpose of communication”, “subject of communication”, “participants of communication”, “conditions of communication”.

In his speech communication, the teacher uses standard models of speech organization: conversation and message, story and explanation, question and greeting, etc., which are called speech genres. The most significant for a teacher are the genres of pedagogical speech - models of speech organization in the process of teaching and upbringing. This is, first of all, a lesson summary, a pedagogical review, an oral and written explanatory monologue, a teacher’s story, and an educational dialogue. Each genre is a complex model that includes several components. The choice of each genre is based on the implementation of the task of speech pedagogical communication that the teacher has set for himself. Not always a teacher primary classes masters all genres of pedagogical speech.

The right choice linguistic means understandable to the child, mastery of all genres of pedagogical speech indicates the speech competence of a primary school teacher. In other words, the culture of speech communication of a primary school teacher is manifested in speech communication as an indicator of his speech competence. Also, one of the conditions for speech competence is reflection of the speech behavior of a primary school teacher, which implies introspection, self-assessment of one’s speech communication.

Considering the speech behavior of a primary school teacher as part of the culture of speech, one cannot help but pay attention to the teacher’s speech attitudes, which mean the manifestation of his emotional relationships in the class, which can be expressed positively, negatively or neutrally towards the object.

We believe that all of the above components are manifestations of linguistic personality in the speech behavior of a primary school teacher. The term “linguistic personality” itself was first used in V.V. Vinogradov’s book “On artistic prose"(1929). Currently, the concept of linguistic personality is quite well developed in Russian linguistic science. In numerous interpretations of linguistic personality that appeared in the 80s and 90s. XX century, two main directions are distinguishable: linguodidactics and linguoculturology.

The linguodidactic approach to linguistic personality in the works of modern researchers goes back to the views of G.I. Bogin, who understands linguistic personality as “a person considered from the point of view of his readiness to perform speech acts.” In line with the linguodidactic direction, Yu.N. Karaulov gave a definition of linguistic personality: this is “the totality of a person’s abilities and characteristics that determine the creation and reproduction of speech works (texts), which differ in a) the degree of structural and linguistic complexity, b) the depth and accuracy of reflection of reality , c) a specific target orientation."

All this proves the interdependence of the components of the structure of speech behavior, since the violation or limitation of one of the components violates the integrity of the entire system. The main condition for the existence of this structure is the unambiguous manifestation of the linguistic personality. We presented the structure of the speech behavior of a primary school teacher in the form of the following diagram (see figure).

Children often identify “favorite” and “unloved” teachers among teachers. One of the most important signs that allows students to “classify” their teachers in this way is their speech behavior.

In modern schools we see three types of language cultures of teachers:

1. Carriers of elite speech culture

2. Representatives of the “average literary” culture

3. Teachers with literary-colloquial type of speech behavior

I will start with the characteristics of representatives of elite speech culture. This is the ideal type of speech behavior of a teacher, which, unfortunately, is extremely rare in modern schools.

The bearers of elite speech culture master the entire system of functional-style differentiation of the literary language and use each functional style in accordance with the situation. In this case, switching from one style to another occurs as if automatically, without special effort from the speaker's side. In their speech there is no violation of the norms of the literary language in pronunciation, stress, formation of grammatical forms, or word usage.

One of the signs of an elitist speech culture is the unconditional adherence to all ethical norms, in particular, the norms of national Russian etiquette, which require the distinction between “you” and “you-out”. You-communication is used only in informal settings. One-way you-communication is never allowed.

They use language creatively, their speech is usually individual, there is no usual cliché in it, and colloquial speech- striving for bookishness.

A “first type” teacher must, first of all, have a love for children and the subject being taught. A friendly attitude is the key to friendly speech and encourages the desire to continue communication between the participants in the conversation. A good teacher, in the process of verbal communication, must remember that his speech should be:

1.Emotional, loud, clear, full of epithets and comparisons.

2. Spelling correct.

3. Confident, for which knowledge of the material is necessary.

4. Prepared: any cases of unplanned development of the conversation must be thought out. A friendly response to everything.

In my opinion, a teacher should have a philosophical, non-hostile sense of humor. In most cases, such a teacher appears to be a role model for children. That is why he needs to carefully monitor his speech, since children do not forgive mistakes of those who teach them.

Much more often at school there are teachers who are carriers of a “average literary” language culture. Their speech behavior reflects a much lower level of their general culture: inability to use creatively catchphrases different eras and peoples, artistic examples of classical literature, ignorance of literary norms of pronunciation of words, and often their meanings, gives rise to linguistic poverty, rudeness and incorrectness of speech. Violations of pronunciation norms are not isolated among them, but form a system.

As a consequence of all this, speech behavior is characterized by:

2.Irritation: when a student asks a question and the teacher does not know the answer. Rudeness in voice.

3. Lack of gestures, which, as a rule, does not lead to contact.

4. Ignorance of quotes from works of art(for a literature teacher), because this does not lead to the perception of the material being studied.

5. Incorrect placement of stress, which is unacceptable for a language teacher. The low general cultural level of such teachers is indicated by their excessive self-confidence: for example, by placing the wrong emphasis on a word, many of them prove that this is correct, that there are different variants of the pronunciation norm.

6.Stinginess with synonyms, comparisons, epithets.

7. Frequent repetition of the same word in the process of explanation, with the exception of terminology.

8. Insufficient respect for the addressee. As a rule, this is expressed in incomplete adherence to the norms of oral speech - the desire to speak in long, complex phrases with adverbial and participial phrases. In this way, the policy is to intimidate the interlocutor, suppress his desire to speak, and defend his own, even incorrect, point of view.

It is far from the norms of public speech and therefore the speech of representatives of even lower types of speech cultures is actually unintelligible. Today there are many native speakers of a literary language for whom the spoken system of communication is virtually the only one, at least in orally speech. Unfortunately, there are many representatives of this type in mass school.Many teachers believe that it is necessary to speak to students in a language they understand and, therefore, try to teach the material, imitating youth speech culture, and partly some slang phrases and expressions. They think that in this way they will be able to win the respect of schoolchildren and “merge” into their world. However, as noted above, the teacher should be a role model for the student both culturally and verbally. A teacher is a person who educates a child not only about morality, but also about culture, including the culture of communication. Therefore, such behavior is unacceptable. It should be noted that in most cases this is the “sin” of young teachers, who often see their future friends in schoolchildren.

Conclusion

Communicative culture determines the spiritual development of the individual, shapes his moral character and is an expression of a person’s moral life and an integral part of the formation of the general culture of the individual as a whole.

The specifics of pedagogical communication, as a condition for creating a humane developmental environment in the educational process, determines the priority of the communicative aspect in the teacher’s personal culture.

Effective pedagogical communication is predetermined by the teacher’s communicative culture, and the desire to improve it is a prerequisite for pedagogical excellence.

In the psychological and pedagogical literature, communicative culture is considered in connection with the characteristics of human interaction; knowledge and skills; as a personal quality and behavior manifested in relationships with people; due to communication abilities.

Based on an analysis of the literature, we consider communicative culture as a set of knowledge, skills and communicative qualities of an individual, which has a successful impact on students and makes it possible to most effectively organize the process of training and education and regulate communication activities in the process of solving pedagogical tasks.

Literature used

1.Ivanchikova T.V. Speech competence or speech culture? / T.V. Ivanchikova // Pedagogy. - 2009. - N 3. - P. 83-89.

2. Izmailova M.A. Business communication: a practical guide for all specialties / M.A. Izmailova, O.V. Ilyina, Ross. University of Cooperation. - M.: [b. i.], 2007. - 82 p.

3.Kotova I.B. General psychology: training manual for universities / I.B. Kotova, O.S. Kanarkevich. - M.: Dashkov and K", 2008. - 478 p.

4. Lvov M.R. Rhetoric. Culture of speech: a textbook for pedagogical specialties in universities / M.R. Lviv. - M.: Academy, 2002. - 272 p.

5. Oleshkov M.Yu. Verbal aggression of a teacher in the process of pedagogical communication / M.Yu. Oleshkov // Standards and monitoring in education. - 2005. - N2. - P. 43-50.

6. Fundamentals of pedagogical skills M.: Publishing center "Academy" 2008 - 256 p.

7. Rhetoric: textbook / ed. N.A. Ippolitova. - M.: Prospekt, 2008. - 447 p.

Abstract on the topic: “Features of a teacher’s speech behavior in a teaching situation. Techniques for educational listening"

PLAN

1 The essence of the concept of “speech behavior”

2 Features of the teacher’s speech behavior in the classroom

3 Listening: types and techniques

REFERENCES

1 The essence of the concept of “speech behavior”

Two life manifestations of a person - activity and behavior - differ in that in activity actions are determined by conscious goals and motives, and behavior is often deep in the subconscious. In accordance with this, specialists in the theory of speech activity, psycholinguists, define speech activity as a motivated, goal-determined conscious speech manifestation, and speech behavior as an automated, stereotypical speech manifestation devoid of conscious motivation (due to the typical attachment of such a manifestation to a typical, frequently repeated situation communication).

A person’s speech behavior is a complex phenomenon; it is associated with the characteristics of his upbringing, place of birth and education, with the environment in which he habitually communicates, with all the characteristics characteristic of him as an individual and as a representative of a social group, as well as of a national community.

Analysis of the features of verbal communication in social interaction is associated with distinguishing the following levels of social communication:

communication between people as representatives of certain groups (national, age, professional, status, etc.). In this case, the determining factor in the speech behavior of two or more people is their group affiliation or role position (for example, leader-subordinate, consultant-client, teacher-student, etc.);

transmission of information to many people: direct in the case of public speech or indirect in the case of means mass media.

The speech behavior of people in socially oriented communication has a number of features.

First of all, it should be noted that in social interaction the servicing nature of speech activity is clearly expressed; here speech is always subordinated to a non-speech goal, aimed at organizing the joint activities of people. This feature predetermines a much stricter (compared to interpersonal interaction) regulation of speech behavior. Although norms of speech behavior belong to the sphere of tacit agreements between members of society, it is in the sphere of socially oriented communication that their observance is accompanied by much stricter control.

In the pragmatic study of language, a number of specific rules are formulated, the implementation of which allows people to act together. The initial conditions are:

the presence of at least a short-term immediate common goal among the participants in the interaction. Even if their ultimate goals differ or contradict each other, there should always be a common goal for the period of their interaction;

the expectation that the interaction will continue until both participants decide to end it (we do not leave the interlocutor without saying a word, and do not suddenly start doing something else). The described conditions are called the “principle of cooperation”, i.e. a requirement for interlocutors to act in a manner consistent with the accepted goal and direction of the conversation.

2 Features of the teacher’s speech behavior in the classroom

A teacher’s ability to build interaction with students so that his speech becomes effective and efficient, the ability to maintain attention and find optimal ways of communication in difficult lesson situations are the main elements of the professionalism of a modern teacher.

One of the components of a teacher’s professional speech culture is his speech behavior. Personality is revealed in speech. A person's intelligence, feelings, character, goals and interests are reflected explicitly or implicitly in what and how he says.

Following L.S. Vygotsky, we consider speech behavior not as “an automated, stereotypical speech manifestation devoid of conscious motivation,” but highlight the possibility of the regulating function of speech in behavior and conscious-volitional actions of a person. Also in our study, we talk about the concept of “speech behavior” as an integral system of speech manifestations of the teacher’s linguistic personality, characterizing his speech culture in general.

Speech culture “includes language, forms of embodiment of speech, a set of generally significant speech works in a given language, customs and rules of communication, the relationship between verbal and non-verbal components of communication, consolidation of the picture of the world in language, methods of transmitting, preserving and updating linguistic traditions, the linguistic consciousness of the people in everyday and professional forms, the science of language.” When talking about the communicative qualities of a teacher’s speech, we mean the culture of speech communication. By speech communication we mean interpersonal perception, which includes: the subject of interpersonal perception, the object of interpersonal perception and the process of interpersonal perception itself. One of the indicators of the results of speech influence is the recipient’s understanding of the author’s statement. For each type of communication, there are specific linguistic means - words, grammatical structures, etc., behavioral tactics, the ability to apply which in practice is a necessary condition for achieving success in the process of verbal communication.

The conditionality of communication by certain goals is beyond doubt, since “scientific analysis allows us to see in each act of speech communication the process of achieving some non-speech goal, which ultimately correlates with the regulation of the interlocutor’s activity.” We consider verbal communication as one of the components in the structure of speech behavior, since it is the basic concept of a teacher’s speech culture. It is connected, on the one hand, with the linguistic concepts of “language”, “speech”, and on the other hand, with such concepts as “the purpose of communication”, “subject of communication”, “participants of communication”, “conditions of communication”.

In his speech communication, the teacher uses standard models of speech organization: conversation and message, story and explanation, question and greeting, etc., which are called speech genres. The most significant for a teacher are the genres of pedagogical speech - models of speech organization in the process of teaching and upbringing. This is, first of all, a lesson summary, a pedagogical review, an oral and written explanatory monologue, a teacher’s story, and an educational dialogue. Each genre is a complex model that includes several components. The choice of each genre is based on the implementation of the task of speech pedagogical communication that the teacher has set for himself. A primary school teacher does not always master all genres of pedagogical speech.

The correct choice of language means understandable to the child, mastery of all genres of pedagogical speech speaks of the speech competence of a primary school teacher. In other words, the culture of speech communication of a primary school teacher is manifested in speech communication as an indicator of his speech competence. Also, one of the conditions for speech competence is reflection of the speech behavior of a primary school teacher, which implies introspection, self-assessment of one’s speech communication.

Considering the speech behavior of a primary school teacher as part of the culture of speech, one cannot help but pay attention to the teacher’s speech attitudes, which mean the manifestation of his emotional relationships in the class, which can be expressed positively, negatively or neutrally towards the object.

We believe that all of the above components are manifestations of linguistic personality in the speech behavior of a primary school teacher. The term “linguistic personality” itself was first used in V.V. Vinogradov’s book “On artistic prose” (1929). Currently, the concept of linguistic personality is quite well developed in Russian linguistic science. In numerous interpretations of linguistic personality that appeared in the 80s and 90s. XX century, two main directions are distinguishable: linguodidactics and linguoculturology.

The linguodidactic approach to linguistic personality in the works of modern researchers goes back to the views of G.I. Bogin, who understands linguistic personality as “a person considered from the point of view of his readiness to perform speech acts.” In line with the linguodidactic direction, Yu.N. Karaulov gave a definition of linguistic personality: this is “the totality of a person’s abilities and characteristics that determine the creation and reproduction of speech works (texts), which differ in a) the degree of structural and linguistic complexity, b) the depth and accuracy of reflection of reality , c) a specific target orientation."

All this proves the interdependence of the components of the structure of speech behavior, since the violation or limitation of one of the components violates the integrity of the entire system. The main condition for the existence of this structure is the unambiguous manifestation of the linguistic personality. We presented the structure of the speech behavior of a primary school teacher in the form of the following diagram (see figure).

Children often identify “favorite” and “unloved” teachers among teachers. One of the most important signs that allows students to “classify” their teachers in this way is their speech behavior.

In modern schools we see three types of language cultures of teachers:

1. Carriers of elite speech culture

2. Representatives of the “average literary” culture

3. Teachers with a literary-conversational type of speech behavior

I will start with the characteristics of representatives of elite speech culture. This is the ideal type of speech behavior of a teacher, which, unfortunately, is extremely rare in modern schools.

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The bearers of elite speech culture master the entire system of functional-style differentiation of the literary language and use each functional style in accordance with the situation. In this case, switching from one style to another occurs as if automatically, without much effort on the part of the speaker. In their speech there is no violation of the norms of the literary language in pronunciation, stress, formation of grammatical forms, or word usage.

One of the signs of an elitist speech culture is the unconditional adherence to all ethical norms, in particular, the norms of national Russian etiquette, which require the distinction between “you” and “you-out”. You-communication is used only in informal settings. One-way you-communication is never allowed.

They use language creatively, their speech is usually individual, there is no usual cliché in it, and in colloquial speech there is no desire for bookishness.

A “first type” teacher must, first of all, have a love for children and the subject being taught. A friendly attitude is the key to a friendly speech and indulges the desire to continue communication between the participants in the conversation. A good teacher, in the process of verbal communication, must remember that his speech should be:

1. Emotional, loud, clear, full of epithets and comparisons.

2. Spelling correct.

3. Confident in what knowledge of the material is necessary for.

4. Prepared: any cases of unplanned development of the conversation must be thought out. A friendly response to everything.

In my opinion, a teacher should have a philosophical, non-hostile sense of humor. In most cases, such a teacher appears to be a role model for children. That is why he needs to carefully monitor his speech, since children do not forgive mistakes of those who teach them.

Much more often at school there are teachers who are carriers of a “average literary” language culture. Their speech behavior reflects a much lower level of their general culture: the impossibility of creatively using popular expressions from different eras and peoples, artistic examples of classical literature, ignorance of literary norms for the pronunciation of words, and often their meanings, gives rise to linguistic poverty, rudeness and incorrectness of speech. Violations of pronunciation norms are not isolated among them, but form a system.

As a consequence of all this, speech behavior is characterized by:

2. Irritation: when a student asks a question and the teacher does not know the answer. Rudeness in voice.

3. Lack of gestures, which, as a rule, does not lead to contact.

4. Ignorance of quotations from works of art (for a literature teacher), because this does not lead to the perception of the material being studied.

5. Incorrect placement of stress, which is unacceptable for a language teacher. The low general cultural level of such teachers is indicated by their excessive self-confidence: for example, by placing the wrong emphasis on a word, many of them prove that this is correct, that there are different variants of the pronunciation norm.

6. Stinginess with synonyms, comparisons, epithets.

7. Frequent repetition of the same word in the process of explanation, with the exception of terminology.

8. Insufficient respect for the addressee. As a rule, this is expressed in incomplete adherence to the norms of oral speech - the desire to speak in long, complex phrases with adverbial and participial phrases. In this way, the policy is to intimidate the interlocutor, suppress his desire to speak, and defend his own, even incorrect, point of view.

It is far from the norms of public speech and therefore the speech of representatives of even lower types of speech cultures is actually unintelligible. Today there are many native speakers of a literary language for whom the spoken system of communication is virtually the only one, at least in the oral form of speech. Unfortunately, there are many representatives of this type in public schools. Many teachers believe that it is necessary to speak to students in a language they understand and, therefore, try to teach the material, imitating youth speech culture, and partially some slang phrases and expressions. They think that in this way they will be able to win the respect of schoolchildren and “merge” into their world. However, as noted above, the teacher should be a role model for the student both culturally and verbally. A teacher is a person who educates a child not only about morality, but also about culture, including the culture of communication. Therefore, such behavior is unacceptable. It should be noted that in most cases this is the “sin” of young teachers, who often see their future friends in schoolchildren.

3 Listening: types and techniques

The process of social perception presupposes, first of all, the presence of a culture of listening. Numerous studies show that most educators do not have sufficient listening skills.

Listening is the process through which connections are established between people, creating a sense of mutual understanding that makes any communication effective. Listening requires certain skills that a teacher needs to learn, since the process of listening occupies a significant part of his life.

There are several types of listening: active, passive, empathic.

Active listening is a type of listening where reflection of information comes to the fore. This includes constant clarification of the information that the interlocutor wants to convey by asking clarifying questions.

Productive Active Listening Techniques

Paraphrasing (echo technique).

Essence: return to the interlocutor his statements (one or more phrases), formulating them in his own words. You can start like this: “As I understand you...”, “In your opinion...”, “In other words, you think...”.

The main goal of “echo technology” is to clarify information. The most significant, important points of the message are selected for paraphrasing. But when “returning” a replica, you should not add anything “on your own” or interpret what was said. The echo technique will allow you to give your interlocutor an idea of ​​how you understood him and prompt a conversation about what seems most important to you in his words.

Summary.

This technique involves reproducing the partner’s words in an abbreviated form, briefly formulating the most important thing, and summing up. “If I now summarize what you said, then...”

Summarizing helps in discussions, consideration of claims, when it is necessary to solve any problems. It is especially effective if the discussion has dragged on, goes in circles, or is at a dead end.

Summarizing avoids wasting time on irrelevant conversations and can be an effective and non-offensive way to end a conversation with an overly talkative interlocutor.

Development of the idea.

This technique differs from the previous ones in that the interlocutor’s statement is not simply paraphrased or summarized, but an attempt is made to derive a logical consequence from it, to make an assumption about the reasons for what was heard. This technique will allow you to clarify the meaning of what was said, quickly move forward in the conversation, and makes it possible to obtain information without direct questions. But you should avoid hasty conclusions and use non-categorical wording and soft tones.

Active listening is indispensable in conflict situations when the interlocutor behaves aggressively or demonstrates his superiority. This is a very good way to calm down, tune in, if there is a desire to be insolent to your partner, to develop the conflict that has begun.

A common mistake people make when using active listening is to follow the rules purely formally. In such cases, a person asks the “necessary” question: “Did I understand you correctly that...”, but, having not heard an answer, continues to develop arguments in favor of his own point of view, actually ignoring the point of view of the interlocutor. Then such a person is surprised that the active listening technique does not work.

Active listening can be used in all cases when a child is upset, offended, failed, hurt, ashamed, or scared. In such cases, it is important to let him know that you feel his concern. “Voice” your child’s feelings helps relieve conflict or tension.

It happens that you have to listen to a person who is in a state of strong emotional arousal. In this case, active listening techniques do not work. In this state, a person does not control his emotions and is not able to grasp the content of the conversation. He needs only one thing - to calm down, come to a state of normal self-control, and only then can you communicate with him. In such cases, the technique of passive listening works effectively.

Passive listening is the ability to let the interlocutor understand that he is not alone, that they are listening, understanding and ready to support him. The so-called “uh-huh reactions” work best in this case: “yes-yes”, “uh-huh”, “well, of course”, nodding your head. The emotional state is like a pendulum: having reached highest point emotional intensity, the person begins to calm down, then the strength of his feelings increases again, reaching the highest point, then falls. If you do not interfere with this process, do not “swing” the pendulum additionally, then, having spoken out, the person will calm down, and after that you can communicate with him normally. The main thing in this type of listening is:

do not remain silent, because deaf silence causes irritation for any person, and even more so for an excited person;

do not ask clarifying questions, because this will only cause a response outburst of indignation;

do not tell your partner: “Calm down, don’t worry, everything will work out” - he cannot adequately understand these words, they outrage him, it seems to him that his problem is underestimated, that he is not understood. Sometimes in such cases it is useful to “adjust” to your partner, repeat his words, emotions, movements, that is, behave like him, share his feelings. But this must be done sincerely, otherwise repetition of actions will be assessed as a mockery of his feelings.

Empathic listening allows you to experience the feelings that the interlocutor is experiencing, reflect them, understand the emotional state of the interlocutor and share it. When listening empathically, they do not give advice, do not seek to evaluate the speaker, do not criticize, or lecture. This is the secret of good listening - one that gives the other person relief and opens up new ways for him to understand himself.

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Rules for Empathic Listening:

You need to tune in to listening: forget about your problems for a while, free your soul from your own experiences and try to move away from ready-made attitudes and prejudices regarding your interlocutor. Only in this case can you understand how the interlocutor feels, “see” his emotions.

In your reaction to your partner’s words, you must accurately reflect the experience, feeling, emotion behind his statement, but do it in such a way as to demonstrate to your interlocutor that his feeling is not only correctly understood, but also accepted.

You need to pause. After your answer, the interlocutor usually needs to be silent and think in order to understand his experience.

It must be remembered that empathic listening is not an interpretation of the secret motives of his behavior hidden from the interlocutor. You just need to reflect your partner’s feeling, but not explain to him the reason for this feeling. A remark like: “So it’s because you’re just jealous of your friend” or “In fact, you would like to be paid attention to you all the time” cannot cause anything other than retaliatory aggression and defense.

In cases where the partner is excited and the conversation develops in such a way that the partner speaks “without closing his mouth”, and your conversation is quite confidential, it is not at all necessary to answer with detailed phrases, it is enough to simply support the partner with interjections, short phrases like “yes, yes” , “uh-huh,” nod your head, or repeat his last words.

Empathic listening allows the teacher to better understand the child and helps neutralize the teacher's judgmental bias. The desire of many teachers to listen to another person, not so much with the goal of listening to what he tells them, but with the goal of evaluating him, often becomes the cause of communication barriers. These include barriers to dialogical communication (prejudice, mistrust, lack of a sense of humor, lack of social contact skills). One of the types of dialogue between a teacher and a student is an argument. Only a high culture of dialogue protects against the danger of turning it into a quarrel, i.e. into a “state of mutual hostility.”

The culture of dispute is ensured by compliance with the following pedagogical rules (I. I. Rydanova):

Students' perceptions of disagreement natural reaction, consequences of a critical attitude to information.

Taking into account the underlying motives of students’ confrontation (the need for personal self-affirmation, increasing status among peers, resentment, emotional arousal, a state of psychological discomfort, etc.).

An expression of unwavering goodwill towards an opponent, regardless of reputation and status.

An interested and respectful attitude towards any point of view, even an absurd one, concern for preserving and increasing the prestige of each student.

Critical evaluation concrete actions, and not the individual as a whole (“This act seems ugly to me,” and not “You always try to disrupt the lesson because you’re a slacker,” etc.).

Controlling the emotional tone of the dispute to prevent it from escalating into a quarrel.

When defending your opinion, use generally accepted etiquette norms (“It seems to me”, “Let’s think together”, “Maybe I’m wrong”, etc.), willingness to admit mistakes, and apologize for an oversight.

Willingness to make compromise decisions, taking into account the interests of students and their needs.

Tolerance, compliance in small things.

Disciplining the class using indirect influences - switching attention, jokes.

Dominance of expression of optimism. The following can be considered indicators of a low culture of dialogue with students:

Restriction of freedom of expression of opinions, especially those that do not coincide with the point of view of the teacher (“Stop arguing about the indisputable”, “It’s too early for you to have your own views! For this you need to at least study decently”).

Focus only on planned goals (“Again, you, Kokarev, are wasting our time with empty questions! I don’t have time to do anything!”, “Don’t distract us, Sidorova, with your abstruse questions!”).

Emphasizing what separates students from each other (“How can you think so, Gavrilova? Your disagreement shows ignorance of the material”).

Petty intolerance, pickiness (“How are you sitting, Ignatieva! Put your hands on your desk”, “How can you not know such simple things?”).

Discipline through pressure, direct reprimand (“Stop showing how smart you are,” “You, Veremeeva, would be better off keeping quiet and remembering the bad mark you received!”).

Threats (“Try not to complete this task!”).

Reproaches (“I reminded you so many times, but you...”, “I warned you, but you didn’t want to listen!”).

Humiliation (“I’ve never had such a lazy student!”, “Well, look at this “professor”! It would be better if he got a haircut”).

Ridicule (“Guys, who does Lazarev resemble? Sancho Panza, really? Just as fat and lazy”).

Demonstrating your superiority in various forms: direct (“Do you have two convolutions in your head?”), softened (“You seem to be an intelligent Halperin, but you speak nonsense”), hidden (“There is nothing to doubt here, Nikiforova, this is clear to every normal person!”).

Mentoring (“Remember, Khlamova, behave like this cultured people they don’t lead”, “It’s a shame, a shame not to know basic things”).

The use of flattery, ostentatious kindness, a smile, an affectionate vocative (Natashenka, Serezhenka) or deception, intimidation for manipulative purposes to obtain one’s own benefit and achieve selfish goals.

Dominant expression of pessimism (“You don’t know how to do anything. And I have no idea what I should do with you,” “I can’t imagine how you will pass the exams”).

Thus, conducting a communicative dialogue with students requires a high culture from the teacher - linguistic, moral, psychological, pedagogical.

REFERENCES

Antonova N.A. Speech communication between teacher and student / N. A. Antonova // Philological studies: collection. scientific Art. young scientists. Saratov: Publishing house Sarat. University, 2003. Issue 6. pp. 270-272.

Karaulov Yu.N. Russian language and linguistic personality. M., 1987. C.3.

Speech influence in the field of mass communication / Ed. F.M. Berezina and E.F. Tarasova. M.: Nauka, 1990. P.40.

Formanovskaya, N.I. Speech etiquette and culture of communication.M.: graduate School, 1989. P.32.

Oral and written communication is realized in four types of speech activity: speaking, listening, reading and writing, the teaching of which should be carried out interconnectedly, but with a differentiated approach to each of them. This is due not only to the fact that the functioning of each type is based on the same mental processes and psycholinguistic patterns. In real communication, a person reads and discusses what he has read, while making notes that allow him to better remember and then reproduce the necessary information, etc. In other words, these types of activities as ways of carrying out authentic verbal communication are closely intertwined with each other and are sometimes difficult to carry out a clear boundary between them.

The processes of information transfer are largely based on communication processes, and with any teacher organization chosen by the teacher, the communication option has a significant impact on the learning outcome. Therefore, knowledge of communication factors and the use of their practical activities are important for teachers.

There are speech (auditory) and non-speech (visual) communications.

Speech communication. When working, the teacher’s speech should be correct, understandable, expressive, and pleasantly perceived. Sentences are short and clear. You need to be especially careful when using professional terms.

The teacher must skillfully use scientific terminology and be able to clearly explain the meaning of any term.

When presenting the material, the teacher must take into account the pace of speech, sound strength, modulation, pauses, correct breathing, dialect, and style of speech.

Of course, each temperament has its own pace of speech and changing this habit is not easy, but it is not necessary. Although at the same time it is necessary to remember and know that in class it is better to speak slowly than quickly. The fast pace makes it difficult to understand. But maintaining the same pace makes speech monotonous. ABOUT important things you need to speak more slowly.

Non-verbal communication. These are facial expressions, gaze, gestures, appearance.

Of course, not everything can be changed in a person’s appearance, but in general, a teacher can change his appearance by taking care of himself.

Practical mastery of a foreign language is possible only if it is used as a means of communication, during which information is exchanged in this language. The lesson has quite a lot of opportunities for using a foreign language as a means of communication between teacher and students. Observations, however, show that these opportunities are not always used to the fullest. Rogova establishes the following trends in the use of a foreign language in teacher speech:

1) very often the teacher speaks in a foreign language, constantly accompanying his speech with a translation into his native language, which does not contribute to the formation of skills in students. Knowing that the teacher usually translates what he says, the student makes no effort to understand the teacher's speech in foreign language.

2) the teacher ensures that his instructions are understood by students directly in a foreign language, since he uses in his speech what the students have learned. However, with this approach to his speech, the teacher will not be able to teach a lesson in a foreign language for a very long time, will not be able to create a foreign language “environment” for students, since the words and expressions so necessary for communication are very irregular or not included at all in textbooks. Excessive caution in the use of words and expressions that students have not “passed” harms the formation of oral speech skills.

3) it happens that things seem to be going well: the teacher speaks a foreign language, students have the opportunity to listen to speech in the language they are learning. However, it is necessary that in communication between the teacher and students the decisive role belongs to the language of speech, and not to other additional factors (facial expressions, gestures, established order at the level)

When selecting the material that the teacher himself will use in his oral speech during the lesson, one should take into account the goals he pursues: firstly, the development of students’ ability to listen and understand foreign speech; secondly, a certain expansion of the students’ passive vocabulary and the development of their guesses about the context in the listening process.

In this regard, it is very important that the material that the teacher uses in his oral speech is accessible and feasible for students. This is all the more important given the limited language material that is offered to students at initial stage learning, they will quite naturally try to reproduce the expressions that they heard from the teacher.

When choosing an expression, the teacher must take into account its sound composition - it must be available to students at the time of utterance given expression. The teacher’s speech should not contain sounds that are unknown to students. An exception can only be made for sounds whose articulation coincides with similar sounds native language, or for sounds, differences in articulation can be neglected (for example, sounds [p], [b], [f], [v], [s], [k], etc.)

The presence in the teacher’s speech of unfamiliar difficult sounds (for example, [r], [w], etc.) significantly complicates its perception by students. In addition, the student will not only remember this expression with incorrect pronunciation, but will also have much greater difficulty learning this sound when studying from a textbook, since incorrect articulation has already become ingrained to some extent.

Given its grammatical structure, the teacher’s speech may differ from the grammatical material, since students remember individual sentences as “expressions,” that is, undivided. However, it is desirable that these differences are not too significant - then the teacher’s speech will serve as a good exercise in students’ assimilation of the grammatical phenomena being studied

In the area of ​​vocabulary, the teacher is given somewhat greater freedom. Unconstrained by spelling difficulties, the teacher can gradually introduce into his speech all the words that he needs in the process of teaching a lesson. It is only important to take into account the above-mentioned requirement that these words must contain new difficult sounds.

The question of the dosage of new material in the teacher’s oral speech is just as important as the question of the dosage of new material in the textbook; therefore, when preparing a teacher for a lesson and drawing up his work plan, due attention should be given to this.

At first, you should not give more than 1-2 expressions at a time. In addition, not every lesson the teacher must supplement his speech with new elements. New ones should be introduced only after the teacher is convinced that all previously introduced expressions are correctly understood by the majority of students in the class.

When using this or that form or expression, the teacher must take all measures to ensure that it is correctly understood by the students. To achieve this you need to keep the following in mind:

1) having used one or another English expression, the teacher must adhere to the same form in subsequent lessons, without replacing it with an equivalent in Russian, or with another similar expression in English.

These expressions should, if possible, be pronounced the same way in all classes, since different pronunciations of the same expression at the initial stages of learning may cause difficulties for students to understand. The rate of speech in this case should be the usual rate of speech of the teacher during the lesson (i.e., somewhat slower) with the correct rhythm and pauses at the boundaries between semantic groups of words.

2) the teacher must ensure that students understand not only general meaning the expression he used, but also its individual parts.

The teacher should clearly pronounce each new expression 2-3 times, inviting students to guess what it might mean in general. If the student is unable to do this, then the teacher can translate it by drawing their attention to certain familiar elements in it (individual words) and the situation that caused the utterance.

3) the accuracy of students’ understanding of the teacher’s speech should be systematically checked. One should not be content with one positive reaction from students to individual instructions. It is necessary from time to time to force them to translate what is said. After 4-5 lessons after introducing a new expression, it can already be included in the number of questions asked to the textbook that answers the mark. In this case, the student should only be required to translate this expression from English into Russian.

4) each new expression must be repeated many times by the teacher, not only in the lesson in which it was used for the first time, but also in subsequent lessons.

Since dialogue with the teacher is the leading form of introducing students to oral speech in a foreign language, that is why it is so important that the teacher’s speech is free of all kinds of errors.

The largest group consists of errors associated with poor command of usage, i.e. patterns of use of words and phraseological combinations of speech. Ignorance of the English speech norm leads to the fact that the teacher often transfers the Russian norm to English, resulting in a construction that is alien to English speech.

The next group consists of grammatical errors. These include the use of Present indefinite instead of the present continuous required in this situation: “you are talking nonsense” instead of “you are talking nonsense”. Or replacing the present perfect with the present indefinite: "Did you bring a note from your doctor?" instead of "have you brought note from your doctor?".

Thus, it is advisable to more widely use the results of theoretical research in the field of linguistics to prevent and correct typical errors in speech. Pay attention to those words and expressions in the use of which the likelihood of errors is greatest, repeat them many times using various exercises.

The teacher’s speech actions have a certain communicative content and form. For example, you can induce a student to take some educational actions with the help of a hint, request, advice, instructions, demands, etc. If the content of a teacher’s speech act is determined by pedagogical goals, then the form of the speech act is determined by the characteristics of interpersonal relationships: functional or friendly.

The general nature of the teacher’s speech act is determined by who it is addressed to, for what purpose, what its content is, the specific situation of communication and what attitude is demonstrated to the student - indifference, sympathy, love, antipathy.

In the variety of speech acts, there are such communicative types as narration, question, motivation and exclamation. Each speech act has its own syntactic, lexical and intonation structure.

To manage pedagogical communication, a teacher needs the ability to predict student responses to their behavior. Only by using the optimal model of speech act, the teacher achieves the necessary educational and educational effect. For example, the expression “I ask you to do this work, I’m sure that you (you) can handle it” is a stronger motivator for a student than “get to work immediately, otherwise you won’t get a good grade.”

Each act of professional interaction requires non-standard speech creativity, because is based on taking into account diverse circumstances - the communication situation, the individuality of the student, the feelings he experiences, his mood, the nature of the existing relationships.

The teacher constantly needs to adjust his behavior in accordance with the momentarily received feedback - verbal and non-verbal. Pedagogical communication consists of the mutual exchange of speech acts between the teacher and students.

The success of a teacher’s professional activity as a subject teacher and educator is determined by the ability to conduct “mutual conversation” and organize “sociable speech.”

The unrealized communicative potential of speech behavior results in a weakening of the educational influence of the teacher’s personality on the student’s personality. In this regard, there is a need to highlight the specific functions of the teacher’s communicative and orientation activities.

The study of the theory and practice of pedagogical communication allows us to identify the functions of a teacher’s speech behavior: self-presentation, motivational, psychotherapeutic.

Self-presentational function– the teacher’s personality is the object of children’s close attention literally from the first moments of communication. The personal charm of a teacher depends on the culture of self-presentation. Sh.A. Amonashvili emphasizes the serious importance of the greeting with which the teacher addresses the children. A welcoming, kind, joyful, stimulating form of greeting is a method of nurturing love and trust between a person and a person.

A favorable impression of a teacher among students depends on how confident his movements, postures, facial expressions, gestures are, on the clarity of speech, on the justification of its volume, rhythm, on a calm look.

Motivational function. Motive is not just a stimulant of activity, but also a regulator of its intensity. Compare two minutes of the beginning of the lesson :

1. “Hello, guys! Why is the board not prepared? Who's on duty? Petrova? I ask you to perform your duties more efficiently in the future! (The student slowly heads to the board). Faster! Faster! Semenov will go to the board first!”

2. " Good morning, Guys! Are you feeling sad today? Maybe some trouble? Have you forgotten what day it is today? Thank you, Sasha remembered. Yes, today is the first day of spring! I suggest we celebrate this somehow. Let's do without the survey and marks. Do you agree?

Commenting on the assessment has particular motivational significance. A teacher’s evaluative judgments can be positive, stating successes, achievements, strengths, and negative, critical, noting shortcomings and weaknesses. The encouraging comment is intended to instill confidence in one’s abilities and confirm the correctness of the educational actions. The purpose of negative commentary that focuses on failures is to empower students. The optimal combination of encouragement and objective critical analysis.

Let's see how skillfully Sh. A. Amonashvili does this:

1. “It is clear that you can read this poem expressively and emotionally. I liked how you started reading it. Everything was fine. However, we agreed: in the end it is better to express only anger, readiness for self-sacrifice... Do you agree?”

2. “I carefully read your essay and read it several times. It is interestingly written. But you upset me with your negligence: you are mutilating some letters. If you put in a little effort and master normal calligraphy, your essay will be easy to read, and the reader will not miss any of your ideas, since he will not be annoyed and delayed by your distorted handwriting... Maybe you want to rewrite it?

The motivational role of the teacher’s laconic expressive assessments is significant: “You have grown a lot, Petya, I’m happy for you!”, “I like how you gracefully solved the problem,” etc. They allow students to experience moral satisfaction and a sense of success.

Psychotherapeutic function.

The life of every child is characterized by emotional tension, which in unfavorable stressful situations results in breakdowns.

The teacher’s word can play the role of a stressor, activating the spiritual strength of the child and a wounding distressor.

The psychotherapeutic function of the teacher is manifested in preventing distress. The advice “Do no harm!” is correct.

It should be taken into account that the presence of peers acts as an additional irritant for each child, a source of acute experiences, because associated with the assertion of personal dignity and prestige in their environment. In dialogue, the preferred tactic is to focus on the merits.

Particularly traumatic is the pessimistic assessment of children’s capabilities, which is expressed in punitive intonations and rude form.

The psychotherapeutic effect is not the role-based, but the personal level of communication, the humanity of the teacher. It is then that the child develops a feeling of security and awareness of his self-worth.

Significant therapeutic effects has a confidential conversation face to face, the ability to listen and hear the interlocutor.

Related information.