Speech portrait of a classmate. Speech portrait of Leonid Parfyonov (based on his interviews and public speeches). "collective speech portrait"

Department of Education of the Administration of the State Civil Organization "City of Petrovsk-Zabaikalsky"

Municipal educational institution -

secondary school №6

III scientific and practical conference schoolchildren

of the city of Petrovsk-Zabaikalsky in 2012

Section Philology

Speech portrait of a high school student

RESEARCH WORK

Supervisor:

Popova Natalya Viktorovna,

teacher of Russian language and literature

MOU secondary school №6

Petrovsk-Zabaykalsky, 2012

Content

Introduction…………………………………………………………………….3

2. Chapter I. The concepts of "speech portrait" and "collective speech portrait"……………5

3. Chapter II. Factors influencing the speech of a high school student and the main stages of the formation of his linguistic personality……………………………………………………………………..8

4. Chapter III. The components of the speech portrait of a high school student………………………...11

4.1. Phonetic level………………………………………………………………….11

4.2. Word-building level……………………………………………………..12

4.3. Lexical level……………………………………………………………………12

4.4. Morphological level…………………………………………………………..13

4.5. Syntactic level……………………………………………………………..14

4.6. School slang………………………………………………………………………14

4.7. Linguistic self-awareness of high school students……………………………………….16

5. Conclusion………………………………………………………………………………… 20

6. References…………………………………………………………………………22

7. Application…………………………………………………………………………………24

Introduction.

Our research work is devoted to the description and analysis of the speech portrait of a senior (9-11) grade student.

The relevance of research determined by the ignorance of the issue. Speech portraits of specific linguistic personalities, mainly writers, are widely represented in science. There are very few collective speech portraits, and the description and analysis of the collective speech portrait of the emerging linguistic personality of a school graduate is practically unstudied, and therefore relevant.

Subject of research is the collective linguistic personality of a high school student.

Object of study- a collective speech portrait of the emerging linguistic personality of a schoolchild of 15-17 years old, reflecting the features of his speech, speech behavior.

Purpose of the study- description and analysis of the speech portrait of one of the age and social varieties of the collective linguistic personality - a student of grades 9-11 of a modern city school.

This goal necessitated the solution of the following tasks:

To give a general idea of the concept of a linguistic personality in modern linguistics, considering the main characteristics and parameters of a linguistic personality.

Consider and clarify the concepts of "speech portrait" and "collective speech portrait"

To determine the factors influencing the speech of high school students.

Describe the main stages in the formation of a high school student's linguistic personality.

To identify and describe the main components of the speech portrait of a student in grades 9-11, to show the originality of this subculture.

Research methods. The choice of specific linguistic methods is determined by the tasks of the work, as well as the specifics of the analyzed material. The leading method of work is based on observation techniques followed by analysis of the material. To work with vocabulary, the method of associative experiment was used, and in the processing and analysis of the data obtained, a descriptive method and a statistical method were also used.

Research material. The material of the study was dictaphone and manual recordings of unprepared oral speech of high school students, obtained as a result of using the “oral interview” method, recording of spontaneous oral speech recorded after school hours, as well as data from a directed associative experiment and the method of interpreting words.

Chapter I. The concepts of "speech portrait" and

"collective speech portrait"

At the end XX century leading principle of description language material became the principle of anthropocentrism, the basis for which was the desire to learn the language in close connection with man. The key concept of modern linguistics is "linguistic personality". The development of issues of theory and methodology for studying a linguistic personality has its own history of development, as well as justification own understanding certain components of this phenomenon in the works of various researchers (V.V. Vinogradov, Yu.N. Karaulov, G.I. Bogin, K.F. Sedov, V.I. Karasik, etc.).

The relationship between language and speech is formed in such a way that only the most stable and non-random components of speech are included in the language system. S.V. Mamaeva, based on this provision, argues that for "the most complete and accurate description of a linguistic personality (individual or collective), it is required, first of all, the reconstruction and analysis of its speech portrait."

The analysis of the presented concepts allows us to talk about the relationship between the concepts of "linguistic personality" and "speech portrait". We believe that they are closely interrelated and condition each other.

The interdependence of these concepts can also be traced in the analysis of a three-level model of linguistic personality (Yu.N. Karaulov), which includes: 1) the verbal-semantic level; 2) cognitive level; 3) pragmatic level.

A number of scientists (M.V. Kitaygorodskaya and N.N. Rozanova) believe that “a functional model of a linguistic personality (i.e. its speech portrait)” should include the following three levels:

The lexicon of a linguistic personality is a level that reflects a person's possession of the lexical and grammatical fund of the language. That is, when creating a speech portrait of a given level of a linguistic personality, it is necessary to analyze the vocabulary and phrases used by a particular linguistic personality.

The thesaurus of a linguistic personality is a linguistic picture of the world, which, when describing a speech portrait of this level, is reflected in the use of favorite colloquial formulas, speech turns, special vocabulary, by which we recognize a person.

The pragmaticon of a linguistic personality is a system of communicative roles, motives, goals, intentions that guide the personality in the process of communication.

S.V. Mamaeva believes that the speech portrait of an emerging linguistic personality is not its functional model, but its functional one. implementation of this model in terms of the formation of a linguistic personality. Consequently, the creation ("drawing") and a comprehensive analysis of a speech portrait aims at reconstructing a linguistic personality at three levels, taking into account age-related characteristics.

Thus, under the holistic speech portrait of the collective linguistic personality of a high school student, we mean a hierarchically organized structure that includes the following components:

Social, psychological, biological features; personal interests and hobbies of students in grades 9-11.

Features of the speech portrait of a high school student at the level of his lexicon: description and analysis of all system-language levels.

Features of the speech subculture of a high school student - features of communicative behavior, originality of the vocabulary of school slang.

A holistic speech portrait of a linguistic personality can only give a detailed description of her speech and speech behavior over a significant period of time. This is practically not feasible, therefore, research searches in studying the problem of a linguistic personality and creating its speech portrait, as a rule, are aimed at such moments of speech behavior that carry the main features.

The concept of linguistic personality allows scientists to create a hierarchy of units associated with it: national linguistic personality - collective linguistic personality - type of linguistic personality - linguistic personality.

Based on the adjacency of the concepts of "linguistic personality" and "speech portrait", we can talk about the allocation of such concepts as the type of speech portrait (correlating it with the typology of linguistic personalities) and the collective speech portrait, which is understood as "the total set of similar speech manifestations inherent in given collective linguistic personality.

Thus, the description of a collective speech portrait allows creating the most complete image of a collective linguistic personality, which, according to S.V. Mamaeva, a cumulative set of typical language, speech and speech-behavioral characteristics.

Chapter II. Factors influencing the speech of a high school student and the main stages in the formation of his linguistic personality.

It is impossible to describe the speech portrait of a high school student without touching upon the factors that influenced the formation of his linguistic personality.

Both external (social) and internal (psychological and biological) factors have a great influence on the nature of the formation of the linguistic personality of high school students. The most significant social factors are: family, school, social circle, mass media.

One of the main factors influencing the formation of a linguistic personality is the conditions in which the child grew up. The type of language personality of parents has a huge impact on the formation of the type of language personality of children. Of course, the formation of a linguistic personality goes on throughout life, but a lot is laid in childhood.

The second factor is the types of language personalities of teachers and the learning process itself at school. Good or bad teachers, the degree of exactingness of teachers and the degree of diligence of the student, the possibilities of home, school, city libraries - all this affects the emerging language personality.

The third factor that researchers rightly single out is the nature of precedent texts, that is, texts that a person is guided by as exemplary in terms of using language. Precedent texts often turn out to be more effective factors than training: high school students prove the correctness of an incorrect answer or pronunciation by referring to television, parents, teachers: "And on TV they said" beautiful "e", I myself heard, “Why “call” t ?. At our house everyone says “call” nit,

The fourth factor, which has a great and, perhaps, the main influence on the formation of a high school student's linguistic personality, is the adolescent's environment, the degree of influence of the environment and his "linguistic taste". The youth environment is characterized by informal relations, addressing each other with “you”, by nicknames even in an official setting, the widespread use of slang words, the desire to imitate the Western way of life and type of communication: “ Hey, you, tell Gray”, “Check it out!”, “Estimate”, “Dad gave me a birthday present. Cool, huh?”, “Boys! Did you watch TV yesterday?

Of the internal factors, the most significant, according to researchers, are dominance, mobility, extraversion, gender and age.

S.V. Mamaeva writes: “modern teenage students are mostly dominant language personalities, they are characterized by such traits as initiative and assertiveness, their main illocutionary intention is the desire to influence the interlocutor, to convince him that he is right, which is reflected not only in actions, but also in speech “Yes, I tell you exactly. I give a tooth!”, “Fuck me to lie to you. It’s all true”, “Let’s check if you don’t believe me. You'll say thank you later."

In addition, high school students are mobile language personalities. They easily switch to communication from their other activities, but they are also quickly distracted. They are characterized by a fast pace of speech, and the meaning is more important than verbal attire: “In short, you understand”, “Mozart or Bach: what's the difference! Sad music ,shorter"

In addition, teenage students are mostly extroverts. They are distinguished by the desire to communicate everywhere and always. Some of the favorite activities that high school students named are talking on the phone and “hang out”: "I'm in free time I like to chat on the phone”, “We often call back, chat for two hours”, “We hung out there yesterday, we agreed about everything. Tomorrow come, too, you will have a market with them”, “I generally like to talk. I can't keep quiet."

In anthropocentric linguistics, there are different points of view on the stages of the formation of a linguistic personality. It is proposed to consider three levels of linguistic personality as stages: verbal-semantic, thesaurus, motivational (Yu.N. Karaulov). The formation of a linguistic personality is presented somewhat differently in other works (G.I. Bogin), where five levels are distinguished: correctness, internalization, saturation, adequate choice, adequate synthesis. Comparison of the levels of a linguistic personality with the levels of development of thinking gives a clearer age periodization of the formation of a linguistic personality.

Based on the analysis of the stages of the formation of a linguistic personality proposed by various researchers, we believe that these models are the basis for their use in creating, describing and analyzing the speech portrait of an emerging linguistic personality of a high school student in a specific time period of his development. In our work, we use the structural components of a three-level model, which to the greatest extent reflect the age specificity of the studied group of schoolchildren aged 15-17: we can talk about the linguistic personality of a high school student at the most fully represented verbal-semantic (verbal-semantic) level and the emerging cognitive (cognitive) level. and motivational (determination of motives and goals) levels.

Chapter sh. Components of a generalized speech portrait of a high school student.

The object for creating a speech portrait was the collective linguistic personality of high school students (50 students of secondary school No. 46 of the Leninsky district of the urban district of the city of Ufa of the Republic of Bashkortostan). Of these, 15-year-olds - 20 people, 16-year-olds - 20 people, 17-year-olds - 10 people.

The analysis of the material made it possible to create a generalized speech portrait of high school students, characterizing the collective and group age-related features of speech at all system-language levels.

4.1. Phonetic level

At the phonetic level, the speech of high school students is characterized by a number of features:

1. One of the most common features is weakened articulation and fuzzy diction, which entails increased swallowing (reduction) of vowels (sometimes with subsequent truncation of entire syllables and parts of words): [gr "it] - says, [health" as "th] - hello, etc.

2. Contraction of vowels: [vasche] - in general, [h "ek] - a person, etc.

3. Stretching vowels: bli (-i-in), I (-a-a), kru (-u-uto), prik (-o-olno), etc.

When syllables are truncated, consonants are completely lost. First of all, this applies to hissing and whistling consonants: [kaytsa] - it seems, [s "or" um "a] - all the time, [t "ie] not [s" rano] - you care, etc.

5. Reduction of several long consonants: [give] quickly!

The rhythmic-melodic side of schoolchildren's speech is characterized by the use of a variety of intonations depending on the situation of communication. With the help of intonation, high school students express feelings, mood, attitude towards the addressee, themselves, and other people.

In general, the speech of high school students corresponds to orthoepic norms, but deviations from the literary pronunciation were revealed, primarily in the area of stress: Calls, cakes, prettier, turn on, dabble, blinds, of course, boring, it seems, no, theirs.

4.2. Word-building level

At the word-formation level, individual and typical features are manifested in the choice of words of a certain morphemic composition, as well as in a special way of word production - truncation, characteristic of a given age.

In oral spontaneous speech, adolescent schoolchildren most often use words that have one prefix, and this mainly applies to verb forms: at walk,on spoke, etc.

Words with suffixes also make up about a third of the total number of word usages. The most common nouns are: mathematician, teacher, granny, relatives, deceivers, gifts, buzzwords, with brackets, saleswoman, etc. moreover, most often suffixes have a connotation of appraisal, expressiveness.

The speech of schoolchildren is not characterized by the "complication" of words, but rather their reduction, "truncation". The frequent use of such word organization as: computer, homework, homework(homework) , telly, video, class, fizra, denrozh, dere(birthday) , rodaki, jokha(joystick).

4.3. Lexical level

The lexical level of speech of students in grades 9-11 was analyzed using an associative experiment. High school students were offered nouns as stimulus words: school, family, lesson, friendship, fashion, vacation, home, teacher, mom, dad, hobby, joy, dream, appreciation, love, study, holiday. Collective features of the speech portrait were revealed:

The speech of high school students is characterized by a wide, free combination of words, which manifests itself in the flow of speech, as well as words with limited compatibility, most often these are phraseological units: gray mouse, hook hands, two steam boots, holes in hands; sometimes there was a violation of phraseological compatibility: play a big role

2. Use of synonyms and antonyms: love - adore - trudge, chat - talk - crack - gossip - trend, bad - excellent, etc.

3. The vocabulary of high school students is characterized by vernacular and jargon (school slang), and their language means make up a fairly large volume of the entire lexical composition of graduates' speech.

The results of the associative experiment also confirm the results of the word interpretation method. High school students were offered 15 words (from the Dictionary of the Russian Language by S.I. Ozhegov) of different parts of speech (moreover, there were also polysemantic words), and it was proposed to give an interpretation to these words. The analysis of the experiment showed that out of 15 words, the meaning of 11 words was presented correctly.

4.4. Morphological level

The morphological level is characterized by several features:

More frequent use of words of independent parts of speech: pronouns, nouns, verbs, adjectives; service parts of speech: particles, prepositions, unions (the order of enumeration is determined by the frequency of their use in speech: from the most frequent to the least used). Moreover, nouns are most often used in the nominative, accusative and prepositional cases; plural preferred endings -a (driver, director, conductor), imperfective verbs, infinitives, verbs in the form of the present tense in the meaning of the past are more often used ( going yesterday), imperative mood ( guess, look); pronouns instead of adjectives.

The absence of some bookish forms of speech, in particular, the low use of participles and participles.

The presence of errors in the use of some grammatical categories: the genitive and accusative case of animate and inanimate nouns, the declension of quantitative, collective and ordinal numbers ( about five hundred rubles, three points), degrees of comparison of adjectives (more beautiful).

4.5. Syntactic level

The syntax of speech of high school students is characterized by the use of various syntactic constructions. The most common are simple one-part sentences. The first place among them is occupied by impersonal sentences: Brought you so early; I don't remember anything; more sausage.

Frequent are constructions that complicate a simple sentence. Most often, constructions with homogeneous members of the sentence and appeals act as complicating members: Len, look how cool it is; He's so cool, cool, generally super-duper.

A collective feature in the use of syntactic constructions is manifested in the preference for complex sentences, especially with an allied word which: Let's skip the homework that was asked yesterday; Do you remember that kid, well, who was still laughing all evening.

Compound and non-union sentences are less frequent in the oral speech of schoolchildren, moreover, the nature of these constructions is enhanced by signs that bring them closer to a complex sentence.

4.6. school slang

Analysis of the speech subculture of high school students allows us to distinguish them into a special speech group with their own language - youth, school slang. Such small social groups L.P. Krysin calls "reference". Usually for a high school student, the reference group is the circle of his friends, peers, classmates or those with whom he is connected by common interests (music, sports, any hobby). Thus, the commonality of language means and the similarity of the rules for their use are formed. In the speech of members of a particular group, certain speech patterns and stereotypes of speech behavior are often formed: you need to follow the rules that are accepted in this group, otherwise you will no longer be considered “one of your own”. In addition, as S.V. Mamaeva writes, a “own” lexicon is formed, which serves as a linguistic embodiment of both speech patterns and verbal manifestations of stereotypes of speech behavior. We, based on the records of schoolchildren's statements made by us, as well as on the material of the TV series "School", following other researchers, distinguish the following thematic groups:

general food slang: loot - “money”, cool - “good”, krapal - “a little bit”, lafa - “something good”, mafon - “tape recorder”, nishtyak - “very good”, bummer - “I don’t want to, laziness ”, relax - “relaxation, rest”, slip away - “run away from classes”, brake - “poorly thinking”, fade away - “have fun”, hawala - “eat, eat”, dude - “fashionable guy”, “kick-ass” and etc.;

specialized jargon related to study : dirik - "principal of the school", class teacher - "class teacher", physicist - "physics teacher", biologist - "teacher of biology", bible - "library", liters - "literature", infa, infer, pascal - "computer science", general hopelessness of life - "OBZH", organizer - "teacher-organizer", sikur - "guard", etc .;

nicknames: Oblique, Muslim, Chechen, Gopher, Sad, Scrap, etc.

quotes from cult films and books ("Brigade", "Lord of the Rings", "Bourgeois", etc.): "Everything will be Chicago!", "Let's think that everything will work out for us!", "We must, Fedya, necessary".

Advertising has a great influence on the lexicon of teenage schoolchildren. Actively advertised goods, according to S.V. Mamaev, become a source of metaphorical associations: a diaper is a rag for erasing from a board, an energizer is a physical education teacher. In some cases, the motive for the nomination is contained in the advertising text. So the “school toilet” in one school in the city received the playful name “Danissimo” (cf .: in the advertisement “Let the whole world wait”), “class teacher” - Tefal (“Always thinks of us”), “deuce” - twix ( "Sweet couple").

The names of films, TV programs and their headings also find worthy use as nominative slang units: a big wash is a class hour, a fear factor is test, the fifth element is a cheat sheet, crazy hands are a teacher of labor.

The process of borrowing slangisms from in English: hamster- homework (from home work), whine- study at school (from school), friend– make friends on social networks, etc. The use of consonance to achieve comic effect is a hallmark of modern school jargon (slang).

As for the TV series "School", all high school students notice that the manner of speech of their peers in the series is reproduced very similarly, but the original school jargon is not enough. The authors of the series go to two extremes: either they use, so to speak, "neutral jargon", that is, expressions that are known to everyone, are beaten, worn out and are unlikely to constitute a speech characteristic; or “take out” from vocabulary caches some rarely used combinations of words that turned out to be little used or not used at all in the studied group of high school students, for example “ stir up a slime", "give it to the cabbage soup".

4.7. Linguistic self-perception of high school students.

All participants in the experiment were offered a questionnaire consisting of questions reflecting some of the most characteristic "points" of the language structure, where there is a fluctuation in the norm and the coexistence of variants, as well as questions that allow diagnosing the ability for speech self-assessment and assessment of the language situation that is developing in modern Russia (See Appendices 1-6). The analysis of the questionnaires of the surveyed students in grades 9-11 made it possible to identify the following.

Most of the high school students surveyed remain adherents of the traditional norms of stress. So, in the already indicative question about the stress in the word “ringing”, 99% of the students put the stress on the second syllable, in the word “beautiful” they answered correctly - 70%, and in the word “catalog” - 50%. 80% of schoolchildren tend to pronounce "ch" in the word "decently" as [ch], 17% say sometimes [ch], sometimes [shn].

The most difficult question for high school students is “How to write correctly” - 30%. In second place, in terms of complexity, is the question "Where to put the punctuation mark" (26%), in the third - "What word or expression to use" (14%), in the fourth - "How to build a sentence correctly" (9%), on fifth - "Which grammatical form to choose" (6%). The least difficult question is "How to put stress."

5% of respondents consider the zero ending of the plural of the genitive case in the word "orange" ("a kilogram of orange" instead of the accepted "kilogram of oranges" as the norm); 3% of the respondents consider the norm “according to the order” to be acceptable instead of the accepted “according to the order”.

In testing their own knowledge, 28% of high school students prefer published dictionaries, reference books and grammars, 38% of students look for answers on the Internet. At the same time, 70% of respondents believe that the Internet does not have a negative impact on the literacy of the population.

The given data give grounds for conclusions about some features of the generalized speech portrait of a modern Russian high school student.

First of all, it should be noted the insufficiently high level of development of the language consciousness of high school students, the lack of formation of their ability to reflect on speech and language, to abandon the mechanical reproduction of language units in favor of their conscious choice. Very often, high school students are not able to navigate complex speech and social situations, when there are no ready-made speech patterns, moreover, the majority have not developed an objective self-assessment (an overestimated idea of the level of their own speech development).

In his behavior, including speech, a high school student, like any other person, as a specific linguistic personality, is forced to adapt to different group requirements. It appears in speech as a "code-switching" phenomenon . A student of grades 9-11 in various communicative situations and in accordance with the speech requirements of specific small sociogroups uses a different set of speech forms, means (literary language, colloquial speech, everyday speech, vernacular, jargon, slang, etc.).

In a family, a high school student, as a family member, uses language means that express the accepted system of speech communication in a given family - what is called the "home" language. The usual form of communication in the family is colloquial speech, more or less close to literary speech, or vernacular, nationally colored speech. There are many types of family communication: it depends on the relationships in the family, the role parameters of family members, etc. Often there are also aggressive forms of communication using insults, threats, abuse (more often manifested in unfriendly families).

Communicating among friends, buddies, peers, a high school student switches to other language means, using slang or jargon. Communication in the study group, in the classroom (in situations that arise within the framework of the educational process) requires the use of a literary form of speech or a professionally colored version of it. If this is informal communication, then they are mainly used lexical means school slang.

Conclusion.

In the course of the study, the purpose of which was to describe and analyze the speech portrait of the emerging linguistic personality of a 15-17-year-old student of a modern city school, a general idea was given of the concept of a linguistic personality in modern linguistics, the concepts of "speech portrait" and "collective speech portrait" were considered and clarified. ".

The main factors influencing the speech of a high school student were identified: family, school, social circle, mass media. Very important factors are the types of language personalities of teachers and the learning process itself at school, as well as the nature of precedent texts, that is, texts that a person is guided by as exemplary in terms of language use.

The main stages of the formation of a schoolchild's linguistic personality were described: verbal-semantic (verbal-semantic), cognitive (cognitive orientation) and motivational (determination of motives and goals).

The main features of the speech portrait of a student of grades 9-11 at the phonetic, word-formation, lexical, morphological and syntactic levels of the language structure were identified and described. The results obtained make it possible to distinguish high school students into a special speech group with their own language - youth, school slang, also analyzed in our work.

As a result of the study, we came to the following conclusions: in their behavior, including speech, a high school student, like any other person, as a specific linguistic personality, is forced to adapt to different group requirements, therefore, his speech culture reflects the various characteristics of his linguistic personality.

A student of grades 9-11, on the one hand, is the bearer of his individual form of speech, reflecting his social, regional and national origin, his level of education and culture, etc. On the other hand, he is a native speaker of Russian literary language(more or less compliant).

This duality determines the features of the generalized speech portrait of a high school student, namely the use of elements of different forms of Russian national speech: the literary language (in most cases), spoken language, as well as the possession of school slang and special jargon associated with study and hobbies.

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Popova E.Yu.

Yekaterinburg

SPEECH PORTRAIT OF A STUDENT IN THE EYES OF THE STUDENT HIMSELF

Knowledge of speech and the ability to communicate are necessary for every cultured person. Speech communication is an important component of the teacher's activity, so the teacher must be able to evaluate not only the speech of his students, but also his own. “A man breathed air into himself for a long time before he knew about its existence, and for a long time he knew about the existence of air before he discovered its properties, its composition, its significance in the life of the body. People used the wealth of their native word for a long time before they paid attention to the complexity of the depth of its organism and appreciated its significance in their spiritual life,” wrote K.D. Ushinsky, discussing the importance of teaching mother tongue at school [Ushinsky 1988: 110].

By creating a speech self-portrait at the end of the course "Russian Language and Culture of Speech", students come to realize the role of language in human life and the decisive importance of speech in the process of interacting with other people: "Thanks to this work, I was finally able to see the shortcomings and advantages of my speech »; “Everyone should objectively evaluate who he is: a speaker or a listener?”; “I decided to clarify what kind of speech I use in communication by answering myself to some

rye questions.

Creating a speech self-portrait is not an easy task for students of non-linguistic faculties, although studying the culture of speech helps them understand that the professional speech of a teacher is the main means of training and education, and any teacher, not only a language teacher, must have the skills of professional communication, interact with other people through language. Speech self-portraits of students showed that students can already competently evaluate their speech to a sufficient extent, taking into account their personal qualities, features of speech behavior. Despite the fact that each student created an individual speech portrait, the analysis of the works revealed a collective self-portrait of the student, characterized by common features and characteristics.

A modern student of a non-linguistic faculty in his own assessment of speech can be represented as a person who easily enters into verbal communication: “I like talking with people, and therefore I easily find a common language with everyone”; “In my opinion, it is not difficult for me to take part in the conversation”; "I easily enter into a conversation and keep the conversation flowing." Nevertheless, the student gives preference to topics that are interesting to him or well known, in which the speech necessarily makes sense: “If the topic of discussion is not clear to me, then before I say something, I will think carefully”; “I like to get people's opinions, get new information, share impressions”; “If the conversation is interesting to me, and I can talk about this topic, I easily enter into a conversation, it is also important for me that the interlocutor is pleasant to me, can listen to me, express my point of view and, perhaps, give advice”; “It all depends on the topic of conversation, the interlocutor, the audience, the degree of my dedication and preparedness.”

Of the two types of speech activity - speaking and listening - the student prefers the second: "I like listening more than talking"; “In communication, I prefer those who speak little, being able to listen is even more important”; “All people love to talk, but not everyone knows how to listen. It is important not only to listen to what the interlocutor is talking about, but also to hear him, and understand him, and form your attitude to what he heard.

A large audience does not frighten the student, but still he is sensitive.

he takes responsibility, acting as a speaker, and he himself admits that the ability to speak publicly is obtained with great difficulty: “I feel calm in front of large audiences and like to make reports, abstracts, messages”; “Now I feel pretty easy in front of a large audience, although there is still some awkwardness”; “When I speak in front of a large audience, I get worried, I say a lot of unnecessary words, although I try to watch my speech. I think that over time I will be able to speak beautifully and correctly”; “Usually I don’t like to speak in front of a large audience and get lost when I am unexpectedly asked to express some of my thoughts, but if I prepare well for the speech, think through the questions that I may be asked, then I feel more confident in this case.”

The student's speech, in his opinion, is characterized by many communicative qualities: “It contains accuracy and logic. My speech is quite expressive and pure”; “My speech is unmistakable, logical, pure and expressive”; “In myself, I can note the logic, accuracy, richness and accessibility.” However, this opinion is ambiguous: “There is a barrier that prevents you from achieving truly beautiful performances. In my opinion, this is not a rich vocabulary. The Russian that I have does not have much volume means of expression»; "My negative quality- poor vocabulary"; “I easily enter into a conversation, and at the everyday level there are no problems with vocabulary, but at seminars at the university I feel a lack of words.” Such ambiguity is explained by the fact that the student does not fully master book styles of speech, in particular scientific ones.

In relation to rude words and expressions, the student is categorical: “I try not to use rude words and expressions, because I understand that this is uncivilized and unpleasant”; “I am categorically against the use of such words in our speech, as it is vile and disgusting!”; “I am extremely negative about abusive expressions and rude words. I myself, even in the most stressful situations, do not use rude and abusive words”; “I believe that rude words and expressions are used by people who have a limited vocabulary, low intellectual level and culture. With a friend

Non-literary forms of the national language are present in the student's speech and occupy a special place in it: "As for jargon, I use only professional and youth jargon"; “In my speech, I sometimes use jargon, that is, youth slang. But I don’t abuse it and use it only when communicating with my friends”; “Regarding jargon, I take a neutral position. Sometimes it seems to me that the jargon is not so much rude as funny. I like some slang words. Of course, I use youth slang, but only in the appropriate setting.

The student's speech fully complies with the norms of speech etiquette: "I try to constantly use the formulas of speech etiquette, for example, greetings, farewells, appeals, and others"; " Speech etiquette every person needs. It is aimed at improving the environment in which communication takes place, at the formation of the speech culture of the interlocutors and, more broadly, at the formation of a general human culture.

Such is the speech portrait of a student, compiled on the basis of an independent analysis of his speech by students of non-linguistic faculties of the USPU. In a speech self-portrait, quite objectively

the features of the language of the modern young man, general features of speech associated with the same level of education, age, and similar interests were identified.

However, along with common features, each work is characterized by individual features of the analysis of one's own speech. Some students cannot objectively evaluate their speech. So, for example, a student considers her speech to be practically exemplary: “I can also speak anywhere, at any time without any discomfort. I am not embarrassed by anyone, I express my speech communicatively, that is, I use different speech standards, I build my speech competently ... I differ from many in that I have a clear, loud, competent and appropriate expressive informed speech. You can say that I have oratory skills. Spelling, punctuation and style of work prove how objectively this student assessed her speech. At the same time, many students note the shortcomings of their speech and express a desire to get rid of them, for example. “Sometimes I can’t find the right word or expression, I can’t cope with my own words, they become mechanical, arbitrary, meaningless. I want to get rid of my shortcomings, as this does not decorate any specialist. I quickly suppress excitement, have no problems with the appropriateness of speech, but brevity is not the sister of my talent! The very text of this self-portrait testifies that the student is working on her speech, improving it and, undoubtedly, will succeed. Some students went beyond the scope of the proposed task, including other aspects of the analysis of speech activity in the self-portrait. “Speech technique consists of voice control. Voice control is the most important quality of any person. This is my voice, and my main task is to learn how to manage it. My voice has a number of characteristics: timbre, pitch, range. While maintaining stability, smoothly moving from one key to another, it acquires colossal opportunities for additional expressiveness of oral speech. This is the ability to "intonate" or "picture" with the voice. You and I don’t even notice that in our everyday speech we are constantly “intoning”, putting our feelings into our words.”

In conclusion, it should be noted that the analysis of one's own speech should become an integral part of the Russian language classes.

language and culture of speech. Only by learning to evaluate his own speech, the future teacher will be able to evaluate the speech of others, especially his students. Having noted the advantages and disadvantages in his speech and the speech of those around him, the student wrote in his work “I dream that our speech would be beautiful, polite, competent and clean!”

LITERATURE

1. Desyaeva N.D. and others. The culture of the teacher's speech: Proc. allowance for students. higher ped. textbook institutions / N.D. Desyaeva, T.A. Lebedeva, L.V. Assuirova - M.: Publishing Center "Academy", 2003.

2. Eremina S.A. Speech portrait of a politician.// Modern political linguistics: Proceedings of the international scientific conference. Yekaterinburg, October 2003 / Ural. state ped. un-t. - Yekaterinburg. 2003. P.195-198.

3. Ushinsky K.D. Native word // Ushinsky K.D. Pedagogical essays: In 6 volumes. Vol. 2 / Comp. S.F. Egorov. - M.: Pedagogy, 1988. S.110-122.

The speech portrait of the speaker is the essence of the specifics of speech communication, its types and forms. Barriers to speech communication. Communication failures and their causes. Language as an objective basis of verbal communication. Types of linguistic personalities as subjects and objects of communication.

The concept of a speech portrait of a group of native speakers is not new in linguistics. The similarity of social and speech portraits can be found in dialectology, especially when it comes to describing not a given dialect as a whole, but, for example, the dialect of a group of villages or one village. However, in dialectological descriptions, the actual linguistic characteristics of the native speakers are well represented, and the model of communicative selection remains unaffected. Meanwhile, the choice of language means depending on the goals of communication is the most important indicator of group preferences and rejections.

In the middle and especially in the second half of the 20th century, the methods of dialectological description were actively transferred from rural dialects to urban speech. The experience of dialectological research is also used in Russian sociolinguistics - in the development of questionnaires, oral survey methods, etc., although this is not always explicitly recognized by sociolinguists themselves. Of course, in the sociolinguistic study of the urban population, methods are also used that are not used by dialectologists in the study of rural dialects - for example, the participant observation method (borrowed from sociology), which allows studying the speech of a particular community "from the inside". In most cases, a dialectologist is deprived of this opportunity: no matter how he, a city dweller, adapts to the norms of behavior of dialect speakers, they perceive him as a “stranger”, as a representative of a different culture.

In itself, the intensification of research into urban speech can hardly, however, be considered a step towards the creation of socio-speech portraits: the study of the language of a city as a certain variety of the national language or even the speech features of a separate, specific city does not give an idea of the properties of language and speech behavior that are sufficiently clearly defined. groups of the urban population, distinguished, for example, by common profession, level and nature of education, by belonging to the same generation, as well as by the totality of such characteristics.

Apparently, the immediate impetus for the development of the concept of "socio-speech portrait" was the idea of a phonetic portrait, put forward in the mid-60s of the 20th century by Mikhail Viktorovich Panov and brilliantly embodied by him in a number of phonetic portraits of politicians, writers, scientists of the 18th - 20th centuries. . [Panov 1990].

Although these portraits are individual: the manner of pronunciation of an individual, given person is described, their social and general cultural value is undoubted, since each of the portraits reflects the peculiarities of the speech of a certain social environment (of which the “portraited” is a representative).

The idea of a phonetic and, more broadly, a speech portrait was taken up by other researchers.

The question is raised about the construction of such speech or, in her terminology, sociolinguistic portraits, in which there would be a component that characterizes the tactics of speech behavior: the choice of some elements (from pairs or a number of options) and their use in speech depending on the conditions of communication and non-use, conscious or subconscious rejection of others.

The following fragment of the speech portrait of the intelligentsia as one of the social strata that make up modern Russian society contains mainly such “diagnostic spots” - socially marked ways of choosing and using language means and features of speech behavior.

There are similar concepts, such as linguistic personality. The linguistic personality is also conditioned by the difference in the socio-psychological experience of different individuals, their uniqueness, so to speak, speech biography. The variety of ways to build a discourse (text) within the framework of genre communication is determined by the strategies of intra-genre speech behavior - general principles organization of interaction between the speaker and the listener within the speech genre. Within the framework of informative communication, strategies are associated with the pragmalinguistic features of the discursive thinking of a linguistic personality, i.e. With the way the speaker models reality in his speech work.

The linguistic personality is traditionally considered as “a set of human abilities and characteristics that determine the creation and perception of speech works (texts) by him, which differ: a) in the degree of structural and linguistic complexity; b) depth and accuracy of reflection of reality; c) a certain target orientation” (Karaulov, 1987: 8), the most logical and relevant is the consideration of a linguistic personality through an analysis of the texts it creates.

Many researchers emphasize the close connection of the concept of linguistic personality with such concepts as linguistic / communicative competence, linguistic consciousness, linguistic existence, communicative or speech behavior.

There are five aspects or components of a linguistic personality: 1) language ability, 2) communicative need; 3) communicative competence; 4) linguistic consciousness; 5) speech behavior.

A linguistic personality is understood as a set of abilities and characteristics of a person that determine the creation and perception of speech works (texts) by him, which differ in a) the degree of structural and linguistic complexity, b) the depth and accuracy of reflecting reality, c) a certain target orientation. This definition combines the abilities of a person with the features of the texts generated by him. The three aspects of text analysis highlighted in the definition have always existed separately as intralinguistic and completely independent tasks.

15. Sokolova T.M. Expression of the subjective position of the speaker as one of the typological features of Russian colloquial speech // Russian language: historical fate and modernity: materials of the II Intern. congr. Russian researchers. lang. Moscow, March 18-21, 2004 [website]. URL: http://www.philol.msu.ru/~rlc 2004/ru/decision/ (date of access: 03/12/2010).

16. Ter-Minasova S.G. Language and intercultural communication. - M.: Slovo, 2008. - 262 p.

17. Yagubova M.A. Lexico-semantic field "assessment" in Russian colloquial speech: author. dis. ... cand. philol. Sciences. - Saratov, 1992. - 21 p.

Atlas Irina Anatolyevna - post-graduate student of the Department of German Philology, IGLU. Address: 664025, Irkutsk, st. Lenina, 8, e-mail: [email protected]

Atlas Irina Anatolyevna - post-graduate student, Irkutsk State Linguistic University. Address: 664025, Irkutsk, Lenin str. 8, e-mail: [email protected]

UDC 811.111.-81.342 © E.A. Babushkina

SPEECH PORTRAIT OF A PERSON: PHONETIC CHARACTERISTICS

The article is devoted to the description of the phonetic portrait of a person in order to determine those speech features of the speaker that characterize him as a person. Among the phonetic characteristics that influence the creation of the correct speech image, a number of segmental and, especially, supersegmental units, such as speech melody, speech tempo, and pause, are noted.

Keywords Keywords: speech portrait, language personality, pronunciation features, speech melody, speech rate, pause.

SPEECH PORTRAIT: PHONETIC CHARACTERISTICS

The article presents a description of the speaker’s phonetic portrait aimed at identification of speech characteristics which specify their personality. Some phonetic features both segmental and suprasegmental, including speech melody, tempo, pausation, are labeled to have an influence on the coherent image of the speaker.

Keywords: speech portrait, linguistic personality, pronunciation features, speech melody, tempo, pausa-tion.

The problem of creating a speech portrait of the speaker has been worrying the minds of linguists for more than a dozen years. The active development of the anthropocentric approach to the interpretation of a linguistic personality, which has combined the efforts of many related sciences, such as sociolinguistics, psycholinguistics, pragmalinguistics, ethnolinguistics and others, has put the human factor at the forefront, namely the personal characteristics of a person that affect the processes of speech production and speech perception.

Many researchers note the individuality and uniqueness of the speech portrait of a single person who has knowledge of linguistic semantics, the system of concepts of her picture of the world and the laws of speech behavior. Yu.N. Karaulov, for example, interprets a linguistic personality as “a set of human abilities and characteristics that determine the creation and perception of speech works (texts) by him, which differ: a) in the degree

structural and linguistic complexity; b) depth and accuracy of reflection of reality; c) a certain target orientation ". This definition combines the abilities of a person with the features of the texts generated by him.

On the other hand, scientists note the prospect of creating a collective speech portrait of a person, which would make it possible to judge the speech characteristics of the society, of which the individual is a part, and generalize the phenomena inherent in this community. Defining a speech portrait as “a set of linguistic and speech characteristics of a communicative personality or a certain society in a single period of existence”, T.P. Tarasenko identifies a number of personality characteristics reflected in the speech portrait: age, gender, psychological, social, ethno-cultural and linguistic.

Thus, a speech portrait is a linguistic personality embodied in speech, united with other personalities into one social community (national, demographic, professional, etc.).

AT recent decades the problem of identifying a person by voice and speech attracts attention as domestic (A.A. Leontiev, R.K. Potapova, E.I. Galyashina, F.E. Yakovlev, V.P. Belyanin, E.A. Bryzgunova, A. M. Shakhnarovich, V. I. Batov, S. L. Koval, P. V. Labutin, V. R. Zhenilo, F. I. Yakovlev, T. S. Pekhovsky, E. A. Proshchina, and others .), and foreign linguists (J. Crawford, J. Honey, K. Scherer, A. Broeders, P. French, J. Baldwin, P. Foulkes, A. Barron, P. Ladefoged, J. Laver, F. nolan,

D. Reynolds, B. Bower, Ph. Rose).

The founder of the concepts of speech and phonetic personality portrait was M.V. Panov, who described the pronunciation of a number of politicians, scientists and writers of the past. In his model for creating a phonetic portrait, the scientist relied on the social characteristics of people, such as belonging to a certain social stratum, the presence of dialect features in speech, age, profession, etc. Despite the fact that each of the portraits represented the pronunciation of a particular person, he combined in itself individual and collective properties, since it was a reflection of the speech of its social environment (theatrical, poetic, everyday, etc.).

These ideas were developed by other researchers who set as their goal the construction of such speech or, as T.M. Nikolaev, sociolinguistic portraits, in which there would be an element of choosing options for speech behavior depending on the situation of communication. Asking about the need to represent all levels of the language system when using a sociolinguistic portrait as a method of describing speech characteristics, she answers it in the following way: “Many language paradigms, from phonetic to word-formation, turn out to be quite consistent with general normative parameters and therefore are of no interest. On the contrary, it is important to fix bright diagnosing spots.

The analysis of a speech portrait is a characteristic of different levels of realization of a linguistic personality, among which one of the key aspects is phonetic features, in particular, intonation characteristics of a personality: the pace of speech, its melody,

the way of pausing and highlighting words that carry a semantic and expressive load. Speech and phonetic portraiture of a personality makes it possible, through the analysis of systems of consonantism, vocalism and intonation characteristics of speech, to reveal the features of a linguistic personality that carry signs of group affiliation.

A person's voice, being an integral part of his image, serves to create a holistic impression of a person, which is formed under the influence of individual characteristics of the quality and range of the voice, its volume and melody, as well as emotional state speaker, the normative nature of speech, possible defects affecting articulation, and a number of other factors. It is important to remember that the assessment of a person by other people is also due to social stereotypes of verbal communication. Nevertheless, knowledge of these objective connections can significantly facilitate the process of communication in both native and foreign languages.

In his fundamental study of the Russian speech portrait M.V. Kitaygorodskaya and

N.N. Rozanov considered the pronunciation features of individuals, based on the sound recordings of speech, in which character traits reflecting speech individuality. The authors described the speech preferences of the individual in relation to the choice of orthoepic variant, in phonetic ellipsis, in the choice of methods of accentuation. Interesting conclusions about the dynamics of the pronunciation norm, made on the basis of the studied material.

The problem of the interaction of the individual and the general language in intonation occupies a central place in the research of a group of linguists representing the scientific school of E.A. Bryzgunova, V.Ya. Trufanova, having analyzed the actor's speech, comes to the conclusion that the individual preferences of the speaker are manifested in the nature of the tone change within the intonational construction (IC), in the originality of the combinations of the IC and the characteristics of the speech tempo. In her opinion, the ratio of the individual and the general in intonation is presented as the ratio of individual choice to the general means available to the intonation system of the language, while "... the impression of originality in intonation is created due to the peculiarities of selection, use and combination of means common to all" .

This idea is supported by G.N. Ivanova-Lukyanova, who believes that speech should be considered according to individual features that can be expressed: a) in the simplicity or complexity of the intonation model; b) in the preference of intonation construction at the beginning, middle or end of a sentence; c) in the direct or indirect use of intonation structures; d) in the peculiarities of the use of expressive intonation; e) in transitional types of IC, characteristic of the speech of one or another speaker.

An analysis of the general and individual on the material of the sound portrait of politicians determined the parameter of movement of the main tone (PTO) as the main diagnostic feature among the considered acoustic parameters of the prosody of political speech. In addition, the variation in the size and direction of the FOT interval conveys the phono-stylistic (genre) characteristics of the speech of Russian politicians.

All these data confirm that the phonetic characteristics of an individual's speech are a reflection of the personal characteristics contained in his speech portrait, and include age, gender, psychological, social, ethno-cultural and linguistic characteristics of a person.

The results of numerous experiments conducted by British sociolinguists indicate that a significant amount of information about the speaker's personality depends on the perception of his accent. At the same time, geographical data, such as the place of birth and place of permanent residence of the speaker, are fundamental. Concerning social characteristics speech, for the most part they are found only against the background of regional characteristics, which proves the primacy of regional features in relation to the social characteristics of pronunciation, and in general demonstrates the close relationship between social characteristics of speech and territorial ones. It is known that the higher the social status and level of the speaker, the less regional features in his speech, despite the fact that the territorial features of pronunciation are inherent in almost all native speakers.

From the point of view of the interaction of the main prosodic components, melody and dynamics, the dynamic component is the leading means of accentuation in dialect speech, which gives grounds to speak about the dynamic nature of phrasal stress in

a number of socio-territorial types of pronunciation. Normalized speech is more characterized by unity, unidirectional action of melodics and dynamics, with the leading role of the tonal component. The phonetic nature of the timbre of voices associated with the socially established articulation patterns of the inhabitants of various regions of Great Britain is revealed using the distribution of the energy of the spectrum, the total amount of energy spent per unit of time and other indicators.

In contrast to the melodic and dynamic components, the temporal characteristics of regional speech are more susceptible to factors of individual variation and are difficult to generalize. With the exception of some nuances related to the social status of speakers, including their professional level, gender, age, as well as ethnicity and stylistic variation, the speech rate of speakers of British socio-territorial types of pronunciation is within the normal range and cannot serve as a basis for their opposition.

Belonging to a certain social class as a limited group of people, along with inclusion in a certain social network with a hierarchy of connections inside and outside it, have a significant impact on the formation of the type of speech behavior, including the type of pronunciation. According to T.I. Shevchenko, "... social differentiation of pronunciation reflects social differentiation in society", and the type of pronunciation is associated with the lifestyle of the people who speak it, so the accent has value as a symbol of class.

As studies of regional speech have shown, "the intonational contour, in the aggregate of its melodic, temporal and dynamic characteristics, is a socio-cultural, territorial and historically determined category" . All of the above convinces us that the social and regional in the prosodic characteristics of the speech of individual groups of speakers are inseparably united, and it seems possible to consider the melody, dynamics, tempo, rhythm and timbre of speech as means of socio-territorial identification of speakers.

The purpose of communication in a native or foreign language is to achieve mutual understanding, due not only to semantic categories, but also to the situational nature of production.

and perception of texts at the phonetic level. When communication takes place in the native language, the perception and transmission of information are carried out using a single linguistic code within a single language system. The phonetic variability of speech is regulated by this system, without violating the generally accepted norm of its implementation. A native speaker quickly deciphers the information he perceives, coping well enough with the variability of pronunciation units. Optimal processing of a sound signal is provided by several cognitive conditions, namely: language and speech abilities brought up in an individual from childhood by this language system and a set of linguistic knowledge on the use of the rules of phonetic speech formation.

Since the teaching of foreign languages is traditionally implemented in conditions of artificial (classroom) bilingualism, mastering the norms of foreign language speech occurs outside the natural language environment. The result of this process is invariably a foreign accent, which is an integral part of the phonetic portrait of an artificial bilingual. Inconsistency with the requirements of the system and norms of a foreign language is most often caused by phonetic interference of the native language when two or more languages come into contact.

Linguists and psychologists have been dealing with the problem of interference for more than a decade. However, despite the active development of research methods in the field of interference of language systems in various directions, many of its aspects remain insufficiently studied. In particular, the works of linguists indicate the absence of factors that determine the prerequisites for interference phenomena at all language levels, the lack of a complete and comprehensive description of the speech phenomena of this phenomenon, the scatter in the interpretation of basic concepts in the theory of language contacts, the lack of uniformity in the methodology and methodology for studying interference phenomena.

One cannot but agree with the opinion of G.M. Vishnevskaya that, along with the colossal experience of teaching English, in domestic science, the phenomenon of interference remains a cornerstone issue in teaching the language in school, student and any other classrooms. Modern international contacts urgently require the training of specialists who are professionally proficient in English.

English, and especially a language that is as close as possible to the normal pronunciation of native speakers. This will allow us to be proud of domestic scientific achievements in the field of teaching English. Hence, there is a desire to understand the complex mechanisms of the appearance of phonetic interference, not only from the position of neuro- and psycholinguistics, taking into account the acoustic-physiological factor of speech perception and speech production, but also from the position of the human cognitive sphere, which is a set of mental processes of perception of the world.

In his speech behavior, each speaker, guided by the goal of being understood, focuses on communicative cooperation with the addressee of his speech, on the search for such forms of communication that would be most effective for mutual understanding. Hence the need for communicators to find a common language not only in the terminological sense of this phrase, but also in the figurative one: to succeed in making such a linguistic selection for the statement, which would indicate the speaker's ability to actualize the skills that correspond to the listener's expectations.

Meanwhile, in the specific conditions of communication, the absolute identity of the code used by all participants in communication is an extremely rare phenomenon. On the contrary, heterogeneity of the language code is common, and the degree of such heterogeneity is different. Having considered the theory of language codes L.P. Rat, here is a brief classification of them:

1. Speakers speak different languages: each side speaks only its own language and understands only it; verbal communication is not possible.

2. Speakers each speak their own language, and in addition, they understand the language of the interlocutor; verbal communication is limited.

3. Speakers speak common languages that are not native to them; communication can take place in one or another language.

4. Speakers each speak their own language and, in addition, the same intermediary language in which communication takes place.

5. One of the communicants speaks the language of the interlocutor, and the other does not; verbal communication is carried out only in the language of the interlocutor.

6. All participants in verbal communication use a common national language, while communication failures are possible due to the dissimilarity of linguistic signs in content,

expressive-stylistic coloring, functional-stylistic affiliation, as well as the presence of differences in communicative stereotypes and communicative tactics.

From this brief description different parties verbal communication, it is clear that an adult owns a certain set of socialized norms of communication, including both language norms, and the rules social interaction. These norms and rules are mandatory for people living in a given speech community; they manifest themselves with particular force in verbal communication in a heterogeneous social environment. Thus, we can talk about three types of factors that affect the nature of speech communication in a heterogeneous human environment: linguistic, social and situational.

Since each person is a social personality, whose activity is inextricably linked with the surrounding speech community, the territorial, social and ethnic affiliation of the speaker, his gender and age can be attributed to the main factors affecting the phonetic characteristics of the individual's speech, and thus helping to create the correct speech portrait of a person in the course of intercultural communication.

Literature

1. Bondarko L.V. On phonological perceptions providing speech communication // Phonology.

Phonetics. Intonology: Materials for the IX Intern. congr. phonetic sciences. - M., 1979. - S. 54-58.

2. Vishnevskaya G.M. Bilingualism and its aspects. - Ivanovo, 1997. - 174 p.

3. Ivanova-Lukyanova G.N. Features of the actor's intonation // Language and personality. - M., 1989. - S. 106-116.

4. Karaulov Yu.N. Russian language and linguistic personality. - M.: Nauka, 1987. - 257 p.

5. Kitaygorodskaya M.V., Rozanova N.N. Russian speech portrait. - M.: Enlightenment, 1995. - 432 p.

6. Krysin L.P. Speech communication in conditions of speech heterogeneity. - M.: Editorial URSS, 2000. - 224 p.

7. Nikolaeva T.M. "Sociolinguistic portrait" and methods of its description // Russian language and modernity. Problems and prospects for the development of Russian studies: dokl. all-union. scientific conf. - M., 1991. - Part 2. - S. 73-75.

8. Tarasenko T. P. Linguistic personality of a high school student in the aspect of its speech realizations (based on the data of the associative experiment and the sociolect of schoolchildren in Krasnodar): author. dis. ... cand. philol. Sciences. Krasnodar, 2007. - 26 p.

9. Trufanova V.Ya. Speech portrait of the speaker against the background intonation system language // Issues of Russian linguistics: Sat. scientific Art. to the anniversary of E.A. Bryzgunova. -Issue. XI. Aspects of the study of sounding speech. - M.: Publishing House of Moscow State University, 2004. - S. 197-213.

10. Shevchenko T.I. Social differentiation of English pronunciation. - M .: Higher School, 1990. - 142 p.

11. Shevchenko T.I. Phonetics and phonology of the English language: A course in theoretical phonetics of the English language for bachelors. - Dubna: Phoenix +, 2011. - 256 p.

12. Yartseva Yu.S. The frequency interval of the main tone as an acoustic parameter of the general and individual in the sound portrait modern politics// Vestn. Volgograd state university - Ser. 2, Linguistics. - 2011. - No. 1 (13). - S. 262267.

Babushkina Elena Alekseevna - Ph.D. philol. Sciences, Associate Professor of the Department of English, Belarusian State University, 670000, Ulan-Ude, st. Smolina, 24 a. Email: [email protected]

Babushkina Yelena Alekseyevna - cand. of philology, assistant professor of English language department of BSU, 670000, Ulan-Ude, Smolin str. 24a. Email: [email protected]

PROSODY OF ANNOUNCEMENT

The article discusses modern pronunciation trends in the speech of television announcers, taking into account the factors of social variability of intonation, and also summarizes the results of an experimental study of the melody and speech tempo of announcers of news programs on American CNN and NBC channels.

Key words: television, communication, announcer, prosody, pronunciation norm, social variability, speech melody, speech rate.

PROSODIC FEATURES OF NEWS READING

The paper focuses on the current pronunciation trends of TV news reading with regard to some factors of social variation of intonation. It also presents the results of some experimental studies into melodic and temporal features of the CNN and NBC newscasters.

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Speech portrait of a personality

1) One of these parameters is the lexicon of a linguistic personality - a level that reflects the possession of the lexical and grammatical fund of the language. At this level, the stock of words and phrases used by a particular linguistic personality is analyzed.

2) The researchers call thesaurus the next step. When describing a speech portrait, emphasis is placed on the use of colloquial formulas, speech turns, special vocabulary that make a person recognizable.

3) The third level is the pragmaticon, which includes a system of motives, goals, communicative roles that a person adheres to in the process of communication.

The activities of TV presenters are familiar to everyone who watches TV shows. They ask their screen interlocutors questions, speaking as representatives of the audience on the screen. At the same time, TV journalists have a regular impact on public opinion, on the minds and hearts of their viewers. A TV journalist forms his own style, image, according to certain principles, rules, tastes, in accordance with his own ideas about what a spiritually and morally complete person is, about the role of this person in society. A person speaking on television shows his attitude to a particular problem. The coincidence of the positions of the personality of the informer and the source of information does not impoverish, but enriches the information, since the audience knows that the opinion expressed by the TV presenter expresses something more than the opinion of one person. Having created fundamentally new form communication, people have expanded its boundaries to unprecedented proportions.

Ivan Andreevich Urgant - Russian actor, TV presenter, musician. Each of us can safely call TV presenter Ivan Urgant an ironic person with an excellent sense of humor. Ivan himself says:

“The share of healthy irony in general significantly brightens up our gray, gloomy everyday life.”

Urgant also draws attention to the fact that he lacks live broadcasts on our television:

“The fact is that during a live broadcast, people who work in the frame have completely different feelings. I think it feels. All the flaws are compensated by the pleasure that you get when you see what is happening right in front of your eyes.

In conclusion, I would like to remind you what a SPEECH PORTRAIT is. This is a person considered from the point of view of his ability to perform speech actions - the generation and understanding of statements.

By carefully listening to the speech of a stranger, observing him in different communicative situations, we can draw up a portrait of a linguistic personality. PERSON'S SPEECH IS HIS VISIT CARD. It carries information about the most diverse personality traits of the speaker: about his origin, about his age, profession, education, intelligence.

speech portrait personality grammatical

Bibliography

1) Matveeva G.G. Speech activity and speech behavior as components of speech. - Pyatigorsk, 1998. - 14s.

2) Rozanova N.N. Russian speech portrait: Phonochrestomathy / M. V. Kitaygorodskaya, N. N. Rozanova. - M., 1995

3) http://www.hqlib.ru/st.php?n=101

4) http://englishschool12.ru/publ/interesno_kazhdomu/interesno_kazhdomu/rechevoj_portret_politika/57-1-0-3810

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