Teacher speech behavior

Oral and written communication is realized in four types of speech activity: speaking, listening, reading and writing, which should be taught in an interconnected manner, 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 implementing authentic verbal communication are closely intertwined with each other and sometimes difficult to clear boundary between them.

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

Speech (auditory) and non-speech (visual) communications are distinguished.

Speech communication. When working, the teacher's speech should be correct, understandable, expressive, pleasantly perceived. Offers are short and clear. Particular attention should be paid to the use of professional terms.

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

The teacher, when presenting the material, must take into account the pace of speech, the strength of sound, modulation, pauses, proper breathing, dialect, style of speech.

Of course, each temperament has its own pace of speech, and changing this habit is not easy, but there is no need for it either. Although at the same time it is necessary to remember and know that in the classroom it is better to speak slowly than quickly. The fast pace makes it difficult to understand. But keeping the same tempo makes the speech monotonous. Important things need to be spoken slowly.

Not verbal communication. This facial expressions, look, 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 the teacher and students. Observations, however, show that these possibilities are by no means always used to the full extent. Rogova establishes the following trends in the use of a foreign language in a teacher's 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 students' skills. Knowing that the teacher usually translates what he said, the student does not make any effort to understand the teacher's speech in a foreign language.

2) the teacher ensures that his orders are understood by students directly in a foreign language, because 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 an "environment" for students in a foreign language, because the words and expressions that are so necessary for communication are very irregular or not included in textbooks at all. Excessive caution in the use of words and expressions that students "did not pass" damages 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 being studied. However, it is necessary that in the communication between the teacher and students the decisive role belongs to the language of sounding speech, and not to another additional factor (facial expressions, gestures, established order at the level)

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

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 in initial stage learning, they will quite naturally try to reproduce the expressions they have heard from the teacher.

When choosing one or another expression, the teacher must take into account its sound composition - it must be available to students by the time the expression is pronounced. The speech of the teacher should not contain sounds that are unknown to the students. An exception can only be made for sounds whose articulation coincides with similar sounds of the native language, or for sounds whose articulation differences can be neglected (for example, the 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 an incorrect pronunciation, but will also learn this sound with much greater difficulty when studying from a textbook, since incorrect articulation will already take root in him to some extent.

With its grammatical structure, the teacher's speech may differ from the grammatical material, since students memorize 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 the students' assimilation of the studied grammatical phenomena.

In the field of vocabulary, the teacher has a little more freedom. Unconstrained by the frame of spelling difficulties, the teacher can gradually introduce into his speech all the words that he needs in the process of teaching the lesson. It is only important to take into account the above-mentioned requirement for the accompaniment of new difficult sounds in these words.

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

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

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, keep the following in mind:

1) having used one or another English expression, the teacher must adhere to the same form in subsequent classes, not replacing it with an equivalent in Russian, not another similar expression in English.

These expressions should, if possible, be pronounced the same in all classes, since different pronunciations of the same expression in early stages learning can make it difficult for students to understand them. In this case, the rate of speech should be the usual pace of the teacher's speech in the lesson (i.e., somewhat slowed down) with the correct rhythm and pauses at the boundaries between semantic groups of words.

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

Each new expression should be clearly pronounced by the teacher 2-3 times, inviting students to guess what it can mean in general. If the student is not able to do this, then the teacher can translate it, drawing their attention to certain familiar elements in it (individual words) and the situation that caused this statement.

3) the accuracy of students' understanding of the teacher's speech should be systematically checked. One should not be satisfied with one positive reaction of students to individual orders. It is necessary from time to time to force them to translate what has been said. After 4-5 lessons after the introduction of a new expression, it can already be included in the number of questions asked of the textbook that answers the mark. 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 classes.

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 be free from any kind of errors.

The largest group is made up of errors associated with poor command of the usus, i.e. regularities in the 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 into English, resulting in a construction alien to English speech.

The next group is grammatical errors. These include use Present indefinite instead of the present continuous required in this situation: "you talk 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 a note from your doctor?".

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

"Culture of speech behavior of the teacher"

Introduction

Two vital 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 into the subconscious. In accordance with this, specialists in the theory of speech activity, psycholinguists, define speech activity as a motivated, goal-defined conscious speech manifestation, and speech behavior as an automated, stereotyped speech manifestation devoid of conscious motivation (due to the typical attachment of such a manifestation to a typical, often repeated situation communication).

The speech behavior of a person is a complex phenomenon, it is associated with the peculiarities of his upbringing, the place of birth and education, with the environment in which he habitually communicates, with all the features characteristic of him as a person and as a representative of a social group, as well as the national community.

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

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

transmission of information to many persons: 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 the service character of speech activity is clearly expressed in social interaction; here, speech is always subordinated to an extra-speech goal, aimed at organizing the joint activity of people. This feature predetermines a much stricter (in comparison with interpersonal interaction) regulation of speech behavior. Although the 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 pragmatic language learning, a number of specific rules are formulated, the implementation of which allows people to act together. The initial conditions are:

the participants in the interaction have at least a short-term immediate common goal. Even if they 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 we do not start doing something else for no reason). The described conditions are called "principle of cooperation" those. the requirement for interlocutors to act in a way that would be consistent with the accepted purpose 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, causing irrelevant questions and considerations, the listener may be confused due to the fact that he assumed that there was some special purpose, a special meaning in the transmission of this extra information;

2) the statement should be as true as possible; try not to say what you think is false; do not say something for which you do not have sufficient reasons;

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

4) the statement should be clear: avoid incomprehensible expressions, avoid ambiguity; avoid unnecessary verbosity.

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

Along with the principle of cooperation importance to regulate social interactions has the principle of courtesy. The latter belongs entirely to speech etiquette (which will be discussed later). 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 of the audience.

Distinctive feature verbal communication in social interaction is associated with fairly certain expectations on the part of the recipients of the message. Moreover, these expectations are due to 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 inspires or does not inspire confidence, whether the speaker owns or does not own the topic, etc. The more official the speech situation is, the more formalized are the listeners' expectations.

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

In social interaction, the speech strategies and tactics used by the interlocutors are of particular importance.

Under speech communication strategy understand the process of building communication aimed at achieving long-term results. The strategy includes the planning of 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. conversation line. The goal of the strategy may be to gain authority, influence the worldview, call for action, cooperation or refraining from any action.

Tactics of speech communication is understood as a set of methods of conducting a conversation and a line of conduct at a certain stage within a separate conversation. It includes specific methods of 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, the information received, feelings and emotions. The same person under different circumstances seeks to realize different goals or strategic lines. Change of tactics in conversation - mental operation, although it can also be done intuitively. By collecting and comprehending tactics, one can learn to use them consciously and skillfully.

To manage the flow of the conversation, it is necessary to think through the big picture in advance and possible options development of a conversation, learn to recognize the 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, and develop ways of flexible response - playing along or counteracting. It is bad when the speaker has only one conversation option left, and his speech is built rigidly.

2 Features of the speech behavior of the teacher in the lesson

The ability of the teacher to build interaction with students so that his speech becomes effective and efficient, the ability to hold attention and find best ways communication in difficult situations of the lesson - the main elements of professionalism modern teacher.

One of the components of the teacher's professional speech culture is his speech behavior. Speech expresses personality. The intellect, feelings, character, goals and interests of a person are explicitly or implicitly reflected in what and how he says.

Following L.S. Vygotsky, we consider speech behavior not as “automated, stereotyped speech manifestation devoid of conscious motivation”, but highlight the possibility of the regulatory function of speech in behavior, conscious-volitional actions of a person. Also in our study, we talk about the concept of "speech behavior" as a complete system speech manifestations of the language personality of the teacher, characterizing his culture of speech in general.

The culture of speech “includes language, forms of speech embodiment, a set of generally significant speech works in a given language, customs and rules of communication, the ratio of verbal and non-verbal components of communication, fixing the picture of the world in the language, ways of transmitting, preserving and updating linguistic traditions, the linguistic consciousness of the people in everyday and professional forms, the science of language. Speaking about the communicative qualities of the 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 understanding of the author of the statement by the perceiver. For each type of communication, there are specific language 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 verbal behavior, since it is basic concept speech culture of the teacher. It is connected, on the one hand, with the linguistic concepts of "language", "speech", on the other hand, with such concepts as "the purpose of communication", "object of communication", "participants of communication", "conditions of communication".

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

Right choice language means understandable to the child, possession of all genres of pedagogical speech speaks of the speech competence of the primary school teacher. In other words, in speech communication, the culture of speech communication of a primary school teacher is manifested as an indicator of his speech competence. Also, one of the conditions for speech competence is the 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 but pay attention to the speech relations of the teacher, which means the manifestation of his emotional relations in the classroom, which can be expressed positively, negatively or neutrally to the object.

We believe that all of the above components are manifestations of a linguistic personality in the speech behavior of a primary school teacher. The very term "linguistic personality" was first used in VV Vinogradov's book "On Fiction" (1929). At present, the concept of a linguistic personality is quite well developed in Russian linguistic science. In numerous interpretations of the linguistic personality that appeared in the 80s - 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. In line with the linguodidactic direction, Yu.N. Karaulov defined the linguistic personality: it is “a set of human abilities and characteristics that determine the creation and reproduction of speech works (texts) by him, which differ a) in the degree of structural and linguistic complexity, b) in the depth and accuracy of reflecting reality , c) a certain 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 uniqueness of the manifestation of a linguistic personality. We presented the structure of the speech behavior of a primary school teacher in the form of the following diagram (see Fig.).

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

In a modern school, we see three types of language cultures of teachers:

1. Carriers of elite speech culture

2. Representatives of the "middle literary" culture

3. Teachers with a literary and colloquial type of speech behavior

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

The carriers of the elite speech culture possess the entire system of functional and stylistic differentiation of the literary language and use each functional style in accordance with the situation. At the same time, 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, the formation of grammatical forms, word usage.

One of the signs of an elite speech culture is the unconditional observance of all ethical standards, in particular, the norms of national Russian etiquette, requiring a distinction between you and you- communication. You-communication is used only in an informal setting. One-way you communication is never allowed.

They use the language creatively, their speech is usually individual, it does not have the usual cliches, and in colloquial speech there is no desire for bookishness.

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

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

2. Orthoepically correct.

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

4. Prepared: Any unplanned developments in the conversation should be considered. Friendly response to everything.

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

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

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

2. Irritation: when a student asks a question, but the teacher does not know the answer to it. Roughness in voice.

3. The absence of gesticulation, which, as a rule, does not lead to contact.

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

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

6. Avarice on synonyms, comparisons, epithets.

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

8. Lack of 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 participial and participle turns. Thus, the policy of intimidating the interlocutor, suppressing his desire to speak, defending his own, even incorrect, point of view is being conducted.

He 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 the literary language for whom the colloquial system of communication is actually the only one, at least in the oral form of speech. Unfortunately, there are many representatives of this type in the mass school. Many teachers believe that it is necessary to speak with students in a language they understand and, therefore, they try, imitating the youth speech culture, and in part some slang turns and expressions, to teach the material. They think that in this way they will be able to win the respect of schoolchildren, “join” 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, this behavior is unacceptable. It should be noted that in most cases young teachers “sin” with this, who often see schoolchildren as their future friends.

Conclusion

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

The specificity 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 communicative culture of the teacher, 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 that manifests itself in relation to people; in relation to communication skills.

Based on the analysis of literature, communicative culture is considered by us as a set of knowledge, skills and communicative qualities of a person that has a successful impact on students and allows the most effective organization of the process of education and upbringing and regulate communicative activity in the process of solving pedagogical problems.

References

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2. Izmailova M.A. Business conversation: a practical guide for all specialties / M.A. Izmailova, O.V. Ilyina, Ros. un-t cooperation. - M.: [b. and.], 2007. - 82 p.

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

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

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Behavior in psychology is considered as the transformation of the internal state of a person into his actions in relation to the world around him, people, while distinguishing between real and verbal behavior. Real behavior is a system of interrelated actions carried out by a person in order to adapt to the environment. speech behavior- actions, deeds, emotions of a person determined by the situation of communication, expressed using language and non-verbal means. The effectiveness of communication depends on how much a person involved in its process imagines the real conditions of communication and, in accordance with them, determines or corrects his speech behavior.

The form of manifestation of verbal communication is the speech behavior of the interlocutors, and the content is their speech activity. An essential distinguishing feature of speech behavior and speech activity is level of motivation and the corresponding measure of awareness of the motives of the act of behavior (within the framework of behavior) and speech action (within the framework of activity). If speech activity is a consciously motivated purposeful human activity, then speech behavior is a little conscious activity that manifests itself in patterns and stereotypes of actions learned by a person either on the basis of imitation of other people's patterns and stereotypes, or on the basis of one's own experience. The result of speech activity is thought and text, and the result of speech behavior is the relationship between people and emotions caused by one or another speech behavior of the interlocutors. The totality of individual features of speech and non-speech behavior of a person, affecting the originality of the flow of communication, is called communication style.

Functionally, two main types of speech behavior of speakers and listeners are distinguished: phatic speech behavior (communication) and informative speech behavior (message). General situational target task phatic speech behavior- to speak in order to speak out and meet understanding. Between strangers, phatic verbal communication is organized in order to make acquaintances or pass the time in conditions of forced joint stay; between unfamiliar people - to strengthen acquaintance; between well-known people - to maintain the existing type of relationship, while the rejection of phatic speech is a sign of a desire to change them, etc.

informative speech behavior can manifest itself in various ways: 1) joint problem solving, when speech statements are aimed at achieving a common point of view, they are carefully weighed and evaluated, repetitions and clarifications are allowed; 2) asking questions, in which one of the interlocutors asking questions is interested in obtaining certain information; 3) clarification of understanding by asking questions (what is the wrong understanding, what rules are violated).

Speech behavior, according to A.K. Michalska, consists of the following components: 1) the words themselves - “what can be written down on paper” in the form of a dialogue; this is verbal(verbal) behavior;

2) the sound of speech (its acoustics): loudness, pitch of the voice, the scope of its changes (monotonous speech or, on the contrary, with noticeable differences from high to low tone); speed (tempo) of speech, duration of pauses; this is acoustic behavior (1st and 2nd can be recorded on a regular tape recorder);

3) significant movements of the face and body - this is a look, facial expressions, gestures, posture; this is gestural-mimic behavior;

4) how partners, when talking to each other, use the space (how close they tend to be from each other); this is spatial behavior (3rd and 4th can only be recorded using a VCR).

Communication and speech strategy - the main line of speech behavior chosen by the communicant to perform a communicative task, achieve his main goal in speech interaction and is characterized by the establishment of certain relations between the participants in the speech situation and its elements. The communicative-speech strategy is implemented with the help of a number of communicative-speech (rhetorical) tactics, and the latter - with the help of a system of appropriate communicative-speech techniques (means). One way to implement communicative speech tactics is a communicative-speech technique (for example, interrupting the interlocutor by increasing the volume of the voice, tone, speeding up the pace of speech, etc. with the aim of "taking and holding the word" in the dispute).

Speech behavior is an essential characteristic of personality. Speech behavior, as a mirror that reflects the level of upbringing, the internal culture of a person, should be regulated by the main rules verbal communication: a) the authority of the interlocutor, politeness as a form of showing respect for another, recognizing his merits; b) reciprocity: to answer a joke with a joke, to be interested in the opinion of the interlocutor, etc.

Interfering with effective communication speech behavior errors: lack of attention, perception of hints as specific statements and supplementing them with conjectures; correct perception but false interpretation; false perception of the rational or emotional content of information; vague in content and form.

Speech behavior, like other types social activities, is subject to the control of society, is regulated by the requirements for the culture of communication. Communication culture includes:

a) possession of the necessary set of means and types of communication (instrumental principle);

b) the ability to build communication in accordance with their goals, achieving maximum efficiency of actions (principle of expediency or efficiency);

c) the desire to take into account in communication not only one's own position, but also the positions, interests of partners, society as a whole (ethical principle);

d) the ability to focus on the very process of communication, skill, perfection of its forms, organization (aesthetic principle).

Culture of speech behavior can be evaluated from ethical, speech and ethical-speech positions. The culture of speech behavior is due to the appropriate choice and organization of language tools, which in a certain situation of communication, while observing modern linguistic and ethical standards, can effectively solve communication problems.

Ethics of speech communication begins with the observance of the conditions for successful verbal communication: with a benevolent attitude towards the addressee, demonstrating interest in the conversation, attunement to the interlocutor's world, sincere expression of one's opinion, sympathetic attention. In order to correctly evaluate the etiquette features of one's own and other people's behavior, one must learn to notice them (V.E. Goldin). The ethics of verbal communication prescribes to express one's thoughts in a clear form, focusing on the world of knowledge of the addressee, creating a benevolent tone of the conversation, which leads to agreement and success in the dialogue. Signals of attention, participation, correct interpretation and sympathy are not only regulatory cues, but also non-verbal means - facial expressions, smile, gaze, gestures, posture. Thus, speech ethics are the rules of proper speech behavior based on moral norms, national and cultural traditions and embodied in special etiquette speech formulas.

Speech etiquette - it is a system of nationally specific, stereotyped, stable formulas of communication, accepted by society to establish contact with interlocutors, to maintain and interrupt it. With the help of speech etiquette, the necessary contact is established with the interlocutor in a certain tone, in a different communication environment, the different nature of the relationship of the communicants is reflected, etc. Speech etiquette regulates the complex choice of the most appropriate means of communication with a particular interlocutor.

Mastering the skills of the main types of speech activity involves the assimilation of norms that provide culture of speech, i.e. “possession of the norms of oral and written literary language (rules of pronunciation, stress, word usage, grammar, style), as well as the ability to use means of expression language in various conditions of communication in accordance with the goals and content of speech ". The main indicators of the culture of speech are its right, that is, knowledge of the norms of oral and written literary language (rules of pronunciation, stress, word usage, vocabulary, grammar and style), and communicative expediency. The main communicative qualities of speech also include: accuracy, consistency, clarity and accessibility, purity, expressiveness, aesthetics, relevance.

Appropriateness of speech- this is its compliance with the goals and conditions, the situation of communication. In concept "accuracy of speech" two aspects stand out: accuracy in reflecting reality and accuracy in expressing thought in a word. Logic of speech- this is the consistency, consistency of the statement. The statement must reflect the logic of reality, the logic of thought and be characterized by the logic of speech expression. Violation of logic - violation of the order of words in a sentence, the connection of parts of a sentence, intraphrasal and interphrasal communication - leads to a possible inaccuracy in understanding what was said. Clarity assumes the intelligibility of speech to its addressee. It is achieved through the precise and unambiguous use of words, terms, phrases, grammatical structures. . Availability(or intelligibility) statements- this is the ability of this form of speech to be understandable to the addressee, to interest him. Purity of speech- the absence in the speech of words-weeds that are alien to the literary language (in short, here, well, etc.), dialectisms and colloquial words, elements rejected by the norms of morality (jargonisms, vulgarisms). Under expressiveness understand the features of the structure of speech that maintain the attention and interest of listeners and readers. Expressiveness can be informational (when listeners are interested in the information being reported) and emotional (when listeners are interested in the way of presentation, manner of performance, etc.). Aesthetic speech manifests itself in the rejection by the literary language of means of expression offensive to the honor and dignity of a person.

The subject and main condition for teaching speech is communicative speech activity- a property of a person, his activity state, which is characterized by the desire for a variety of speech activities at the level of those language capabilities for which he is ready in terms of language proficiency. The manifestation of communicative speech activity depends on the characteristics of a person's character; the need for self-expression; a specific situation, environment; level of language proficiency; organization of learning (incentives, methods, teaching techniques); the nature of pedagogical communication between the teacher and students; the nature of communication of comrades in the study group.

The following kinds communicative-speech activity, which differ: 1) depending on the volitional efforts of the individual: a) potential, b) realized; 2) depending on the nature of the activity performed: a) reproductive, b) reconstructive, c) creative; 3) depending on the stability of manifestation: a) situational, b) integral.

The reasons for speech inactivity can be: personal barriers (fear of asking a stupid question, looking worse than others, etc.); low self-esteem or instability of self-esteem; fear of the audience lack of interest in the problem or inability to "plunge" into it; low level of preparedness, inability to convey thoughts in words, etc. Communication and speech activity can change due to changes in the personality itself, the social environment in which the personality develops, and under the influence of training, during which the personality is formed.

In modern conditions of humanization of education, when the so-called human factor largely determines the social development of society, the personality of the teacher is of particular importance. Solving the responsible task of shaping the person of the future requires the teacher not only professional excellence, but also positive personal qualities, manifested in all areas of his activity, including culture of speech communication.

E.I. Passov notes that the ability to speak well, eloquently and convincingly, to express one’s thoughts competently is very necessary for people whose activities consist of communicating with people, primarily teachers, for whom the ability to speak is one of the main professional skills. Development of this professional skill contributes to the presence of certain inclinations and abilities, such as excellent verbal memory, well-developed automatisms of instantaneous selection of the necessary language means, sociability as a character trait (the ability to listen, empathize, sympathize, etc.). The presence of this type of abilities is the basis for the development of communicative and speech skills of a professional nature, the peculiarity of which is that they are used to implement educational tasks. The teacher must purposefully develop in himself the ability to "think publicly", that is, to speak in public, and the ability to organize communication.

The culture of speech communication and politeness, emphasizes N.I. Formanovskaya, are inseparable concepts, testifying to the moral upbringing of the individual. Politeness is not only respect for people, recognition of their merits as a daily norm of behavior, but also self-respect. It is important for the teacher to be extremely demanding of his own speech behavior, which serves as a model for students to follow. The culture of verbal communication and behavior of the teacher is characterized by the presence of such attractive personality traits as tact, delicacy, speech restraint, and others, which in general constitute the charm of the individual.

The charm of a teacher as a person lies, first of all, in optimal verbal communication with children, the ability to influence them with a word, the ability to speak in a tone that appeals to children and is appropriate in a particular communication situation. An important component of the culture of verbal communication is its key, which depends on social and personal factors: on the general culture of a person, his emotional upbringing, temperament, possession of verbal and non-verbal means of communication, etc. Speech restraint helps to establish feedback with the interlocutor, to carry out a logically sound dialogue. The ability to pause in a conversation is necessary in order to understand the essence of what was said in order to continue the dialogue on the merits; to show their respect and attention to the interlocutor; not to rush to conclusions.

The culture of teacher speech behavior can be considered from ethical, speech and ethical-speech positions. At the same time, requirements for a culture of behavior, prohibitions and recommendations are formed. The speech behavior of the teacher is important: the nature of speech (communication, communication, impact); general methodological requirements for the teacher's speech (clearness, unambiguous wording of questions, correct use of terms and their pronunciation, etc.); non-verbal means of communication (gestures, a serious friendly facial expression during the students' answers, etc.).

The teacher bears social responsibility for the content, quality of his speech, and for its consequences, so the teacher's speech is considered as important element his teaching skills. A feature of the teacher's oral speech, as a public speech, is its orientation, to the students. The teacher's word always has an exact address - it is selected based on its semantic perception and understanding by students. In addition to general cultural requirements, professional requirements are also imposed on the teacher’s speech:

1. Correctness and purity. Among the deviations from the norms of the literary language there are: a) violation of management, for example: "indicated the need"(instead of: the need ), "it's about the textbook"(instead of textbook ) and etc.; b) errors associated with incorrect placement of stress, for example: "beautiful e e"(instead of: beautiful and in her), "Repeat about Rome"(instead of repeat and m ) and etc.; c) the presence of unjustified repetition of "superfluous" words, such as: "so to speak", "well", "as if", "means", "here", etc.

2. Accuracy teacher's speech is, first of all, terminological accuracy. So, it is incorrect to say “change the word according to the meaning” (the word can be inclined, conjugated, while in its own way lexical meaning the word does not change).

3. Relevance the teacher's speech is expressed in his exact choice of tone and style of communication, various ways of attracting the attention of students, in a clear formulation of questions, etc.

4. Communicative expediency teacher's speech involves taking into account the age characteristics of students, their readiness to master the subject, as well as the ability of the teacher to transform his speech in such a way as to adapt it for understanding by schoolchildren (select language means, explain incomprehensible words and expressions, adapt speech to the teaching and speech situation, etc.). d.). The teacher cannot afford to speak verbosely (study time is limited) and at the same time tongue twister. The teacher's speech is characterized by a complete pronunciation style, in which words are pronounced carefully, clearly.

5. Speech ethics involves the use of polite addresses, words of greeting and farewell, expressions of apology, gratitude, consent, approval, well-deserved praise, reproduction of the student's words, their own explanations of the topic and objectives of the lesson, etc.

The communicative behavior of the teacher, based on his correctness, exactingness towards himself and his students (which does not exclude an appropriate joke), stimulates cognitive interest, the motives of the teaching of schoolchildren. Rudeness, irritability, tactless remarks are unacceptable in the teacher's speech. To prevent disrespectful attitude towards students, there is a system bans, helping to create a favorable psychological climate in the classroom, to avoid confrontation, confrontation. These are the bans on:

Ø tone(offensive, contemptuous, dismissive, noisy, angry, lisp);

Ø words and expressions rude, insulting, mocking);

Ø gestures, facial expressions frightening, offensive, ugly);

An indicator of the culture of verbal communication of a teacher is his ability to listen. Professional pedagogical listening- this is such a listening skill that fully contributes to the effective communication of a teacher with students in various communicative situations (during frontal questioning, when listening to a student's answer in order to evaluate the answer, when listening in a situation of communication with a class, with a student, outside the lesson, etc.). P.).

The following peculiarities pedagogical listening:

1. The teacher listens to one student, while listening to the whole class (hears the worker and highlights non-working noise, perceives the students' remarks from the floor, observes whether the students are listening to the speaker, etc.).

2. Communicative intentions during listening are usually varied: to hear, understand, find out the main idea of ​​the statement, note the details, etc. (communicative-cognitive tasks); evaluate the message, find out the truth (falsity) of information, understand the emotional state of the student, etc. (communicative-evaluative tasks).

3. During the discussion dialogue in the classroom, the teacher is the initiator, and often the communicative leader of communication, which means that he must hear all the students who speak; draw the attention of the class to the most valuable judgments that direct the dialogue in the right direction or give the conversation a special edge; lead the discussion in such a way that it is meaningful, consistent, so that those participating in the dispute inevitably come to a logical end (general conclusion) or raise new questions.

4. The result of pedagogical listening, in addition to understanding the message, must necessarily be a response, including speaking. The teacher most often cannot "keep silent" in response to the students' statements, he evaluates them, corrects them if necessary, draws a conclusion or invites someone to do it.

5. Listening - active process, hard work. A professional teacher listens equally attentively to his wards both at the first lesson and at the end of the working day.

Thus, the ability to listen is a teacher’s professionally significant skill, the specificity of which lies in the ability to actively listen, evaluate the student’s answer from different points of view (quickly respond to the answer, rearrange, if necessary, the wording of the question, etc.); listen to the dialogue (polylogue) of students; their colleagues and parents. In addition, the teacher should teach children to listen carefully so that they can assimilate educational information and be good interlocutors. The culture of the teacher's speech behavior is determined by the characteristics of his speech and non-verbal means of communication, the characteristics of pedagogical communication and listening.

The speech actions of the teacher have a certain communicative content and form. For example, it is possible to induce a student to some educational actions with the help of a hint, request, advice, indication, requirement, etc. If the content of the speech act of the teacher is due to pedagogical goals, then the form of the speech act is determined by the features interpersonal relationships A: functional or friendly.

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

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

To manage pedagogical communication, the teacher needs the ability to predict the student's response to their behavior. Only using the optimal model of a speech act, the teacher achieves the necessary educational and educational effect. For example, the expression “I ask you to do this work, I am sure that you (you) will cope with it” is a stronger motivator for the student than “immediately start work, otherwise you will not see a good grade.”

Each act of professional interaction requires non-standard speech creativity, because. is based on taking into account the diverse circumstances - the situation of communication, the individuality of the pupil, the feelings experienced by him, the mood, the nature of the existing relationship.

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

The success of the professional activity of a teacher as a subject and educator is due to the ability to conduct a "mutual conversation", to organize "sociable speech".

The unrealized communicative potential of speech behavior turns into 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 orienting activity.

The study of the theory and practice of pedagogical communication makes it possible to identify the functions of the teacher's speech behavior: self-presentation, motivational, psychotherapeutic.

Self-presentation function- the personality of the teacher is the object of close attention of children 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 significance of the greeting with which the teacher addresses the children. A welcoming, kind, joyful, stimulating form of greeting is a method of educating love and trust of a person to a person.

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

Motivational function. The motive is not just a stimulus 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 ready? Who is on duty? Petrov? I ask you to continue to fulfill your duties more regularly! (The student slowly moves to the blackboard). Faster! Faster! Semyonov will go to the board first!”

2. " Good morning, guys! Are you unhappy today? Maybe some trouble? Have you forgotten what day it is? Thank you, Sasha remembered. Yes, today is the first day of spring! I would like to point this out somehow. Let's do without poll and marks. Do you agree?

Commenting on the assessment has a special motivational significance. Evaluative judgments of a teacher can be positive, stating successes, achievements, strengths and negative, critical, noting shortcomings, weak sides. Encouraging commentary is designed to instill confidence in their abilities, to establish themselves in the correctness of the performance of educational actions. The purpose of negative commentary, focusing on miscalculations, is to energize students. Optimal is the combination of encouragement with objective critical analysis.

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

1. “It is clear that you can read this poem expressively and emotionally. I liked how you started reading it. All was good. However, after all, 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, read it several times. It is interestingly written. But you upset me with your negligence: you disfigure some letters. If you make a little effort and master normal calligraphy, your essay will be easy to read, and the reader will not miss a single thought of yours, as they will not be annoyed and delayed because of 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 elegantly solved the problem," etc. They allow students to experience moral satisfaction, to experience a sense of success.

psychotherapeutic function.

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

The teacher's word can play the role of a stressor, activating the child's spiritual powers and injuring a distresser.

The psychotherapeutic function of the teacher is manifested in the prevention of the distresser. The advice "Do no harm!" is legitimate.

It should be borne in mind 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 the capabilities of children, which is expressed in punishing intonations and in a rude form.

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

A confidential conversation face to face, the ability to listen and hear the interlocutor has a significant therapeutic effect.

Similar information.

Professional communication is the speech 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 the leading part, since for these professions speech is the main tool of labor.

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

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

The general culture of speech provides for the norms of speech behavior and requirements for speech in any situations of communication, 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, such as the correspondence of speech emotional state interlocutor, the business orientation of speech, 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;

The ability to build a presentation professional theme;

the 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 the practical analysis of production situations, knowledge of the features of the style of professional speech constitute linguistic competence in professional communication.

Evaluative attitude to the statement, awareness of the target setting of communication, taking into account the situation of communication, its place, relations 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 types and levels of education are included in communicative competence specialist. The communicative competence includes both the ability to communicate, exchange information, and the ability to establish meaningful relationships with participants. production process to organize joint creative activities.

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

One of the components of the teacher's skill is the culture of his speech. Who owns the culture of speech, ceteris paribus - the level of knowledge and methodological skill - achieves greater success in educational work.

Components of a teacher's speech culture:

Literacy in the construction of phrases.

Competent 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) the pace of speech, pauses; c) voice dynamics; d) vocabulary wealth; e) figurative speech; e) diction.

Correct use of special terminology: a) exclusion of phraseological turns that cut the ear; b) exclusion of superfluous words; c) the exclusion of jargon and fashionable words.

A few words.

Motor speech coordination.

The culture of speech is a broad and capacious multicomponent concept, but first of all it is spelling literacy. A solid knowledge of grammatical rules enables the teacher to correctly express his thoughts, gives his speech a harmonious, meaningful character, which makes it easier for students to perceive and understand the educational material, commands, etc. Otherwise, incidents may occur. So, one teacher in the plan educational work wrote: "Teach children to eat with their mouths closed." The grammatically correct construction of speech ensures its content, logical sequence, and comprehensibility.

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

The third component of the culture of speech is expressiveness. It is achieved both by the selection of the right words and syntactic constructions, and by the active use of the main components of the expressiveness of oral speech - tone, voice dynamics, tempo, pauses, stress, intonation, diction.

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

At story games the teacher, changing intonation, contributes to the formation of adequate ideas and visual images in students that correspond to the plot. For example, when conducting the game “The Fox is walking”, in order to achieve silent and careful movements from the children, the teacher introduces a story into the lesson: “No one moves (narratively), everyone is silent (the sound of the voice goes down). Silence (pause). The fox walks through the clearing (louder voice), looking for bunnies. And there are no bunnies. Where did they go (bewilderment and question)? And the bunnies are silent (in a low voice with a conspiratorial intonation). The fox left, and the bunnies play again, jump (a cheerful, loud sound), rejoice that they were saved from the fox.

Tone of speech teachers should be calm, confident, 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 highly undesirable; it usually pushes students away from the teacher, since the older the student, the more pronounced his desire for self-affirmation, for recognizing himself as a person.

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

pauses speeches at their correct use allow you to better convey the meaning of the spoken word and phrase. With the help of 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 the teacher's speech is the dynamics of the sound of the voice, varying its strength.

vocabulary wealth contributes to the figurativeness of speech, and through it - expressiveness

The speech of the teacher as a form of communication through the language plays leading 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 speech activity of the teacher is mainly aimed at subject information, then speech behavior includes the transfer of expressive information that ensures the regulation of relationships with students.

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

In pedagogical communication, the object of interaction is the personality, and the speech actions of the teacher reflect the attitude towards her as the 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 multifaceted than in speech activity.

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

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

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

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

Knowledge of student psychology general patterns upbringing, possession of an arsenal of pedagogical tools and methods help the teacher to avoid gross communicative miscalculations. However, each act of professional interaction requires non-standard speech creativity, because it is based on taking into account a variety of circumstances - the situation of communication, the individuality of the student, the feelings he experiences, mood, the nature of existing relationships, etc.

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

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

The culture of speech behavior is conditioned by the appropriate choice and organization of language means, which in a certain situation of communication, while observing linguistic and ethical standards, can effectively solve communication problems.

Despite personal originality - temperament, character, intellect, level of culture, gender, age - in each act of speech behavior, the teacher acts as the bearer of the main social role.

professional feature its verbal and non-verbal expression is adherence to psychological and pedagogical principles. The speech behavior of a teacher as a category of pedagogical science is an integral attribute of his professional activity aimed at the education, training and development of the student.

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

The study of the theory and practice of pedagogical communication makes it possible to distinguish the following functions of the teacher's speech behavior: self-presentation, motivational and psychotherapeutic. Let's consider their essence.

Self-presentation function

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

Attraction depends on the culture of self-presentation - the personal charm of the teacher. If he failed to make a favorable impression right away, then in the future, due to the negative attitude of the trainees, serious difficulties in communication have to be overcome. The initial impression is compared with the axis around which the comparative field of human study is organized.

The attractiveness of a teacher is an emotional regulator of interpersonal relationships, ensuring their stability, depth, and trust.

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

Motivational function

With the refusal of pedagogy from the strict management of the educational process, the problem of motivation is becoming increasingly important.

The problem of motivation is the most difficult, because as incentives and stimulants learning activities there is a variety of external and internal factors: the quality of teaching, the erudition of the teacher, the charm of his personality, the natural abilities and inclinations of the student, his value orientations, etc.

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

The culture of speech behavior is able to raise role-playing communication to an interpersonal level, prevent the emergence of psychological barriers and the formal attitude of students to learning.

Evaluative judgments of a teacher can be positive, stating successes, achievements, strengths, and negative, critical, noting shortcomings, weaknesses. Encouraging commentary is designed to instill confidence in students in their abilities, to establish themselves in the correctness of the completed educational actions or deeds.

The purpose of a negative commentary, focused on mistakes, miscalculations, is to activate the forces of trainees to overcome shortcomings. Value judgments are optimal, in which encouragement is combined with objective critical analysis, without which it is difficult to form the necessary educational and behavioral standards and complicate self-education and self-education of students.

The detailed value judgments of the teacher contribute to the improvement of the meaningful aspect of activity and behavior, encouraging students to self-criticism.

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, as a rule, is associated with a therapeutic effect in pathological cases that require 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 conditions.

A harmonizing effect on the state of mind of students is provided by communication with the teacher, called "good conversation". This phrase means such 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 are born in the course of a “good conversation” are created by the joint efforts of the interlocutors, reflecting their spiritual closeness. The catalyst for such communication is emotional openness, sincerity in expressing feelings and thoughts. Only under the condition of trusting self-disclosure of the teacher does a psychotherapeutic effect become possible.

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