Abdurashid Ismoilov
Teachers of Andijan State University
Dilobar Muhammadsoliyeva
Student of Andijan State University
Аннотация. В статье доказывается важность использования лексических
экспрессивных средств в речи учителя английского языка. Высокой степенью
экспрессивности в педагогическом дискурсе обладают метафоры, эпитеты и ирония.
Ключевые слова: экспрессивность речевого поведения педагога, лексические
интенсификаторы, дискурсивные маркеры, лексические повторы, аппроксиматоры,
дейктические слова.
Abstract. The article substantiates the importance of using lexical expressive means in the
speech of an English teacher. Metaphors, epithets and irony are highly expressive in pedagogical
discourse.
Key words: expressiveness of the teacher's speech behavior, lexical intensifiers, discursive
markers, lexical repetitions, approximators, deictic words.
The expressiveness of the teacher's speech is one of the essential conditions for the success of
speech interaction within the educational process. Highlighting linguistic means that create emotional
the coloring of the statement and the definition of their functions makes it possible to establish the
features of emotional speech. Unlike neutral, you can to argue that emotional speech is characterized
by greater appeal at the level of pragmatics, more categorical assessment at the level content and a
special structural organization at the level of form.
The expressiveness of the speech of an English teacher performs an additional load: it immerses
students in the emotional world of another culture and gives authenticity to communication.
As researchers note expressiveness, it can be expressed by different means. At the syntactic
level, the expressiveness of speech is associated with the use of exclamation, imperative, subjunctive
constructions, unfinished sentences, rhetorical questions, exclamations, anaphora’s, epiphores,
inversions. At the phonetic level, expressiveness is conveyed using specific intonational structures
and pronunciation modifications of sounds.
This article focuses on lexical means of transmission expressiveness. The material of the
research was dialogical remarks obtained by the method of continuous sampling, borrowed from 69
English lessons taught by native speakers.
As a result of the analysis, several groups of means of expressing expression were identified:
lexical intensifiers, amplifying phrases, approximators, lexical repetitions, discourse markers, deictic
words, interjections.
One of the fixed means of expressing expression in English teacher's speech are lexical
intensifiers -reinforcing adverbs, reinforcing particles and reinforcing pronouns, among which
amplifying particles predominate, on the second place - amplifying adverbs. During the research,
among the amplifying particles, such as just, still, only were noted. Let's look at some examples:
It’s still a complete sentence.
I have one question just now.
Among the amplifying adverbs, the most popular are quite, basically, pretty, really, totally,
exactly, actually, so, particularly, specifically,completely, especially, maybe:
You are to know basically ... , Pretty expensive, Let me be really clear, It's totally okay, That's
exactly right, I’ll probably actually finish.
The register of amplified pronouns is limited to the use of such and what:
Such an animal!
Strengthening can be carried out not only at the level of a word, but also at the level of the
whole phrase. The Cambridge Grammar of English list of such expressions includes or so, or
something, or anything, and so on, or whatever, kind
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