National characteristics of speech behavior.

The influence of parents' speech behavior on the speech behavior of preschool children

1.2 Speech behavior, the essence of the concept, features of the speech behavior of a preschooler

In preschool age, a child intensively masters speech as a means of communication: with the help of speech, he learns to talk about events that are significant to him, to share his impressions; he learns to build adequate, loyal relationships with people, learning from loved ones that he needs to address a person by name, looking friendly into his eyes; he learns to greet people in an accepted form, saying “Hello!”, “Good afternoon!”; he learns to thank for the attention given and to experience real, rather than playful, gratitude for it.

The main speakers of the language for a child are his parents. Obviously, as you get older, the effect intensifies external factors, one of which is the child’s linguistic environment. That's why general rule can be formulated this way: the more parents talk to the child, the more he will learn. At the same time, we should not forget about the child himself: always pay attention to what he says. An important condition for the development of a child’s speech is a good and friendly relationship with him.

Human speech behavior is a complex phenomenon. It is associated with the characteristics of upbringing, with the place of birth and education, with the environment in which a person habitually communicates, with all the characteristics characteristic of him as an individual, as a representative of a social group, as well as a national community. As a person grows up, speech behavior becomes habitual for him, therefore it is expressed in the stereotypical statements required by others, speech cliches (greetings, apologies, etc.), on the one hand, and, on the other hand, in some purely individual speech manifestations of a given personality. To this we add non-speech (non-verbal) means of communication - gestures, facial expressions, tonal and phonational features.

In other words, speech behavior reveals a linguistic personality belonging to a given age and time, a given country, a given region, a given social (including professional) group, a given family.

Each person finds himself in a variety of role-playing and speech situations and constantly navigates the communication environment, his partner, and the third parties present. He constantly chooses this or that speech manner, this or that behavior.

Speech behavior distinguishes a city dweller from a village resident, a highly educated person from a poorly educated person, children from adults. Moreover, speech behavior is characteristic (of course, in accordance with general social characteristics) only to certain individuals.

Consequently, a person’s speech behavior is a variety and an integral part of his social behavior.

The sign of age divides society as a whole into children, youth, middle and older generations (of course, with transition zones). Children's speech is beautifully described by K. Chukovsky in his book “From Two to Five.” Psychologists and psycholinguists study children's speech. However, even without special research, everyone can distinguish the speech of a child from the speech of an adult.

In a person’s speech behavior, there is a constant “execution” of his inherent role characteristics and “playing out” of variable situational roles, orientation in the general social position in the roles of the addressee, assessment of the formality or informality of the communication environment and in personal relationships with a communication partner, if, of course, there are any there is when they communicate with a person they know.

IN general view Such status relationships can be designated as follows: boss - subordinate, educator - student, teacher - student, parent - child.

A lack of communication between an adult and a child leads to various disorders: in some cases to the occurrence of mental retardation, in others to pedagogical neglect, and in more severe cases even to the death of children in the early stages of ontogenesis. For example, in closed children's institutions, due to a lack of communication with adults, children begin to sharply lag behind in development. If from birth a child was deprived of the opportunity to communicate with adults and peers, then for the rest of his life he would be doomed to remain half-dead, only outwardly resembling a person.

The formation of speech, which occurs most intensively at an early age, rearranges all the mental processes of the child. Speech arises and initially develops in ontogenesis as a means of communication with adults. In the future, it becomes a means of thinking and mastering one’s behavior. Between the preverbal period and the period of spoken speech there is a stage of autonomous child speech, which occurs at the beginning of the second year of life. The words of a child of this age differ from adult words both in sound and meaning. In the middle of the second year, a “speech explosion” occurs, which manifests itself in a sharp increase in vocabulary and increased interest child and speech. In the third year of life, intensive development of the grammatical structures of the language occurs. Mastering the grammatical structure of a language allows a child to express in words such relationships of objects that are not represented in a visual situation.

At 12-14 months, children appear the first words arising from babbling: “mom”, “baba”, “dad”, “nanny”, “lala”, etc. During the second year, if the child is talked to, his active speech expands every day, he utters more and more words. Research shows that under favorable conditions of development and upbringing, by the age of two, a child’s speech can contain up to 250 - 300 words.

By the age of one and a half years, the child pronounces, although not always clearly, almost all vowels and consonants. Many of the consonant sounds are often pronounced softly. Often, instead of generally accepted words, onomatopoeia is used. From the age of one and a half years, a child experiences a sharp leap in the development of active speech: he begins to change words, use certain grammatical forms, and link words into phrases. The same words may be spoken more than once.

Over the course of a year, from two to three years, children’s vocabulary develops significantly and rapidly, and when good conditions the number of words that a child of this age speaks reaches a thousand. Such a large vocabulary allows the child to actively use speech. By the age of three, children learn to speak in phrases and sentences. They can already express their desires in words, convey their thoughts and feelings.

By the end of the second year of life, understanding of adult speech changes qualitatively - the speech instructions of others begin to regulate the baby’s behavior. So, the child already understands and can carry out some simple instructions. To develop a child’s active speech, it is necessary to create situations in which he is forced to speak to adults.

In the third year of life, the child masters a number of new sounds and begins to pronounce soft whistling sounds. However, the pronunciation of many sounds is still far from perfect, which at this age stage is characteristic of children's speech, since the mobility of the muscles of the tongue and lips is not yet sufficiently developed.

In the fourth year of life, children show a noticeable improvement in pronunciation, speech becomes more distinct. Children know well and correctly name objects in their immediate environment: toys, dishes, clothes, furniture. In addition to nouns and verbs, other parts of speech are beginning to be used more widely: adjectives, adverbs, prepositions.

The beginnings of monologue speech appear. Simple common sentences predominate in children's speech.

By the age of five, children show a sharp improvement in the pronunciation aspect of speech; the majority complete the process of mastering sounds. Speech in general becomes cleaner and more distinct. The speech activity of children increases. Children begin to master monologue speech, but structurally it is not always perfect and most often has a situational nature; pay attention to the sound design of words, point out the presence of a familiar sound in words.

In the sixth year, the child masters the grammatical structure and uses it quite freely. Structurally, speech becomes significantly more complicated not only due to simple common sentences, but also complex ones; the volume of utterances increases. Less and less often does the child make mistakes in coordinating words.

The grammatical correctness of a child’s speech largely depends on how often adults pay attention to their children’s mistakes, correct them, and give the correct example.

In dialogical (conversational) speech, the child uses both short and detailed answers, in accordance with the question and topic of conversation.

A child of the sixth year of life improves coherent, monologue speech. He can, without the help of an adult, convey the content of a short fairy tale, story, cartoon, or describe certain events that he witnessed. In an effort to ensure that his statement is correctly understood, the child quite willingly explains the details of his story and deliberately repeats its individual parts. At this age, the child is already able to independently reveal the content of the picture if it depicts objects that are familiar to him. But when composing a story based on a picture, he often concentrates his attention mainly on the main details, and often leaves out the secondary, less important ones.

By the end of the sixth year, the child’s speech development reaches quite high level. He correctly pronounces all the sounds of his native language, reproduces words clearly and clearly, has the vocabulary necessary for free communication, and correctly uses many grammatical forms and categories; his statements become more meaningful, expressive and accurate.

And by the time a child enters school, he has mastered the correct sound design of words, pronounces them clearly and clearly, has a certain vocabulary, and mostly grammatically correct speech. Fluently uses monologue speech: is able to talk about experienced events, retell the content of a fairy tale, story, describe surrounding objects, reveal the content of a picture, some phenomena of the surrounding reality.

For a child, speech is not only an indispensable means of communication, but also plays vital role in the development of thinking and self-regulation of behavior. Directed from the end of early childhood not only at the people around him, but also at himself, speech allows the child to master his own behavior and his own mental processes, making them, to a certain extent, voluntarily regulated. Without speech, neither human perception of reality, nor human attention, nor developed memory, nor perfect intelligence would be possible. Thanks to speech, business cooperation arises between an adult and a child, and conscious, purposeful training and education become possible.

Unfortunately, communication with people as the most important necessity of life is not taught anywhere. But we ourselves are still learning the ability to communicate very poorly, as evidenced by a large number of conflicts in different areas our life. We consider the ability to communicate difficult to achieve, not a priority, and in the end we lose a lot. Communication skills are necessary for any person.

Communication does not always come down to externally observed contacts between people - it is revealed in them. It is complex process, having visible outside and a vast spiritual part hidden from the eyes of the observer. The type of speech behavior represents the external structure of a person’s internal psychological reality. In the process of individual psychological development, the structure and content of a person’s inner world is transformed, which is expressed externally in quantitative and qualitative changes in speech behavior. Structurally, it becomes more differentiated and balanced, and its content becomes more complex and richer.

Psychological analysis of parents' oral speech made it possible to identify two stable types of speech behavior: constructive and non-constructive.

A person with a constructive type of speech behavior is interested in communication, focused on establishing psychological contact with the interlocutor and coherent development of the content of communication. This is manifested in the content and coherence of speech. The participant is characterized by activity in communication, has developed speech and speech reaction. At the same time, he clearly formulates his thoughts, quickly finds new words, gives sufficient arguments, consistently discusses one line of the topic without jumping to others, is laconic, and introduces a lot of new things into the content of communication. His posture reflects deep involvement in the communication process: the body is turned towards the interlocutor, sufficient eye contact is noted. The expression is quite subtle, varied and expressive.

Thus, participants with a constructive type of speech behavior have a generally positive impact on the communication process, making it positively rich and meaningful. The content of communication is constantly enriched, there is a tendency towards cohesion among the participants and mutual understanding between them. Communication is characterized by openness, reflexivity, empathy, trust of participants in each other, constructiveness, a minimum of value judgments, personal appeals, the predominance of positive emotions (“You are my smart girl!”, “You will try, and you will succeed”). Here there is empathy and understanding of the child’s speech, contact and community arise, within which the adult’s inner world influences the child’s inner world. Intonation is sometimes more significant than the words: it is not always important what they say, but it is always important how they say it. The gesture accompanying the statement is no less important. Just like intonation and gaze, it can offend, humiliate, outrage and, conversely, encourage, express disposition and participation. It is very important to be able to pause in a conversation. The art of conversation is the art of... silence. In this case, the paradox is easy to decipher: listening carefully can be just as difficult as speaking. As the French moralist writer J. Labruyère said, “the talent of an interlocutor is distinguished not by the one who willingly speaks himself, but by the one with whom others willingly speak.”

Such communication between parents and children is now more rare than the norm. But it is precisely this that promotes self-knowledge, self-expression, self-realization of each interlocutor, and involves the exchange of ideas, views, experiences, personal meanings, in other words, the content of the inner world. A participant with a constructive type is inclined to create relationships, and this, in turn, ensures community between an adult and a child and, accordingly, the effectiveness of educational influence.

The unconstructive type of speech activity is characterized by the fact that it not only little “promotes” communication, but even often “destroys” it. The speech of such participants has little content and is incoherent. The verbal response is either slow (participants are passive) or excessively high (participants are verbose, overly detail what is said, but at the same time bring very little content to the communication, jump from topic to topic or develop mainly their own line of discussion). They are not interested in developing communication, are constantly distracted, and can sharply criticize the statements of their interlocutor. The poses of the participants indicate formal involvement in the communication process: the body is turned away from the interlocutor, there is no eye contact. Expression and kinetics are colored emotionally monotonously - either predominantly negative, or, on the contrary, excessively “positive”.

Thus, participants with an unconstructive type of speech behavior can cause discord and negative emotions into communication, due to which its destructive influence increases. Communication is characterized by increasing tension, mistrust, limitations, and lack of real personal interaction. The natural reaction to this is protest, resistance, and a desire to interrupt communication.

These types of speech behavior cannot be “pure”. We can only talk about a certain predominance and severity of traits of a certain type.

Unfortunately, nowadays the verbal behavior of parents is often unconstructive. In families, the educational terror of adults can be traced: to insist on one’s own, to force, to achieve, and in no case to allow the child to do as the child wants if his desire differs from the adults’ ideas about the benefits. We have forgotten how to nurture a person, appreciating all the beauty of his complexities and contradictions. And any child, even the most prosperous one, can become problematic if mistreated. A word has educational power if it helps a child comprehend the experience of his behavior, the reasons for successes and failures in his activities, evaluate mistakes, and draw independent conclusions from them. Therefore, edifications and moral teachings are useless if the child is not accustomed to analyzing his behavior. Harsh words suppress the child’s self-awareness: you can’t, don’t go, shut up, don’t scream, don’t run, I’ll punish you, etc. Words with a negative load are both a negative assessment of an action and a characteristic of a person, and therefore are perceived by the child as a negative attitude towards him. This slows down the development of his self-awareness, interferes with creativity, independence, suppresses the desire and desire to take on new and difficult things.

The lack of mutual understanding in communication is facilitated by the impersonal abstract perception of the child, built on the principle of “should” (“You must behave properly!”). Usually children do not learn anything new from such phrases. Nothing changes because they hear it for the “one hundred and first time.” They feel the pressure of external authority, sometimes guilt, sometimes boredom, and more often all combined. Moral behavior is brought up in children not so much through words as through imitation of the behavior of adults.

Limited vocabulary is also a serious obstacle to communication. The poverty of a personal vocabulary leads to the fact that a person, without remembering the right word, fills speech voids with jargon, nothing meaningful words- “dummies” (“well”, “this”, “you understand”, etc.)

The child is susceptible to verbal aggression. Communication is very saturated with value judgments, name-calling, ridicule such as: “What a lazy person you are!”, “Well, just a cudgel!” etc. Punishment for an offense should never be accompanied by humiliation. If you tell a child twenty times that he is an idiot, a fool, a scoundrel, the effect of suggestibility will work and he will eventually believe it. Threats are meaningless if the child is currently having an unpleasant experience. They only drive him further into a dead end. And with frequent repetition, children either get offended and defend themselves (“What’s she like?”, “Well, I’ll be like that!”), or stop reacting to them. Then, for example, some parents move from words to deeds and quickly go from weak punishments to stronger ones, and sometimes even cruel ones. You can’t act like a mad cat. Patience and the ability to wait are necessary, avoiding irritation and despair, otherwise the aggression accumulated in children can be reacted both to others and to themselves. Showing mutual patience and tact in communication can bring relief even in difficult and conflict situations.

It depends on what demands and in what form the people around the child place on his intellectual and personal qualities, when they communicate with him every day, what kind of “food” he is given, what tasks are set for him and what level of activity they cause - that particular combination largely depends on this different characteristics, which includes a person’s personality. Therefore, parents should pay attention to their own speech organization, since it is on their speech organization that mutual understanding in communication, and the development of views, standards of behavior, as well as the formation of a similar type of speech behavior largely depend.

The recipe for constructive communication is both difficult and simple. Take a cup of patience, pour love into it from a full heart, throw in two handfuls of generosity, sprinkle in humor, sprinkle in kindness, add as much faith as possible and mix it all well. The resulting mass, spread on a piece of your allotted life, can be offered to everyone you meet along the way.

Thus, it can be noted that the main condition for a child’s development is his communication with a close adult. It is in communication with adults that the development of higher mental functions occurs, the child learns norms and patterns of behavior. By organizing interaction with a child, an adult takes responsibility for his upbringing, development, and future.

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

Verbal behavior is a manifestation of behavior in verbal form, consisting of:

intonation,

Internal subtext.

A person’s speech behavior as a whole serves as an indicator of his general erudition, characteristics of intelligence, motivation of behavior and emotional state.

Speech is an important informative signal when assessing the emotional state of a person, in particular his emotional tension, manifested in the particular choice of words and the specifics of the stylistic structure of the statement.

In a state of emotional tension, many people have difficulty finding words when expressing their point of view. In particular, compared to speech under normal conditions, the number and duration of pauses increases. They are sometimes called pauses of indecision. This is easy to verify if you compare the speech of the same person in a calm state and in a state of emotional tension.

Difficulties in choosing words can manifest themselves in the utterance of various meaningless repetitions, in the use of words: “this”, “you see”, “you know”, “such”, “well”, “here”, etc.

Under conditions of emotional tension, vocabulary becomes less diverse. Speech in these cases is characterized by stereotypes (the speaker uses words that are most typical for him and actively uses speech cliches).

Another important indicator of emotionally intense speech is the grammatical incompleteness of phrases, which is specified in grammatical lack of formality, disruption of logical connection and consistency between individual statements, which leads to ambiguity.

The speaker is distracted from the main idea, focusing on details, which, of course, complicates understanding. In the future, as a rule, he realizes the mistake he made, but trying to correct it, he usually gets even more confused. It should be noted that the most important indicator of a person’s mental health is speech; almost all mental disorders are clearly recorded from it.

Intonation and timbre make up the fund of significant phonations that we widely use in communication. This is the whole gamut of feelings and the whole spectrum of social and personal relationships.

Through intonation, the speaker conveys to the listener an evaluative characteristic of the content of the text. To accurately convey thoughts, it is necessary to use logical means. This is a kind of emotional stress, or intonation of speech.

In Russian there are three types of logical intonation:

Messages,

Question,

Motives

In communication situations, a person's voice is very characteristic feature, allowing you to form a general impression about it. In mass studies, from 60 to 90% of correct judgments regarding body size, plumpness, mobility, internal state and age were obtained, relying only on the voice and manner of speaking.

A lively, lively manner of speaking, a fast pace of speech indicates the liveliness, impulsiveness of the interlocutor, his self-confidence;

A calm, slow manner indicates equanimity, prudence, and thoroughness;

Noticeable fluctuations in the speed of speech reveal a person’s lack of balance, uncertainty, and slight excitability;

Strong changes in volume indicate the emotionality and excitement of the interlocutor;

Clear and precise pronunciation of words indicates internal discipline, the need for clarity;

Ridiculous, vague pronunciation is characteristic of compliance, uncertainty, softness, and lethargy of will.

Types of speech behavior:

Positive speech behavior - polite conversation, sincere conversation, constructive discussion.

Negative speech behavior - whining, grumbling, annoying with requests, threats, tomfoolery, provoking a quarrel.

Basic types of persuasion

The entire persuasion procedure falls into four types of influence:information, explanation, proof and refutation.

Informing. In order to motivate a person to activity, a whole range of incentive influences is required. Among them is information, i.e. the message in the name of what a person should act takes important place. This is due to the fact that a person, before acting, wants to make sure what needs to be done and whether he will be able to do it. No one will begin to act if they believe that action is either not worth it or is impossible. The Polish psychologist T. Tomaszewski expressed this dependence with the formula; D = f(VP)f according to which the decision leading to action is a function (f) of the value of the goal (V) and the probability of its implementation (P).

There is a pseudo-product relationship between the estimate of value and the estimate of the probability of its realization, which means that if one element approaches zero, then the entire product approaches zero, despite the value of the other element. If something is very important to a person, but he does not believe in the possibility of achieving it, he remains inactive. A person who is dealing with some easily achievable but not worth the effort goal will not begin to act either.

Tomashevsky’s formula reflects a very simple, but important idea for a manager: in order to motivate a person to the desired activity, one must first inform him about the goal and the likelihood of achieving it.

Information in the process of persuasion is implemented using various methods. Among them, the story occupies a special place.

The story is a lively and imaginative presentation of the essence of the matter. Usually it is built in two ways: inductive (when one goes from individual facts to communications) and deductive (when one goes from general provisions to individual facts). It is believed that if the listener is choleric by temperament, then he prefers the deductive path, and if he is phlegmatic, he prefers the inductive one. This correlation is not absolute, but it is quite accurate: a choleric person is characterized by a fast pace of mental activity, hence he gives preference to generalizations; the phlegmatic, having a slow pace, tends to perceive individual facts first, and then generalizations.

With an inductive presentation, at the beginning of the story, you can pose a question, the answer to which will be the entire subsequent story. Practice shows that when the presentation is preceded by a question, the main message is actively perceived. In deductive presentation, the question is posed after the message. main idea. If the question is put before the message of the main idea, then the subsequent argumentation turns out to be unnecessary. When it is not possible to determine the listener’s temperament, they classify him as an average type and try to see him as a thinking person. The role of the narrator here is close to that of a popular writer.

Explanation. This type of persuasive influence is no less important than informing. The most typical types of explanation are distinguished: a) instructive; b) narrating; c) reasoning.

Instructional explanation is appropriate and necessary when the listener is required to remember something, for example, when learning a procedure. In essence, this is a schematic breakdown “on the shelves” of the activities of subordinates, encouraged to assimilate instructions. With such an explanation, thinking is not loaded, but memory is involved. It should be noted that this technique is not very popular with creative people or people with artistic inclinations. For those who are accustomed to strict, one might say, algorithmic rules and instructions, instruction does not generate resistance.

The reasoning explanation is structured in such a way that the presenter poses pros and cons to the interlocutor, forcing him to think for himself. With a reasoning explanation, you can pose a question, answer it yourself, or you can encourage the listener to answer. Precisely to induce, i.e. through the entire course of reasoning, arouse in the interlocutor a desire to give an answer. As soon as the presenter begins to force an answer, the reasoning explanation loses its meaning. With a reasoning explanation

the listener, together with the leader, looks for ways to resolve the situation (of course, with the guiding attention of the leader). At the same time, the listener (interlocutor) feels his importance. When answers are pulled out of him, he, deprived of such a feeling, goes into psychological defense.

The effectiveness of persuasion. The four types of influence discussed above (information, explanation, proof, refutation) form the basis, the framework of the persuasion system. In practical activities, they are all filled with a whole system of techniques that are chosen depending on the circumstances and the personality of the interlocutor (audience). Carefully planned influence efforts with skillful selection of persuasive techniques should, in most cases, produce the desired results. However, it should be noted that not all people are susceptible to persuasive influences. According to research by psychologists, the following are not susceptible to persuasion:

1. People with limited imagination, not endowed with a wealth of imagination and incapable of vivid emotional perception of images.

2. “Internally oriented” individuals, i.e. those for whom their own experiences mean much more than the experiences of a group or even a mass of people.

3. Socially uncontact people who show signs of alienation, weak emotional attachment to others, with a pronounced preference for isolated activities, having a weak connection with formal or informal groups.

4. Persons with pronounced aggressiveness or with signs of a need for power over others.

5. Individuals who show open hostility towards people around them in everyday life. An extreme degree of resistance to persuasion is demonstrated by disabled people with paranoid tendencies (with delusional ideas) or “criminal psychopaths” (people with pronounced antisocial behavior).

If you have ever communicated with people of different nationalities, professions and lifestyles, then you have most likely noticed that their speech patterns are seriously different from each other. A person unconsciously communicates and behaves as dictated by his upbringing and the environment in which he lives. It is thanks to the environment and upbringing that what is commonly called speech behavior is formed, and above all, it is determined precisely by cultural factors.

The national and cultural specificity of speech behavior is formed in a person from childhood. In the process of learning and communicating with loved ones, the child adapts to the culture of the environment in which he is located. In addition, speech is the main means of education. Praise or punishment in verbal form regulates the little person’s attitude towards the world around him. Later, already at a conscious age, he uses the same culture of speech behavior that was instilled in him since childhood. True, over time, profession, social circle, change of place of residence and other factors can change a person’s speech behavior.

Rules of speech behavior

Considering the fact that the characteristics of speech behavior in each person are developed in their own way, in order to interact with other interlocutors it is worth remembering the existence of generally accepted rules of speech behavior. Let's look at the most basic ones:

• any statement must be truthful. You should not say information for which you have no basis;
• when communicating with your interlocutor, do not deviate from the topic of conversation, it should always correspond to the subject of discussion;
• try to avoid unnecessary verbosity and unclear expressions, express your thoughts clearly
• do not burden your interlocutor with the ballast of unnecessary information, say only as much as is required to achieve the goal of your communication.

Although these rules exist everywhere, many violate them, unable to influence such features of speech behavior as verbosity, abruptness, excessive emotionality and others.

Tactics and strategies of speech behavior

The culture of speech behavior requires from interlocutors not only compliance with certain rules, but also basic speech etiquette and principles of communication. The main one is the principle of politeness. It includes benevolence, good nature, tact, modesty and politeness, which, in turn, determine the nature of the relationship. Along with the principles, there are many important have speech tactics and strategies used by interlocutors.

Speech behavior tactics represent some techniques for maintaining dialogue and options for behavior with an interlocutor in order to achieve a certain goal. This may be attracting attention, influencing a conversation partner, persuading or persuading the interlocutor, as well as influencing his emotional condition.

Speech behavior strategies are primarily designed to achieve long-term results. If tactics allow you to achieve an effect in the conversation process itself, then a speech behavior strategy is prepared in advance. This takes into account the conditions under which the conversation will take place, the personal qualities of the interlocutors, as well as the methods according to which the goal of communication will be realized. Typically, strategies in speech behavior are used to call the interlocutor to a certain action, gain authority, or influence the interlocutor’s worldview.

The options for speech behavior are very diverse. They depend on the person and the goals that he pursues in one form or another of communication. Some try to form a positive image of themselves in the eyes of their interlocutors, others want to appear more confident in themselves, and others want to have a certain influence on their interlocutor. However, the specificity of speech behavior depends not only on social status partners of speech communication. It also has a number of characteristics such as manner of speech and its speed, timbre and volume of voice, articulation and rhythm of pronunciation. Thus, correct cultural and speech behavior in different situations can be achieved through understanding the social-role status of the interlocutors, monitoring the content of one’s own speech and the ability to verbally show one’s attitude towards the partner and the topic of the conversation.

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

A person’s speech behavior is a complex phenomenon; it is associated with the characteristics of his upbringing, place of birth and education, with the environment in which he habitually communicates, with all the characteristics characteristic of him as an individual and as a representative of a social group, as well as of a national community. Speech behavior, as already mentioned, is stereotypical, habitual, therefore it is expressed in stereotypical statements, speech cliches, on the one hand, and in some purely individual speech manifestations of a given personality, on the other. To this we must add non-speech (non-verbal) means of communication - gestures, facial expressions, tonal and phonation features. In other words, speech behavior reveals a linguistic personality belonging to a given time, a given country, a given region, a given social (including professional) group, a given family. There is a lot in common and a lot that is special. A person who is professionally involved in speech activity and accustomed to public speaking (for example, a lecturer, journalist, radio and television announcer, teacher) feels free in communication, his speech behavior reveals him as a person who is fluent in speech, gesture, and can concentrate the attention of listeners . On the contrary, someone who is not involved in the “speech” profession, when he finds himself in front of a microphone, behaves constrained, his facial expressions are unnatural, he does not know where to put his hands, he painfully searches for words... But sometimes this is not the case. An original personality often finds a way to communicate interestingly about himself and his affairs, without difficulty in speaking and revealing looseness and courage in his behavior.

Speech behavior is directly related to role behavior, to the constants and variables inherent in each of us role characteristics, which will be discussed below. In any case, each person behaves differently at home, in the role of father (mother) or son (daughter), head of the family or subordinate to the head, and in connection with this, one way or another builds his speech behavior. So in the morning I say: Put on a warm hat and don’t forget a scarf! No, no, I don’t want to listen to anything - it’s cold today! Put it on now! - for us there is no doubt that I act as a senior in relation to the junior and behave in a demanding, categorical manner. But I say: Please don’t worry, I’ll wear everything warm and won’t forget my scarf. Don’t worry, I won’t forget to go to the pharmacy, just rest easy - this is me in the role of a daughter in relation to my old people. Once there was such a case. In the summer in the village, a student journalist, without revealing his professional affiliation, talked with a bird-watching girl. The conversation was extraneous and quite flirtatious. But our student did not forget that by the fall he must bring to the faculty the journalistic materials collected over the summer. And then, asking the girl about her life plans, he took out the recorder. The girl perked up, changed her face and said: Oh, you’re a journalist, or what? Well, in general, yes. My main goal is two hundred eggs from each hen. As we can see, there is a role switch, the consequence of which was an instant change in speech behavior - the interviewee, as if finding herself in front of the “public”, in an official setting, spoke in newspaper language.

Each person finds himself in a variety of role and speech situations, constantly navigates the communication environment, his partner, and the third parties present, and constantly chooses one or another speech manner, one or another behavior. Here at school a boy says to his friend: Hey, you! Let me write it off. But the teacher comes in, and with her he is already different: Kolya, let me see your notebook. And to the teacher herself: Anna Petrovna, I’m not ready today. Let me not answer. This mastery of speech code switching during one or another role speech behavior is an integral part of our speech skills and our culture in general. How more cultured person, the higher his communication culture and the more perfect his ability to switch. But, and this is important to emphasize, switching is not unlimited! It depends on the constant social characteristics inherent in a person, his own habits, his favorite speech techniques. Here's a typical example. We all hear now on the streets of our cities the widespread appeal to strangers: Woman!; Man! But no matter how much I interviewed intellectuals of the middle and older generation, they could not say this. At the same time, even those philologists who talk about the possible tendency of these appeals to become normative over time, simply due to the breadth of their application, in response to my question: “Can you use this yourself?” - they always answer categorically: “Of course not!” Thus, the speech behavior of an older speaker literary language does not allow him to use such seemingly universally used appeals.

There is speech behavior inherent in city dwellers and villagers, highly educated and poorly educated people, young and old, etc. and so on. And there is speech behavior that is inherent (of course, in accordance with general social characteristics) only to Ivan Ivanovich or Anna Kuzminichna. For example, according to eyewitnesses, S.Ya. Marshak addressed everyone with the help of his favorite: Darling! Others do not address this, although there is nothing wrong with this, while others like to use this treatment with a negative connotation: What have you done, my dear!

We can conclude that the linguistic personality is very complex in its manifestations. It carries within itself the experience of linguistic development of generations, including the experience of masters of words, the experience of the country, the environment, as well as its own unique experience and appearance. When communicating, we always reveal ourselves as an individual and are always within the framework of speech behavior set by diverse conditions. Consequently, we will consider a person’s speech behavior as a variety and component of his social behavior.

Conclusion

Bibliography

Introduction

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

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

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

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

1. Features of speech behavior

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

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

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

• the presence of at least a short-term immediate common goal among the participants in the interaction. Even if their ultimate goals differ or contradict each other, there should always be a common goal for the period of their interaction;
• the expectation that the interaction will continue until both participants decide to end it (we do not leave the interlocutor without saying a word, and do not suddenly start doing something else). The described conditions are called "the principle of cooperation" those. a requirement for interlocutors to act in a manner consistent with the accepted goal and direction of the conversation.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

2. The importance of speech culture in education

Considering speech in social interaction, we note its decisive importance in the process of teaching and raising children. To a large extent, with the help of speech, the child adapts to the culture of his environment. The Word teaches the actions necessary for his life. The word in the form of praise, punishment, affection regulates his subjective state. The bulk of teaching influences comes to students in verbal form. A child’s speech development is considered as a factor in his readiness for school. Speech communication in the conditions of primary education has its own characteristics, as evidenced by the specificity of the speech of teachers and educators in primary school schools and preschool institutions.

egocentric speech according to Piaget, is an example of poor coding. Although the child talks incessantly with his neighbors, he rarely puts himself in their place. His conversation is mostly just thinking out loud. His language therefore lacks the nuances of meaning in things and ignores the point of view from which they are viewed, always making statements rather than explanations. The child hardly even asks himself whether he is understood; it doesn't matter to him because he doesn't think about others when he speaks. According to Piaget, in a child under the age of 7-8 years, egocentric language will make up almost half of his speech volume.

Socialized speech involves adapting information to the listener and, in a certain sense, adapting to his position. Adults think socially, even when alone; children think egocentrically, even when in company with others.

If we accept these findings without reservation, we would expect all adults to have superior social coding abilities. However, it is clear that this is not the case. One of the reasons for the differences in the speech behavior of adults is related to the fact that social environment, which forms different modes of communication, or various styles linguistic coding. IN psychological research speech there are two codes - restrictive (or restrictive) and developed.

Restriction code may be a consequence of community culture or determined by a person’s professional and group affiliation (for example, a low level of education). It emphasizes the “we” rather than the “I,” and the dominant meanings are those associated with a place, a given context, rather than abstract concepts. The speaker assumes that the listener knows what he is talking about. Therefore, the structure of the message is simple and relatively short, it uses a very limited vocabulary, and it minimizes verbal knowledge of individual experience.

Developed code is personally oriented, emphasizing individual rather than group experiences. The speaker does not identify with the listener, so he first develops meanings in order to make them understandable to the listener. This requires a more differentiated vocabulary, analytical and abstract style of speech. This linguistic code is accessible to well-educated people, whose advantage in verbal communication is manifested in the fact that they can use both codes, unlike the group described above.

Thus, message encoding is a form of social learning, part of the socialization process, therefore, every person can improve their social encoding to a certain extent. This idea received a vivid artistic solution in B. Shaw’s play “Pygmalion”, the heroine of which Eliza Dolittle changes her social position thanks to a change, first of all, in her speech behavior.

3. Speech as a means of asserting social status

As we have already emphasized, in socially oriented communication the social roles of speakers and listeners are the most important factor in speech behavior. At the same time, there is the following functional dependence: not only the role situation determines the nature of the speech behavior of its participants, but also the chosen linguistic means construct and confirm the social situation. Language, of course, is one of the tools for asserting the social status of participants in communication. Let's consider this issue in more detail.

For an adequate understanding of the speech message, the participants in communication in various ways designate the social relationships in the structure of which communication is supposed to unfold. In addition to direct representations, when the most significant social roles of the interlocutors for communication are named, there are indirect - social-symbolic means of demonstrating the social status and role repertoires of the communicators.

Such verbal-symbolic means include the choice forms of appeal. The form of address can reveal the social hierarchy, and, if social status is equal, express a personal attitude towards the partner. In this case, special words may be used to indicate the title of the person being addressed, for example “your highness”, “your honor”, ​​“sir”.

By changing the forms of address, you can emphasize the formality or informality of the relationship. Let's compare the requests: “ladies and gentlemen”, “comrades”, “friends”, “hey you, darling”, “dearest”. Selected forms of greetings or farewells can perform a similar function, for example “Hello”, “Great guys”, “Greetings”, “Salute”, “Bye”, “All the best” etc.

In Russian, a person's civil status is clearly indicated by address, for example “Ivan Ivanovich”, “comrade Ivanov”, “citizen Ivanov”. The last appeal implies that the person has lost or may lose his status as a free citizen of the country.

An example of a certain assessment of a partner can be the following statements: “...A have you ever wondered; why is this so?”;“Do you understand the question?”; "Fine. If that's easier for you to start with, start with that. Because in general I would like you to name...”

The method of using speech to improve one’s social status can be various designations to describe a social role or professional functions. Thus, people's self-esteem often increases depending on the choice of the name of their role: “assistant director” instead of “ticket attendant” or “sanitation worker” instead of “garbage worker”, etc.

Verbal social-symbolic means also include intentional imitation pronunciation a specific group to which membership is demonstrated. It has been noticed that we “adapt” our language and pronunciation to the language of our partner if we like him. Thus, parents often adjust their language to “childish speech” when talking with their baby. On the other hand, when we want to get rid of another person or group, we may emphasize differences in our speech. For example, French Canadians prefer their politicians have made public speeches in English with a strong French accent, even if they are able to speak perfect English.

Finally, style selection pronunciation is also one of the verbal social-symbolic means. Highlight: high (emphasized correct usage words and sentence construction, is perceived as official, more formal, distanced) and low (colloquial speech, rich in slang words, using slang, is perceived as informal, friendly); influential and non-influential styles.

Speakers, by using certain verbal techniques, can contribute to the formation of their own image in the eyes of others, for example, appearing more confident, more influential, and therefore more in control of the situation. Powerful speakers use the following forms of utterance: “Let's have dinner tonight” instead of “I think we could have dinner tonight,” i.e. the structure of the sentence itself seems to direct the action.

Communication researchers identify several so-called non-influential forms of messages:

1) evasive phrases reflecting subjectivity: “I think”, “I assume”, etc.;

2) indecisiveness, linguistic “stuttering” (use of disjunctive interjections such as “uh”, “um”, “you know”, “well”): “Um, could you spare a minute of your time?”; "Well, we could try"; “I would like to - uh - if you can, suggest...”

3) polite forms - “Excuse me...”; "Sorry..."; "Be kind";

4) the use of ending questions: “We can start already, what do you think?”; “It’s hot here, isn’t it?”;

5) intense words: “great”, “wonderful”, “amazing”, “very”.

Changing the style of address, in particular the use of the form “you”/“you” - addresses, in itself can be a technique aimed at “increasing” or “decreasing” status. The “you” form is usually associated with informal, friendly relationships, and the “you” form is associated with formal and emotionally distant ones. The transition from “you” to “you” is a distancing strategy that demonstrates disapproval, alienation, rejection, hostility. Reversal, on the other hand, is an acceptance strategy that signifies favorability, a desire for less formality and more friendliness.

4. Patterns of speech behavior in mass communication

Addressing a large audience public speaking- another level of socially oriented communication. Let's note the most general patterns speech communication at this level.

Speaking before the public obliges the addressee take into account the peculiarities of linguistic consciousness both society as a whole and specific social groups. Find mutual language with a mass addressee means showing readiness to use a standard developed in a specific speech sphere (say, scientific or official business).

But the more strictly the standard is used, the more the “single” and “unique” appearance of the addresser is leveled, the more it must correspond to the collective or collective-group obligations of linguistic use. It can be argued that the higher the likelihood of a discrepancy between the socio-cultural experiences of participants in communication in large and complex teams, the stronger the need typify variants of speech behavior. It has been noted that journalistic speech is characterized by an alternation of expression (emotionally charged vocabulary) and a standard, a constant transformation of expression into a standard. For example, expressions such as cold war, arms race, new thinking, stagnation, perestroika, being metaphors, they almost immediately turned into socio-political standard terms.

Conclusion

Thus, for speech behavior in various spheres of communication, the speech design of the social-role status of the participants in communication, fairly strict control over the content and form of sent speech messages, and a decrease in the personal element in speech behavior are of primary importance. In socially oriented communication, due to certain conditions, the distance between partners increases. Whether this is a consequence of spatial or temporal separation, the difference in social status plays a role, or the inequality of interlocutors is conditioned by the situation - one way or another, but the interaction and contact between the participants in communication is complicated. This is reflected in speech, which demonstrates an incomparably greater detachment from the subject of speech and its addressee than speech in interpersonal interaction.

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