“SPEECH EXPRESSIVENESS” AS LINGUODIDACTIC META-SUBJECT NOTION

Abstract

The article studies a linguodidactic concept “expressiveness of speech” and the methodology for working on it in the lessons of the Russian language and literature. The authors reveal the relevance and importance of work on the expressiveness of speech in school. The study presents a different understanding of the concept of “expressiveness of speech”. In a broad sense, expressiveness is a figurative layer of a speech utterance, which helps to convey the attitude, feelings, thoughts of the speaker / writer. This is such feature of the structure of speech that supports the attention and interest of the listener or reader. In the narrow one, this is a designation of one of the communicative qualities of speech. A different understanding of the types of expressiveness and their correspondence to functional styles is also described. The choice and use of means of expression depends on the style, genre of speech, the situation of communication and the author’s personality. The questions of the traditional allocation of means of expression (phonetic, lexical, word-building, grammatical, tropes, rhetorical and stylistic figures) and the functioning of tropes, metaphors in particular are considered. It is shown that in modern linguistic literature the term “metaphor” is used in three meanings as words with a figurative meaning; as one of the tropes, as any language expression (word, phrase, sentence, some text) with figurative meaning; in this case, a proverb, idiom, parable, a whole novel is called a metaphor. The latter value deserves special attention, because in pedagogical speech almost all paths are metaphorical. The article also discloses the methodological conditions for working on expressiveness at the lessons of the Russian language. It is proved that expressiveness allows the teacher to bring scientific and educational knowledge as close as possible.