LINGUISTIC SPACE AND THE BASIS OF PEDAGOGICAL DISCOURSE

Abstract

National linguocultureis determined by the interrelation of language and culture. In turn, the speech characteristic of a particular person is part of the functioning of institutional discourse. A number of researchers identify linguoculture with the spirit of the nation. The task of speech impact is to achieve a pragmatic action. The article emphasizes that any individual participant in a phraseological discourse is a subject of communication. Linguistic cultural identity implies the mastery of the subject by knowledge in the process of socialization. The use of phraseological units is regulated by the hierarchy of the social level of communication participants and their social status. Questions related to the problems of pedagogical discourse are singled out. The purpose of the pedagogical discourse is the socialization of a new member of society that shares the system of values of knowledge, norms and rules of behavior in this society. The strategies of pedagogical discourse consist of communicative interventions, support and instruction of the student. Communicative strategies are divided into facilitating, explaining, organizing, evaluating. The learning purpose is reflected in the meaning of the phrase «to teach is to transfer knowledge». The article contains discursive phrases for transferring information to the client. These include formulas of speech etiquette, addresses, comments, etc. The strategy of pedagogical discourse is to support and instruct the student. It is important to show the positive attitude of the teacher to the student, benevolent criticism without humiliation and, especially, without insults. The analysis of pedagogical discourse is the basis for solving problems of mutual understanding. The key problem of the national pedagogical rhetoric is the ways of achieving an actual harmonious dialogue.