LINGUOCULTUROLOGICAL APPROACH TO THE FUTURE TEACHERS-ORIENTALISTS’ SPEECH EXPRESSIVENESS
Journal Title: Науковий вісник Південноукраїнського національного педагогічного університету імені К. Д. Ушинського - Year 2017, Vol 115, Issue 2
Abstract
The article highlights the problem of implementation of linguoculturological approach to the future teachers-orientalists’ speech expressiveness. It is stated that teaching both native and foreign languages at a preschool educational establishment is the basis, a starting point and the determinator for children’s further success / failures in the framework of motivation and it requires a lot of efforts from an educator as well as close attention to the contents of educational material and methodological tools. The interconnection between language and culture within the modern educational paradigm has been analyzed. Language and culture are considered in their interconnection in the framework of linguodidactics; they are equaled to the components of the educator-orientalist’s speech activity. In this connection we understand the linguoculturological approach as a set of methodological provisions ensuring the analysis of the phenomenon "«the expressiveness of the Ukrainian and Chinese speech"», which is under study, in the process of organizing a certain type of activity (educational, speech, professional) through a system of creative linguocultural concepts. The essence of the phenomena “«speech culture”», “«language culture”» and “«professional pedagogical speech of a pedagogue-orientalist”» has been specified. Future preschool pedagogues’ speech culture is understood as a professional quality, normative use of the Ukrainian literary language in its oral and written form at all linguistic levels; a skill to use stylistic, expressive linguistic and non-linguistic means with children and their parents under different communication conditions according to the goal and contents of communication; a skill to use linguistic regulations which are typical of the Ukrainian language in professional speech practice taking into account typical aesthetic formulae depending on a communicative situation and interlocutors’ age. Culture of the preschool educators-orientalists’ professional pedagogical speech is interpreted as possession of literary norms of the Ukrainian and Chinese languages; their ability and desire to use synonymic, phraseological, expressive and emotional varieties of native (national) and foreign (Chinese) languages in spoken professional speech; free and unconstrained possession of basic speech skills and skills, ensuring success and contributing to the achievement of the goal in communication with children of preschool age (diction, articulation, voice, breathing); possession and use of linguistic and non-linguistic expressive means in professional speech activity; speech expressiveness (pauses, timbre, tempo, loudness, noise resistance, flexibility, voice adaptability). Perspectives of the further research are seen in the realization of the culturological speech component within the training of the future preschool educators-orientalists during extra-class activities.
Authors and Affiliations
Yuliia Rudenko, Oleksandra Popova
Keywords
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