Pragmatic Program of Lecture Text

The issue of subjective-modal component of the content, or pragmatic program of the lecture text is considered. Attention is paid to components which are defined by the involvement of the subject of the text (the lecturer) in two different components of verbal communication: the objective content of...

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Autor principal:	Q. Yang
Formato:	article
Lenguaje:	RU
Publicado:	Tsentr nauchnykh i obrazovatelnykh proektov 2017
Materias:	speech communication lecture pragmatic program modal focusing anaphora asyndeton dialogisation Slavic languages. Baltic languages. Albanian languages PG1-9665
Acceso en línea:	https://doaj.org/article/6fb17b3d367f4cc89c2010362f479a3e
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id	oai:doaj.org-article:6fb17b3d367f4cc89c2010362f479a3e
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spelling	oai:doaj.org-article:6fb17b3d367f4cc89c2010362f479a3e2021-12-02T07:58:01ZPragmatic Program of Lecture Text2225-756X2227-1295DOI: 10.24224/2227-1295-2017-8-154-167https://doaj.org/article/6fb17b3d367f4cc89c2010362f479a3e2017-08-01T00:00:00Zhttps://www.nauka-dialog.ru/jour/article/view/465https://doaj.org/toc/2225-756Xhttps://doaj.org/toc/2227-1295The issue of subjective-modal component of the content, or pragmatic program of the lecture text is considered. Attention is paid to components which are defined by the involvement of the subject of the text (the lecturer) in two different components of verbal communication: the objective content of the text and the addressee of the speech. The question is raised about modal focusing on separate sections of the objectively-logical text as short inclusions called pragmatically important components of the text. The novelty of the research is seen in the integrated communicative approach to the analysis of subjective modal content of the scientific-educational text. The urgency of the problem is linked with the development of methods of linguistic description of pragmatically important components of the text. The definitions for pragmatic programmes of the text and its components are given, the review of the scientific literature on the subject is made. The author dwells on certain varieties of pragmatically important components: stylistic figures and techniques of dialogisation. Classification of their functions is presented. It is proved that the application of the considered methods modal focusing is typical within the genre of the lecture. Each technique is characterized by qualitative characteristics: anaphora forms a meaningful text fragments and provides a logical relationship of the fragments; asyndeton is a means of characterization of a subject; techniques of dialogisation contribute to the creation of comfortable communication in the lecture hall. A pragmatic program in general contributes to the solution of didactic tasks of the lecture text.Q. YangTsentr nauchnykh i obrazovatelnykh proektovarticlespeech communicationlecturepragmatic programmodal focusinganaphoraasyndetondialogisationSlavic languages. Baltic languages. Albanian languagesPG1-9665RUНаучный диалог, Vol 0, Iss 8, Pp 154-167 (2017)
institution	DOAJ
collection	DOAJ
language	RU
topic	speech communication lecture pragmatic program modal focusing anaphora asyndeton dialogisation Slavic languages. Baltic languages. Albanian languages PG1-9665
spellingShingle	speech communication lecture pragmatic program modal focusing anaphora asyndeton dialogisation Slavic languages. Baltic languages. Albanian languages PG1-9665 Q. Yang Pragmatic Program of Lecture Text
description	The issue of subjective-modal component of the content, or pragmatic program of the lecture text is considered. Attention is paid to components which are defined by the involvement of the subject of the text (the lecturer) in two different components of verbal communication: the objective content of the text and the addressee of the speech. The question is raised about modal focusing on separate sections of the objectively-logical text as short inclusions called pragmatically important components of the text. The novelty of the research is seen in the integrated communicative approach to the analysis of subjective modal content of the scientific-educational text. The urgency of the problem is linked with the development of methods of linguistic description of pragmatically important components of the text. The definitions for pragmatic programmes of the text and its components are given, the review of the scientific literature on the subject is made. The author dwells on certain varieties of pragmatically important components: stylistic figures and techniques of dialogisation. Classification of their functions is presented. It is proved that the application of the considered methods modal focusing is typical within the genre of the lecture. Each technique is characterized by qualitative characteristics: anaphora forms a meaningful text fragments and provides a logical relationship of the fragments; asyndeton is a means of characterization of a subject; techniques of dialogisation contribute to the creation of comfortable communication in the lecture hall. A pragmatic program in general contributes to the solution of didactic tasks of the lecture text.
format	article
author	Q. Yang
author_facet	Q. Yang
author_sort	Q. Yang
title	Pragmatic Program of Lecture Text
title_short	Pragmatic Program of Lecture Text
title_full	Pragmatic Program of Lecture Text
title_fullStr	Pragmatic Program of Lecture Text
title_full_unstemmed	Pragmatic Program of Lecture Text
title_sort	pragmatic program of lecture text
publisher	Tsentr nauchnykh i obrazovatelnykh proektov
publishDate	2017
url	https://doaj.org/article/6fb17b3d367f4cc89c2010362f479a3e
work_keys_str_mv	AT qyang pragmaticprogramoflecturetext
_version_	1718399048861351936

Pragmatic Program of Lecture Text

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