The use of phraseological units and the attitude of the people towards them. The use of phraseological units in speech. Examples of colloquial and borrowed phraseological units

The use of phraseological units gives speech liveliness and imagery. This is appreciated by journalists who willingly turn to Russian phraseology in feuilletons and essays: the Volga, along with its dashing driver, disappeared, as if it had fallen through the ground; The director is an atheist to the core - he does not believe in either the brownie or the goblin. He claims that the housing drought in the new five-story building is caused by defective builders. And there was no trace of them on the state farm. Look for the wind in the field! (From the gas.) Turning to colloquial phraseology in such cases often leads to a mixture of stylistically heterogeneous elements, which contributes to the comic sound of speech.

Humorists and satirists especially like to use phraseological units: “Ostap came close to Vorobyaninov and, looking around, gave the leader a short, strong and invisible blow to the side of the prying eye. “...Here’s a gray hair in your beard.” Here's a devil in your ribs!; That’s right,” said Ostap, “and now on the neck.” Twice. So. There's nothing you can do about it. Sometimes eggs have to teach a presumptuous chicken... One more time... So. Don't be shy. Don't hit me on the head anymore. This is his weakest point."

The creative transformation of phraseological units deserves more detailed consideration. Let us dwell on some of the phraseological innovation techniques of journalists and writers.

A proven stylistic technique for updating the semantics of phraseological units is to change the number of components in them. It is expressed in expanding the composition of a phraseological unit through the use of qualifying words for certain components, which can change the phraseological unit beyond recognition, giving it a new figurative form: Not ordinary cats, but with long, yellow claws, scratched her heart.

In other cases, there is a reduction (shortening) of the composition of the phraseological unit, which is also associated with its rethinking: Useful tips: Don’t be born beautiful (From gas.) - cutting off the second part of the proverb. Don't be born beautiful, but be born happy creates new aphorism: "beauty is a source of unhappiness."

Replacing the dictionary components of phraseological units is also used for their ironic rethinking: With every fiber of his suitcase, he strove abroad (I. and P.); Critics honored the novel with silence; He laughs well who laughs without consequences; Have you come? Saw? Shut up! (From the gas.) Similar transformation phraseological expressions leads to a radical change in their meaning and creates a sharply satirical effect.

A peculiar stylistic device of the author’s processing of phraseological units is the contamination of several expressions: Isn’t it because silence is golden because it is a sign of consent?; Share other people's opinions and conquer; He lived his life at the expense of others (From the newspaper). This “crossing” returns the phraseological components to their original lexical meaning, and the phraseological units themselves are involved in a new figurative system. This gives a special semantic capacity and expressiveness to such puns.

The use of phraseological units in speech creates certain difficulties, since the language norm requires their accurate reproduction, which is not always taken into account by speakers. Thus, in irregular speech quite often there are combinations of a pleonastic nature, formed from phraseological units and redundant definitions for their components: “to suffer a complete fiasco,” “hard Sisyphean work,” “cheerful Homeric laughter.” Expanding the composition of phraseological units in such cases is not justified.

There is also an unjustified reduction in the composition of a phraseological unit as a result of the omission of one or another of its components: “aggravating circumstance” (instead of a circumstance aggravating the guilt); “this student’s performance is poor” (instead of leaving much to be desired).

It is also unacceptable to replace components in phraseological units: “The teacher must know where the success of this work lies”; “Visit these places where a journalist has never set foot before”; “On the eve of the championship, managers have more than enough worries.”

Often the reason for the distortion of the composition of phraseological units is an associative error: one or another of its components is replaced by a similar sounding one (often a paronym): “did not lose heart”, “draw around the finger”, “came out of his mouth”, “dot the i”, "seven spans on the forehead", etc.

Sometimes the grammatical forms of vocabulary components in phraseological units are mistakenly replaced: “His head is white with gray hair” (instead of gray hair); “The children have killed the worms” (instead of a worm), “He doesn’t want to work, but is chasing long rubles” (the phraseological unit chasing a long ruble is distorted).

Misunderstanding of the etymology of phraseological units leads to comical errors: “at least a stake on the head is scratchy” (instead of joyful): “bring to the white knee” (instead of red-hot; white-hot - “ highest degree heating the metal, which first turns red and then white"), "grinding with one's heart" (grindingly - from fastening).

Sometimes in a speech one can observe the speaker’s lack of understanding of the meaning of the phraseological unit used: “Cheerful and happy, the graduates sang their swan song goodbye.” Or: [from a student’s speech at the festival " Last call"] “Today we have a joyful event: we are seeing off our senior comrades on their last journey.” The use of phraseological units without taking into account their semantics, as well as structure, fundamentally distorts the meaning of the statement.

Presence of similar errors in use phraseological units(they are especially frequent in the speech of children and adolescents) once again proves the importance of carrying out lexical and phraseological work within the framework school curriculum. Knowing exact value(and etymology) of a number of phraseological units, a child can safely include them in his speech, thereby increasing both speech culture and cultural literacy in general.

Thus, one can trace a clear connection between knowledge of phraseology and cultural literacy. After all correct use of one or another phraseological unit requires an understanding of its etymology, which entails an appeal to history (any event, object...) and culture, and knowledge of history and culture are the main components of human cultural literacy.

Thus, it can be argued that it is the study of phraseology that provides ample opportunities for the formation of cultural literacy of students.

Phraseological units enrich the expressive means of language, giving it vividness and imagery. Among the most widely used in the language are phraseological combinations; they are found in texts of any nature, including scientific and technical literature. As for phraseological unities and adhesions, they are used in newspaper texts and, most often, in fiction.

The use of the phraseological expression “All ages are submissive to love” differs from the use, for example, of the sentence “The poems captivated readers with their sincerity and freshness” in that they are extracted from memory in their entirety, just like a separate word or phraseological units equivalent to a word, while the sentence “The poems captivated the reader with their sincerity and freshness” is created by the speaker according to the laws of Russian grammar from individual words in the very process of communication.

So, the specificity of phraseological units is that:

• 1. Phraseologisms, like words, are not created by the speaker, but are reproduced in finished form. They require memorization and are stored in our memory.
• 2. Words in phraseological units lose their semantic independence. The meaning is conveyed by the entire set of words-components of a phraseological unit. This value is called holistic. We may not know what thugs are and why they need to be beaten. However, we understand the meaning of the combination of kicking ass.
• 3. In a phraseological unit, you cannot replace words at will. If instead of catching crows in class you say catching cockroaches in class, then a free phrase appears in place of the phraseological unit and the meaning will be different.

We can also highlight a layer of commonly used phraseology, which is used both in books and in colloquial speech(from time to time, matter). There are few such phraseological units. In emotionally expressive terms, all phraseological units can be divided into two groups. A large stylistic layer consists of phraseological units with a bright emotional and expressive coloring, which is due to both their imagery and the use of expressive linguistic means in them. Thus, phraseological units of a colloquial nature are colored in familiar, playful, ironic, contemptuous tones (neither fish nor fowl, sit in a puddle, only your heels sparkle); books have a sublime, solemn sound (to stain your hands with blood, to die). Another stylistic layer consists of phraseological units that are devoid of emotional and expressive coloring and are used in a strictly nominative function (punch a ticket, railway). Such phraseological units are not characterized by imagery, they do not carry evaluation. Among phraseological units of this type there are many terms (securities, currency transactions). They are characterized by unambiguity, the words that form them appear in direct meanings.

Non-state accredited non-profit private educational institution higher education

"Academy of Marketing and Social information technology-IMSIT"

Krasnodar

Faculty of Secondary vocational education

Artistic and creative department

Reviewed Approved

At the meeting of the PCC, the Chairman of the NMS,

Protocol No.___ dated “___”_________20____. Vice-Rector for Academic Affairs,

professor

Chairman of the PCC ________________ N.N. Pavelko

S.A.Didik “____”__________20________

OUD.01 “Russian language”

for 1st year students of all specialties

TOPIC: Standard use of words and phraseological units

group lesson 16-SPO-TIF-01

specialty 54.02.08 “Technique and art of photography”

"humanitarian profile"

Teacher Kravchenko L.N.

Krasnodar

Lesson notes with aspect analysis

Technological map classes

TOPIC: Standard use of words and phraseological units.

CLASS TYPE: Practical lesson-presentation

OBJECTIVES OF THE LESSON:

Methodological goal: show the methodology for conducting a presentation lesson in the discipline “Russian Language”.

Educational:

to familiarize students with the norms of using paronyms, partial homonyms, synonyms, and phraseological units in speech;

teach students how to use data lexical concepts.

Developmental: develop analytical skills;

Develop the ability to use basic lexical concepts in speech

Educational: instill love and respect for native language.

PROVISION OF CLASSES:

Literature used

3. Ozhegov S. I. Dictionary of the Russian language. About 60,000 words and phraseological expressions. -25th ed., rev. and additional /under general ed. L. I. Skvortsova. - M., 2006

EQUIPMENT:

Handout material.

1.Organizing moment

2. Plan for presenting new material:

1.Repetition of previously studied material in order to determine the topic (Crossword)

2.Learning new material

Paronyms and partial homonyms in speech;

Synonyms and speech culture;

The use of phraseological units in speech.

3 .Consolidating new material:

Carrying out exercises based on handouts.

Completing tasks based on presentation materials.

4.Homework.

2.Working with a dictionary. How do you understand the meaning of the words: virtue, integrity, kindness, kindness? How do they relate to the meaning of the word good? Find an explanation of this word in explanatory dictionary. Draw up a thesis plan for the answer “Normative use of words and phraseological units”

LESSON PLAN

TOPIC: Standard use of words and phraseological units.

CLASS TYPE: practical work using presentation

OBJECTIVES OF THE LESSON:

Methodological goal: Show the methodology for conducting a presentation lesson in the discipline “Russian Language”, demonstrate the effectiveness of using information technology in teaching general education disciplines.

Educational: using an innovative form of teaching - presentation, to familiarize students with the norms of using paronyms, partial homonyms, synonyms, and phraseological units in speech;

Developmental:

Educational:

EQUIPMENT:

Handout material.

PROGRESS OF THE CLASS:

I. Organizational moment ( Greeting, checking readiness for class, working with the magazine)

Motivation for studying the topic and goals(definition of the topic, its significance, formulation of the goal) Slide 1

II. Repetition of previously studied material in order to determine the topic of the lesson.

Formulation of the topic through lexical dictation. You must fill out a crossword puzzle that is distributed in advance.

Teacher: To formulate the topic, we need to find the missing word in the title of the topic “...use of words and phraseological units.” To do this, we will fill out the crossword puzzle and read the missing word in the topic in the vertical bar. You need to remember and name the lexical term or concept to which the definition I named refers and write it horizontally on the lines (the questions are duplicated in the handout:

1) a new lexical meaning that is formed due to the similarity between objects (figurative); Slide 3

2) words of the same part of speech, identical in sound and spelling,

but different in lexical meaning (homonyms); Slide 4

3) the main lexical meaning of the word (direct); Slide 5

4) general meaning words as parts of speech (grammatical); Slide 6

5) words that have several lexical meanings (multiple meanings); Slide 7

6) words with opposite lexical meaning (antonyms); Slide 8

7) what is the name of the vocabulary, which includes words that are used every day, their meaning is clear to all people (active); Slide 9

8) what is the name of a vocabulary consisting of words that have not become commonly used (passive); Slide 10

9) words of the same part of speech that mean the same thing, but differ from each other in shades of lexical meaning (synonyms); Slide 11

10) what is the meaning of a word, which expresses its correlation with the phenomenon of reality (lexical); Slide 12

11) what are the names of stable combinations of words (phraseologisms); Slide 13

Students read the word “vertically” in a crossword puzzle normative" Slide 13

Teacher: Based on your answer, we will formulate the full text of the lesson topic: “Normative use of words and phraseological units” Slide 14

What is meant by rules of word usage? Slide 15

Teacher: What words do you think are key in the text of the definition? (correct choice of word in its meaning and its compatibility with other words). Therefore, to comply with the norms of word usage, the following rules must be observed: Slide 16 (write in notebook)

Teacher: Familiarity with these rules and mastering their application will be purpose of our lesson, that is, we will consider the lexical concepts already known to us (synonyms, phraseological units, etc.) from these positions: in what cases the use of these words is correct from the point of view of their lexical meaning, and also what are the options for their compatibility with other words .

III. Learning new material.

1.1 Paronyms and partial homonyms in speech.

The teacher explains to students the concept of “paronyms”.

Incorrect consideration of lexical meaning very often becomes the reason for confusion of words in speech paronyms. Offers to start working in notebooks. Slide 17

As can be seen from the definition and examples, it is easy to make a mistake in the use of these words. How to avoid speech errors associated with the use of paronyms?

Paronyms included in a pair are combined with different a set of words. Slide 18 For example, words warranty – guaranteed combined with a certain his set of words:

Teacher: And such a certain combination of paronyms with "our own" words depends on the lexical meaning of paronyms. Therefore, in order to avoid mistakes in the use of paronyms, it is necessary to know and take into account their lexical meaning, that is, compatibility will depend on the meaning. Slide 19

Teacher: Here are the adjectives demonstrative -demonstration and their interpretation, arrange the nouns into two columns under each adjective. Lexical meaning of words on slide 20(write in notebook) Answers -Slide 21

Task 3 Choose from the proposed paronyms the one that suits the meaning (on the slide). Oral work on a “chain”. Development of analytical skills and linguistic commentary skills. Slide 22

1) Any (action, misdemeanor) deserves condemnation

2) We live in the same house, but on (different, different) floors.

3) The family (was presented, provided) with an apartment.

4) The apartment should (carry out, make) repairs.

5) This is the most (memorable, memorable) event in my life.

6) This is a very (offensive, touchy) act.

The teacher comments on the students' answers.

Justify the choice of paronyms.

Task 4: The teacher asks students to complete the exercise from the handout. Explains the task. Slide 23

With each of the nouns given in brackets, create phrases with adjectives that agree in meaning - paronyms.

Task 5: Find the extra combinations of words on the slide. Explain your choice. Slide 24

Answer: The extra one is a combination simple – simple, since these are not paronyms.

The teacher invites students to read the theoretical material from the handout and answer the questions:

What lexical concept will these words relate to (These are homoforms) Why? Slide 25

To which group of partial homonyms can the words in each row be classified? Cm. Slide.25 Why?

(1. these are homoforms because adjectives and nouns coincide in the same grammatical form.

2. these are homophones because these words coincided only in sound;

3. these are homographs because these words coincided only in spelling.

What do this group of words have in common? (these are partial homonyms)

Write in a notebook. Partial homonyms: homophones, homographs, homoforms.

Task 6: The teacher asks students to complete the assignment from the handout. Write down homonyms, homoforms, homophones in groups.

ANSWER:

Homoforms Homophones Homographs

Sparing no soap - Demolition - from the nose with flour - flour

washed patiently; From soap - washed

jumped out of the hole - Roll around - around the roll

asked the mink to the market - a jug

the poet starts talking - fall - into the mouth

the poet starts talking;

right - right;

decided to attack -

here's a misfortune;

with an army of aspen -

fought with an aspen;

anywhere -

Consolidation of the studied material about paronyms and partial homonyms.

What helps to distinguish partial homonyms (context);

What must be taken into account when using paronyms (their lexical meaning).

3.2 Synonyms and speech culture.

The teacher explains the connection between synonyms and speech culture.

Teacher: The Russian language is rich in synonyms, which allows the speaker or writer to reveal a phenomenon or object with different sides. For example, choose adjectives to denote something small (small, small, small, tiny, minuscule, microscopic, miniature, dwarf); choose adjectives to denote large in size (huge, big, huge, gigantic, gigantic, colossal). It is advisable to arrange them in ascending order of the attribute. Slides26

The teacher offers students read the theoretical material from the handout and answer the question:

Prove that by arranging these synonyms on the slide in a certain order, I used the gradation technique. Slide 27

Primary consolidation of the material.

The teacher asks you to complete the assignment from the handout material.

Task 7 Write down the sentence, conduct a punctuation analysis. Write down synonyms, arranging them according to the principle of gradation. Slide 28 - 29

The teacher concludes: In speech you can use not only individual synonyms, but also synonymic series.

Synonyms allow the speaker or writer to designate the same situation in different ways, to characterize the same person or object. The more precision a speaker or writer wants to achieve in his speech, the more attention should be paid to synonyms. But the choice of words must be considered carefully. Compare two sentences for example. Slide 30

In which sentence does the predicate express the solemnity of the situation? (the totality, it is obvious that such a meaning is characteristic of the first sentence).

Replace the word where possible correct synonymous loyal, in what cases is such a replacement impossible? Why? Slide 31

Teacher: Speaking about the peculiarities of using synonyms in speech, it should be noted that due to the presence of a large number of this group of words in the language, repetitions of the same words with the same root can be avoided, compare: Slide32

Exercise: eliminate unmotivated repetition of words by synonymous replacement . Slide 33

3.3 Use of phraseological units in speech.

Updating existing knowledge.

What does phraseology study?

What is punishable by phraseological use?

Observation: what do these groups of words have in common? Slide 34

Answer: Before us are synonymous rows. Moreover, the second row is made up of phraseological units.

Teacher: What is the general meaning of these phraseological units? (this can be said about a person who knows how to do everything).

Is it possible to use these phraseological units in business speech, for example, in a characteristic? (no, but they can be used in normal conversation)

Conclusion: Phraseologisms have a stylistic connotation, which determines their use in speech.

Primary consolidation.

Assignment from handout material.

Answers: Slide 35

Conversational and everyday: in all shoulder blades; get out of your mind; no urine; pout lips; gone crazy; sit in a galosh; this way and that way.

Literary and book: embrace; promised land; golden calf; servant of two masters; what do you want;

Literary and poetic: castle in the air; air ocean; far away lands; red maiden; swan song; crown of thorns

Official business: armed forces; come into force; bring to notice; female gender; labor protection; pass a resolution; compressed strings; secret ballot; cold war.

Cross-style: in any case, from time to time, with all my heart, in the open air, keep my word, wipe it off the face of the earth, which was what needed to be proven.

The teacher gives the task: correct errors resulting from incorrect use of phraseological units. Slide 36

But sometimes skillful intentional replacement of words in phraseological units can be the basis for puns and jokes.

Assignment: compare newspaper headlines and name phraseological units that served as the basis for puns. Slide 37

Teacher: In phraseological units, words lose their semantic independence and are used, as a rule, in figurative meaning, but if the words included in circulation are used in direct meaning, then the phraseological unit will cease to be a phraseological unit.

Task10 Make up two sentences using these phrases: Slide38

a) so that the combination is used in the literal sense

b) so that the combination acts as a phraseological unit

IV. Reinforcing the material studied: Slide 39

What are paronyms?

How to avoid mistakes in using paronyms?

Name partial homonyms. What helps distinguish them from each other?

What do synonyms help you avoid in speech?

What must be taken into account when using phraseological units in speech?

V. Summing up the lesson.

1.Homework. Slide 40

Aspect analysis

open class teacher Kravchenko L.N. by discipline

OUD.01 “Russian language”

Topic: “Normative use of words and phraseological units”

Type of lesson: practical lesson - presentation

Interdisciplinary connections: literature

OBJECTIVES OF THE LESSON:

Methodological goal: Show the methodology for conducting practical work using a presentation in the discipline “Russian Language”.

Educational: using an innovative form of training - presentation in practical work to familiarize students with the norms of using paronyms, partial homonyms, synonyms, and phraseological units in speech;

teach students the use of these lexical concepts.

Developmental: develop in students the ability to perceive and assimilate information presented in the form of a presentation.

Educational: instill a love for your native language.

PROVISION OF CLASSES:

Literature used

1. Rosenthal D.E. Russian language: textbook. 10-11 grade, - M.: Education, 2014

2. Vlasenkov A.I., Rybchenkova L.M. Russian language Grammar. Text. Speech styles: textbook. for grades 10-11/ –M.: Prosveshcheniye, 2014.

EQUIPMENT:

Handout material.

Phraseological unit, phraseological unit or phraseme is a phrase or sentence that is stable in composition and structure, lexically indivisible and integral in meaning, performing the function of a separate lexeme (vocabulary unit). Often a phraseological unit remains the property of only one language; The exception is the so-called phraseological tracing papers. Phraseological units are described in special phraseological dictionaries.

Phraseologisms should be distinguished from free phrases. To understand them fundamental differences, let us dwell on the features of the use of phraseological units in speech.

Important feature phraseological units is their reproducibility: they are not created in the process of speech (like phrases), but are used as they are fixed in the language,

Phraseologisms are always complex in composition; they are formed by combining several components. It is important to emphasize that the components of phraseological units bear emphasis. Therefore, in a strict sense, terms cannot be called phraseological units used together, but written separately, official and significant words type under the arm, which have only one accent. The complexity of the composition of phraseological units suggests their similarity with free phrases (cf.: get into trouble - fall into a trap). However, the components of a phraseological unit are either not used independently, or they change their usual meaning in a phraseological unit (blood with milk means “healthy, with good color face, with blush").

Many phraseological units are equivalent to one word (cf.: spread your mind - think). These phraseological units have an undifferentiated meaning. However, there are also those that can be equated to a whole descriptive expression (cf.: to run aground - to find yourself in an extremely difficult situation). For such phraseological units, as V. A. Larin noted, “the starting points are free figures of speech, (...) direct in meaning. Semantic renewal usually occurs due to increasingly free, figurative use.”

Phraseologisms are characterized by constancy of composition. In free phrases, one word can be replaced by another if it fits the meaning (cf.: reading a book, looking through a book, studying a book). Phraseologisms do not allow such replacement. It would never occur to anyone to say instead of the cat crying, the cat cried. True, there are phraseological units that have variants (spread your mind - stretch your brain). However, the existence of variants of some phraseological units does not mean that words can be arbitrarily replaced in them. Variants that are fixed in the language are also characterized by a constant lexical composition and require accurate reproduction in speech.

The constancy of the composition of phraseological units allows us to talk about the “predictability” of their components. So, knowing that the word bosom is used in the phraseological unit, one can predict another component - friend; the word sworn suggests the word enemy used with it, etc. Phraseologisms that do not allow any variation are absolutely stable combinations.

Most phraseological units are characterized by an impenetrable structure: not allowing the inclusion of new words in them. So, knowing the phraseology to lower your head, you cannot say: lower your head low. However, there are phraseological units that allow the insertion of individual clarifying words (cf.; inflame passions - inflame fatal passions). In some phraseological units, one or more components may be omitted. For example, they say to go through fire and water, cutting off the end of a phraseological unit and copper pipes. The reduction is explained by the desire to save speech and has no special stylistic meaning.

Phraseologisms are characterized by stability of grammatical structure; the grammatical forms of words usually do not change in them. So, you can’t say you can’t beat yourself up by replacing the form plural thumbs up, or use a full adjective instead of a short one in phraseological units on bare feet. However, in special cases options grammatical forms in phraseological units are possible (cf.: warm your hand - warm your hands).

Most phraseological units have a strictly fixed word order. For example, it is impossible to swap the words in the expression neither dawn nor dawn, although the meaning, it would seem, would not be affected if we said: neither dawn nor dawn. At the same time, in some phraseological units it is possible to change the order of words (cf.: leave no stone unturned - leave no stone unturned). Rearrangement of components is usually allowed in phraseological units consisting of both a verb and nominal forms dependent on it.

The heterogeneity of the structural features of phraseological units is explained by the fact that phraseology combines rather motley linguistic material, and the boundaries of phraseological units are not clearly defined
16. Nonverbal communication. Forms of nonverbal communication in various national cultures

Nonverbal communication and body language

Interaction between people requires numerous forms of nonverbal communication - the exchange of information through changes in facial expression, gestures and body movements. Nonverbal communication is sometimes also called “body language,” but this term is not entirely correct, since we, as a rule, use such nonverbal signs only to refute or supplement what is said in words.

Face, gestures and emotions

One of the main types of nonverbal communication is facial expression, which conveys certain emotions. Paul Ekman and his colleagues described the movements of the facial muscles that form one or another facial expression. They invented a system they called the Facial Expression Coding System (FEC). In this way, they tried to bring some clarity to an area that currently has many inconsistent and contradictory interpretations, since there are so many views on how emotions should be identified and classified.

Even Charles Darwin, the founder of evolutionary theory, argued that the basic patterns of expression of emotions are the same for all people on the planet. Ekman's research across cultures supports this view. Ekman and Friesen studied a native tribe in New Guinea whose members had virtually no previous contact with outsiders. When shown pictures of different facial expressions that conveyed six emotions (happiness, sadness, anger, disgust, fear, surprise), the natives correctly identified these feelings.

The results of similar studies conducted with different people, confirm the idea that the expression of emotions and their interpretation are inherent in human nature. However, this theory also has opponents. Ekman agrees with their arguments that his experiences are limited, and perhaps here we are also talking about the cultural experience of non-verbal communication, which has become extremely widespread. Nevertheless, his conclusions are confirmed by the results of other studies. Psychologist I. Eibl-Eibesfeldt studied the behavior of six children who were born deaf and blind to find out how much their facial expressions corresponded to the expressions of sighted and hearing individuals in specific situations. He found that children smiled when they were involved in an apparently enjoyable activity; they raised their eyebrows in amazement when they were given an object with an unusual smell to sniff, and frowned when they were again and again given something that they did not like. Since they could not observe how other people behave, the conclusion is that these reactions are innate.

Using CSVL, Ekman and Friesen identified subtle contractions in the facial muscles of infants that are also present in adults when they experience some kind of emotion. For example, infants they stick out their lips and frown, which is reminiscent of the expression of disgust in adults when they are given something sour. Although facial expressions of emotion are probably partly an innate characteristic of humans, individual and cultural factors influence their form and the contexts in which they are considered appropriate. For example, exactly how a person smiles, the precise movements of the lips and other facial muscles, and how long the smile lingers on her face all vary across cultures.

There are no gestures or postures that are characteristic of all, or at least most cultures. In any case, no one has yet been able to prove this. Thus, in some societies, people nod their head to indicate disagreement, which is contrary to our common custom of agreeing with the interlocutor by nodding his head. Certain gestures that Europeans and Americans use very often, for example, pointing a finger at someone, are completely absent among some peoples. And such a gesture as placing a straightened one on your cheek index finger and twirl it, which in some parts of Italy is used as a sign of approval, is probably unknown elsewhere.

Like facial expressions, gestures and postures are constantly used to complement utterances and also to convey content in cases where nothing has been said. Facial expression, gesture, and posture can convey a joke, irony or skepticism. The impressions we unwittingly make non-verbally often demonstrate to others that what we said is not what we really wanted to say. There are many subtle signs of nonverbal communication that people can pick up on. The spontaneous expression of sincerity on the face usually disappears after four or five seconds. If the smile lasts longer, then this indicates its artificiality. An expression of surprise that lingers on the face is often used for parody to show that the individual is not at all surprised, although there would seem to be reasons for this.

17. Speech technique and its role in the activities of scst. Phonation breathing

Speech technique

The sound side of oral speech plays no less important role than its content. It is known that a speech that is brilliant in content loses in many respects if it is delivered sluggishly and inexpressively, with hesitations and speech errors. Conversely, a speech with little content, delivered phonetically flawlessly, can make a favorable impression. In order to master the technique of oral speech, you must have general idea about the human pronunciation apparatus and the process of speech formation, as well as about such key concepts as diction, voice, intonation. In addition, you need to know the orthoepic norms of the language and methods of performing speech in front of an audience, including standards of bodily movements (facial expressions, gestures, postures). Effective use All of these concepts are the key to success in oral communication.

Stylistically, phraseological units differ sharply from words. The bulk of words are stylistically neutral, which cannot be said about phraseological units, the main meaning of which is the expression of the speaker’s assessment and attitude. A text consisting of phraseological units alone cannot exist.

From the point of view of origin and tradition of use, phraseological units can be divided into three groups:

Expressions from everyday speech:

lose your head, speak your teeth, neither be nor me, etc.

Expressions from professional areas of use, from argot:

green street - railway workers, without a hitch - carpenters, etc.

Expressions from bookish and literary speech:

a) terms and phrases from scientific use:

center of gravity, force of attraction, bring to white knees, chain reaction, etc.

b) expressions from fiction and journalism:

edren - loaf (Sholokhov “Virgin Soil Upturned”), “happy people do not watch the clock” (Griboyedov “Woe from Wit”), “a living corpse” (L. Tolstoy), “the matter smells of kerosene” (M. Koltsov), “with feeling , sensibly, with arrangement”, etc.

Neutral expressions: to lead your line, to bend a stick, point of view, for nothing in the world, keep your word, etc.

Colloquial and everyday expressions and phraseological expressions make up the largest number in conversational style. The sphere of use of such phraseological units is everyday communication, the oral form of dialogue: putting teeth on a shelf, going too far, there is when!, when - never, in embryo, at full throttle, etc. - reduced character: take it out and put it down, climb into the bottle, crawl on four legs, the bast does not knit, cast a shadow on the fence, I slurp cabbage soup without a bast shoe, neither skin nor face, like a ram at a new gate, the booby of the king of heaven, bumps out of the blue , dissolve the ninny, the devil with two, scratch the tongue, hit the neck, damn it, etc. One of the distinctive properties of colloquial phraseological units is that they are mainly formed as a result of a metaphorical rethinking of free phrases of the same lexical composition: cast a fishing rod, tuck it into your belt, lie on your side, etc. Many colloquial phrases contain an intensifying meaning, thanks to which the emotionally expressive shades of phraseological units appear with the greatest force. The intensifying meaning is especially strongly manifested in adverbial phrases such as (to run) to all the shoulder blades, (to look like) like two drops of water, (to scold) to all the crusts and is easily detected when explaining the meaning of the corresponding phraseological units. Let's give an example. The adverbial phraseological unit (shout) at the top of your lungs is interpreted through the combination (shout) “very loud”. The use of this group of phrases in colloquial speech should be limited. Phraseologisms of this type can be used in fiction either to convey the semantic component of the characters’ oral speech, or to show negative aspects life, or in order to give speech an ironic tone.

The scope of use of phraseological units of book speech is much narrower than neutral, inter-style phraseological units. This includes certain phrases of official business speech: put under the carpet, labor, real wages, confrontation, credentials, to be responsible, etc. ; phraseological units of scientific terminological type: fulcrum, cast a shadow, gravity, etc.; phrases of a literary and journalistic nature: love for the Motherland, fighters for peace, a castle in the air, ties of friendship, material well-being, on the other side of the barricades, etc. From a stylistic point of view, book phraseological units include many quotations from the works of Russian and foreign writers, expressions from ancient literature, from church books, etc. If you include them in a context unusual for their meaning, they can become a means of humor or irony.

Commonly used phraseological units that perform different styles, basically, a nominative function, while maintaining, as a rule, relative neutrality, are called interstyle. These are phrases like keeping your word in the wrong place, specific gravity, from year to year, from minute to minute, from day to day, to go beyond (decency), half an hour and many others, equally used both in colloquial and in book styles. However, often commonly used inter-style phraseological units coexist in the language with their colloquial (or book) variants. Thus, replacing the `vest' component in the turn to lead your line with the `bend' component turns the interstyle turn into a colloquial one. Let's give an example. Also, the semantic-style difference between synonymous phraseological units for nothing in the world (colloquial) and for no good (bookish), etc.