Особливості педагогічного спілкування в контексті мовленнєвих жанрів

Abstract

The article focuses on the theoretical disclosure of basic concepts on the problem of pedagogical communication of future primary school teachers, the peculiarities of language genres. The teacher's ability to organize work in the classroom largely determines the performance of pedagogical interaction. First, the teacher uses typical speech organization models - speech genres. It is noted that the pedagogical speech genre is a historically established unit of professionally oriented communication, which is characterized by a special communicative task, a certain content, methods of speech and the expected reaction of the interlocutor, as well as an environment that allows the language concept to be fully realized. Some approaches of scientists on the definition of the concepts of «pedagogical communication», «genre of speech», «speech genre», classification of genres are presented. It is emphasized that a competent choice of language means, mastery of all genres of pedagogical speech testifies to the language competence of the teacher. Any genre is a complex model that includes several components. The choice of each of the genres is based on the implementation of the task of language pedagogical communication, which was set by the teacher. The participation of future teachers in the construction of pedagogical discourse will help them in the future to independently build a model of any pedagogical or social phenomenon in accordance with the norms of cultural activities.