REPRODUCTION OF COMMUNICATIVE CULTURE BY THE PERSON IN THE PROCESS OF COGNITION THROUGH A SPEECH ACT IN CONTEXTUAL EDUCATION

Abstract

The article examines a speech act as a unit of communicative behavior in the context of interpersonal communication of the subjects of the educational process. The purpose of the article is show the creative role of the speech act in the process of appropriating culture by the person in the process of cognition in the educational contexts of life and activity. The article describes the contextual-content components of a speech act, ensuring the reproduction of communicative culture as part of a general culture, based on a conscious and responsible choice of speech and deed by the subject of cognition in contextual education. The dialogical nature of the speech act as a semantic unit of the entire sphere of activity is substantiated; the main correlates of a speech act that provide its constructive essence are considered; the value-semantic essence of a speech act ПЕДАГОГИЧЕСКОЕ ОБРАЗОВАНИЕ В РОССИИ. 2021. № 4 125 is argued, the role of the educational environment, aimed at the interaction of the subjects of the educational process, at the transformation of the person in the process of cognition from consuming to creative on the basis of joint activities with the teacher, at the formation of a responsible attitude to an act. The classifications of the speech act are given, an approach to the definition of the totality of the speech acts of the individual is proposed. The article also discusses modern challenges that threaten the value orientations of the national culture and have a negative impact on speech traditions. Based on the analysis of foreign studies devoted to identifying the features and role of speech tactics of teachers in teaching, and the concept of contextual education, the role of the speech act in the educational dialogue as the core unit of student activity and the basis of dialogical interpersonal interaction of the subjects of the educational process is shown. The contextual-content components of the speech act described in the article indicate the main guidelines in pedagogical interaction, taking into account the socio-cultural context of various communicative situations, ensuring effective joint activities and interpersonal communication, the formation of the personal culture of the person in the process of cognition.