Verbal and Nonverbal Ways of Presenting Information in School Discourse (Linguo-Semiotic Aspect)

Abstract

The article covers the study of verbal, non-verbal and mixed type presentemes in the context of school discourse. The text of the lesson is presented as a semiotic heterogeneous discourse. Our research contains the material of particular teachers’ lesson plans from Catherine Gymnasium 36 in Krasnodar. The methodological basis of the study is a need-based information approach to phenomena of school communication which allows to define modes of coexistence of visual presentemes with verbal components of a lesson. The results of the study led to conclusion that school discourse has special features, which make it possible to distinguish it as a particular type of institutional discourse. The presence of verbal, non-verbal and mixed type presentisms in it proves that the lesson is a semiotic heterogeneous text. The impact on the pupil is one of the teacher’s speech functions, which is realized more effectively if the verbal level of communication is accompanied by a non-verbal component.