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.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
