Creative Speech Research Articles

СИСТЕМА УПРАЖНЕНИЙ ПО ОБУЧЕНИЮ СЛОВОСОЧЕТАНИЯМ КАК СОДЕЙСТВИЕ РАЗВИТИЮ ФУНКЦИОНАЛЬНОЙ ГРАМОТНОСТИ УЧАЩИХСЯ НА УРОКАХ БУРЯТСКОГО ЯЗЫКА

This article is devoted to the development of functional literacy of Buryat students when teaching phrases in Buryat language lessons. The analysis of linguistic, psychological, didactic and methodological literature allowed us to determine the initial positions that are the theoretical basis for the formation of students' communicative skills to perceive and creatively use phrases in their textual functions. The study of a phrase involves the inclusion of two stages: a) the study of the structural and semantic properties of this unit (positions, connections, ways of expression, belonging to a type); b) the study of communicative properties (the existence of a phrase in the neighborhood of other units in a speech fragment). In the aspect of the formation of functional literacy in the lessons of the Buryat language, a system of exercises such as complex work with text, linguistic analysis of text, work with miniature texts, comparison of two texts and other types of work with texts, which are the most effective forms of work organization, is of great importance. When teaching phrases of the Buryat language, the authors propose the use of three types of exercises: language exercises for the correct construction of phrases of the Buryat language, pre-speech exercises for using this syntactic unit in the context (sentence), speech exercises for expressing their thoughts in a coherent text. This system of exercises for teaching phrases is based on a combination of language, pre-speech and speech exercises that contribute to mastering the structure and mechanism of constructing phrases, individual sentences and developing the skills to use them in creative speech activity. The authors come to the conclusion that the use of this system of exercises largely determines the conditions for the development of functional literacy among students, so that they can use the acquired knowledge, skills, and skills in life to be sociable, creative, creative personalities.

E. I. Nikitina’s practical methodology for speech development: traditions and innovations (to the centenary anniversary of the scientist’s birth)

The article provides a general idea of the formation and evolutionary dynamics of E. I. Nikitina’s methodological system created to develop schoolchildren’s speech. This approach is embodied in the teaching materials and study guides by the scientist-practitioner. The research convincingly proves that the scientist built and methodologically supported a holistic, multi-aspect system for the speech development of schoolchildren from the 1st to the 10th forms. E. I. Nikitina herself called it a practical methodology for speech development. As the main results of the study, this paper gives evidence that the textbooks by E. I. Nikitina, on the one hand, continue the Russian educational traditions of schoolchildren’s speech development. On the other hand, they facilitate those innovations that characterise the modern methodological system of teaching the Russian language. The article shows that E. I. Nikitina’s practical methodology for speech development is particularly notable for the systematic exploitation of the educational potential of Russian language lessons based on working with text. Moreover, her approach provides methodological support for forming students’ communicative competence; it promotes schoolchildren’s speech development in conjunction with the development of their thinking. The methodology is oriented to creative speech development in schoolchildren; it systematically implements problem-based learning techniques which are relevant in the modern educational paradigm, as well as facilitates critical thinking, reflective techniques, and so on.

Privatizing Copyright

Much has been written, and much is understood, about how and why digital platforms regulate free expression on the internet. Much less has been written— and even much less is understood—about how and why digital platforms regulate creative expression on the internet—expression that makes use of others’ copyrighted content. While § 512 of the Digital Millennium Copyright Act regulates user-generated content incorporating copyrighted works, just as § 230 of the Communications Decency Act regulates other user speech on the internet, it is, in fact, rarely used by the largest internet platforms—Facebook and YouTube. Instead, as this Article details, creative speech on those platforms is governed by a series of highly confidential licensing agreements with large copyright holders. Yet despite the dominance of private contracting in ordering how millions of pieces of digital content are made and distributed on a daily basis, little is known, and far less has been written, on just what the new rules governing creative expression are. This is, in fact, by design: these license agreements contain strict confidentiality clauses that prohibit public disclosure of any and all of their contents. This Article, however, pieces together clues from publicly available court filings, news reports, and leaked documents. The picture it reveals is a world where the substantive law of copyright is being quietly rewritten. Agreements between digital platforms and rightsholders remove the First Amendment safeguard of fair use, insert a new moral right for works previously deemed ineligible for moral rights protection, and use other small provisions to influence and reshape administrative, common, and statutory copyright law. Further still, recent changes or lobbied-for changes to copyright’s public law seek to either enshrine the primacy of such private governance or altogether remove copyright rulemaking processes from government oversight, cementing the legitimacy of the new private governors. Changing copyright’s public law to enshrine the primacy of such private governance insulates the new rules of copyright from the democratic process, transforming public participation in, and public oversight of, the laws that shape our daily lives. Creative expression on the internet now finds itself at a curious precipice: there is a seeming glut of low-cost or free content, much of it created directly by and distributed to users—yet increasingly regulated by an opaque network of rules created by a select few private parties. An understanding of the internet’s democratizing potential for creativity is incomplete without a concomitant understanding of how the new private rules of copyright may shape, and harm, that creativity.

ЕЛОКВЕНЦІЯ КОНЦЕПТІВ ЧОЛОВІК І ЖІНКА В ГАЗЕТНИХ ЗАГОЛОВКАХ УКРАЇНСЬКОМОВНИХ ВИДАНЬ СУЧАСНОГО ДЕСЯТИЛІТТЯ

Traditionally, newspaper texts should promote literacy and awareness in social and political life. Understanding this, journalistic authors try to write them in a literary language, but the desire to draw attention to a note or article with an expressive title with not always tactful words usually prevails over the desire to promote literacy. The goal of highlighting the text by any means, attracting the addressee's attention becomes dominant in the process of journalists' creative speech. In addition, newspaper articles and notes reflect the everyday life of an average reader, the surrounding reality, economic, socio-cultural and political realities, prompt reflection on them, which leads to certain generalizations and conclusions regarding the representation of such concepts as man and woman. Realizing that it is worth attracting their target audience and expanding it, the authors of newspaper texts resort to eloquence as an effective tool of eloquent influence on the addressee, forcing him to see and be able to decode the apt and extraordinary headlines that abound in the pages of modern Ukrainian-language periodicals. The newspaper discourse of modern Ukrainian-language publications explicates a specific power to speak, endowed with the power to assert something, promote, broadcast stereotypes and deny them. However, it is worth noting the tendency that modern headline complexes, as the primary elements of text publications, are not always organically connected with the content of the article, but, on the contrary, quite often are an independent component of media representations. The main feature of modern newspaper headlines is apt brevity and eloquence, which contribute to attracting attention and memorization. Expression marks newspaper texts for the attractiveness, informativeness and influence of the media product. So, modern newspaper headlines multifacetedly reflect both the content and style of the article, and determine the addressee, and are a kind of compass that orients the reader in a frenzied flow of information, and a special "litmus test" for the level of perception of this or that concept.

CONCEPTUAL PRINCIPLES OF DEVELOPMENT OF CONNECTED SPEECH OF CHILDREN WITH ASSOCIATION IN GAME ACTIVITY

The article presents an analysis of the system of work on the development of coherent speech of preschoolers with ASD in play activities. It is proved that the development of coherent speech of children with ASD in speech and play activities is provided by a special organization of speech and play activities based on personality-oriented model of interaction of its participants (teachers and children); system of speech technologies aimed at the child’s transition from reproductive to creative speech and play activities; functional nature of speech and game activities. It is emphasized that the system of work on the development of coherent speech of children with ASD in play activities includes a list and content of didactic games for the correction of coherent speech of children with ASD. Each of the submitted games has a purpose, objectives, speech material, equipment, etc. That is, the submitted games are ready for use by a teacher-speech therapist in correctional work for the development of coherent speech of children with ASD (Didactic game «Add the right word», Didactic game «Compare objects», «Name as many objects» and «Who moves?» »). Emphasis is placed on the fact that the development of coherent speech of preschoolers with ASD is better to carry out in the leading activity of the preschooler – in the game. The conclusions highlight the importance of using the system of work presented by the authors in the work of a teacherspeech therapist on the development of coherent speech of preschoolers with ASD in play activities. The prospect of further research is substantiated, which the authors see in the study of the influence of speech and game activity on the formation of grammatical correctness and sound culture of speech.

ОБУЧЕНИЕ ГРАММАТИКЕ НА ОСНОВЕ ПРОБЛЕМНО-ПРОЕКТНЫХ ЗАДАНИЙ В УСЛОВИЯХ ПОЛИКУЛЬТУРНОГО СОЦИУМА (НА ПРИМЕРЕ РЕСПУБЛИКИ КАЗАХСТАН И РЕСПУБЛИКИ БАШКОРТОСТАН)

The article gives the characteristics of the current language situation in the policultural republics, where much attention is paid to foreign language education. The examples of the implementation of polylingval education are the Republic of Bashkortostan as one of the multinational constituent entities of the Russian Federation and the Republic of Kazakhstan, which are multinational in their essence and bilingualism in them is considered to be natural. Nevertheless, in both republics the contradiction between the high levels of requirements for the formation of grammatical skills imposed by the curriculum and the inability of students to freely use grammatical structures in the process of communicating real communication is obvious. To optimize the process of learning grammatical means of communicative competence, the technology of the formation of grammatical skills is proposed on the basis of the use of problem learning elements, in particular, problem-project tasks. These tasks are considered in the article as special tasks that create problem situations, during performing which students are involved in creative speech foreign project activities, the result of which is the tangible product. The problem-project approach is proposed in the article as a methodological basis for the formation of the grammatical side of communicative competence in the native, Russian and one of the foreign languages acquisition of the student. The main subject of consideration is the issues of the formation of foreign language grammatical skills of students in three-tie conditions. The authors analyze the methodology for learning foreign language grammar based on the use of problem-project tasks with a support for native, Russian and English languages. As an example, the technology of comparison of Russian, Bashkir, Kazakh, English and French proverbs and sayings is described.

МоделЮВАННЯ процесу формування методичної компетентності майбутніх учителів початкової школи для викладання освітніх дисциплін іноземною м

The article presents the problem of modeling the process of developing the methodological competence of future primary school teachers for teaching educational disciplines in a foreign language. The notion “methodological competence of future primary school teachers” is defined. It is determined as the ability to master a methodological apparatus for presenting and activating basic knowledge in a particular discipline, and, concerning our work, it also includes the transfer of this knowledge to students in a foreign language. The process of developing methodological competence of future primary school teachers for teaching educational disciplines in a foreign language is modeled. It is based on the concept of procedural integration of two different subjects, one of which is a foreign language. This process provides simultaneous learning of different kinds of material. On the one hand, this material is related to learning the major subject, on the other hand, to learning a foreign language meaning expressing the essence of this major subject. The step-by-step model of developing the methodological competence of future primary school teachers for teaching educational disciplines in a foreign language is presented. The model covers the following links: stages of pedagogical process (1st stage – contour and art on the basis of imitation and speech, 2nd stage – subject and art on the basis of conscious speech, 3rd stage – creation and art on the basis of creative speech), educational objectives, elements of the subject, components of the content of education, methods and means of learning, as well as the control of learning outcomes. The first stage of developing the methodological competence of future primary school teachers for teaching fine arts in a foreign language is described in detail. It presents systematic and gradual growth of both major subject and linguistic knowledge and skills. This is manifested in the fact that learning each subsequent subject action involves the performance of previous actions, thus preventing pupils from forgetting the material under study. At the same time, with the development of subject and linguistic skills of different levels of complexity, the foreign language educational activity of the teacher also gradually expands, which leads to the increase in the subject and foreign language abilities of pupils.

Linguocultural competence as a basis for foreign language proficiency

The article is devoted to the problem of formation of linguistic and cultural competence during foreign language classes in the middle school. The influence of intercultural interference will be significantly offset by the inclusion of linguoculturological aspects in the content of teaching foreign language, which could serve as a system of unifying values that allow us to understand the boundaries of our own linguistic identity and the identity of a native speaker’s language. The article analyzes the results of a pedagogical experiment aimed at the formation of linguoculturological competences of students in middle school. All teaching methods and techniques were oriented to stimulate the students' creative speech activity, as well as cognitive aspects, which increased the efficiency of teaching the foreign language. The authors confirmed the hypothesis that the process of teaching foreign language will be more successful if the linguoculturological aspect is included in the content of what is taught, comprising the use of linguistic and cultural information as a valuable source of linguocultural material. For that reason, the conditions for successful assimilation of knowledge, the formation and improvement of linguocultural competence in the foreign language lesson in the middle school were created. The results of a pedagogical experiment could be used in a foreign language lesson in middle school.

Amateur Poetry for the Occasions: Group Axiological Vocabulary and Creative Speech Practices

The article presents the results of linguistic, axiological, and stylistic analysis based on the collection of amateur poetry for the occasions "For such a small company..." (2019) published in Yekaterinburg. The collection includes poetic texts written in different years "by friends for friends". All the authors are philologists who graduated from Ural University in 1966. The study is essential, as it identifies the system of basic values reflected in the poems written for different occasions, which preserve the axiological code of Russian culture. The original texts provide new material for scientific analysis, which shows the literature-centrism of Russian culture and makes it possible to clarify the status of poetry for occasions. The intra-group poetry of this kind is found to have axiological vocabulary, which is characterized by being correlated to a certain chronotope, by presenting a system-forming integreme (in the analyzed texts it is the axiologeme of "friendship"), a special set of nominations of basic values, and by verbalizing value preferences. The axiological content of the congratulatory texts is specifically studied, wherein the motive of the family is developed. There are described creative speech practices: the development of unique image parallels that form the basis of comparative tropes, the use of technologies of transforming precedent texts and different types of puns. The authors' orientation on the aesthetic impression is proved to reinforce the worldview significance of the transmitted values of cooperation and spiritual unity.

Paraphrase or parasite?

AbstractTranslation, for Saussure, assumed the codified rule of language respecting the difference between synchronic and diachronic linguistics. Translation may be regarded as a theoretical possibility, though impossible for the creative speech of language speakers. Peirce’s logical semiotics reasoned the linguistic-and-cultural (linguïcultural) interpretants of received signs. Semiotranslation is a semiotic game to change the symbiosis of two languages into one language. Identified with both Saussure and Peirce, Jakobson’s intralingual, interlingual, and intersemiotic forms of translation propose rewording, translation proper, and transmutation. Peirce’s semiosis creates simple and complex symbols but navigates between translation, semiotranslation, and transduction. Translation derives from thepara-functions of replicas in “paraphrase” and “parasite” to signify the multiplicity of ideas and trends in biotranslation. The source text can be re-organized into the iconic activity of Saussurean paraphrase; or the target text can be indexically recontextualized in the parasitical evolution of Peirce’s instinct and facts of life applied to arts — neither approaching pure science.

Stimulating Creative Thinking on Autism Students Through Teacher Questions: 24 Functions Of Questions

The purpose of this study is to investigate how autism teacher questions affect classroom discourse. This research presents an analysis of various autism teacher questions and their function in learning to stimulate autism students with creative speech. This study identifies as many as 24 question functions played, namely asking for information, asking questions, knowing students' knowledge, opening conversations, relationships, greetings, clarification, praise, offer, request, confirmation, affirmation, apology, reprimand, astonishment, asking permission, asking for attention, suggestions, commands, invitations, prohibitions, ridicule, monological discourse, and threats. Closed questions dominate conversation. As a result, autism students can produce creative speech and are very good at remembering facts, but they need time lag when asked questions that require high thinking. Classes become interactive with good questions and responses from teachers and students with autism.

The Rhetoric of Self-Ownership

This essay considers self-ownership as a rhetorical and political practice. Scholarly attention to the rhetoric of self-ownership, notably in feminist theory, often rejects the term for its capacity to distort and fragment notions of the self, the body, social relations, and labor. The ambiguous character of self-ownership, in this view, carries the risk of subversion of more inclusive and relational uses. Adopting a broader notion of rhetoric as creative and effective speech, I recast self-ownership from this critical depiction through a revised understanding of C. B. Macpherson’s possessive individualism and then to the texts of John Locke, the Levellers, and the Putney Debates. These early-modern exemplars offer insights into the political promises and risks of the rhetoric of self-ownership that contemporary critics obscure. The ambiguity and plurality too often rendered as a liability for self-ownership instead offer conditions for its agonistic invocation for novel claims and emerging audiences.

КРЕАТИВИЗАЦИЯ ЛЕКСИКОНА РУССКОГО ЯЗЫКА НОВЕЙШЕГО ВРЕМЕНИ: "СЛОВО ГОДА"

The neologization with the popularity of the Internet occurs actively in the contemporary Russian language. Not only mass media but also common people, Internet users contribute significantly. New words from the media discourse get into word creating rates of Internet project “Word of the Year”. On the one hand, ranked lists are the indicators of social changes, on the other hand, they reflect linguocreative potential of people, who participate in lists formation. Creative speech activity relates to language game. One of the main rules of such a game is the understanding of conditions of a certain speech (game) code both by a creator of a word and by an interlocutor. Conducted analysis shows that authors mostly use the model of compressive word creation and it proves high creative potential, freedom of speech behavior and linguistic sense of native speakers, who strive to the self-expression with word creation. New formations created by methods of paronymic attraction and blend words save semantic links with original words. So they have semantic of motivating words in their meaning and have advantage over descriptive constructions. Thus, methods of word creation, which allow describing social and political events of a country or a personal life with a new bright word with evaluative element in it, are popular in the contemporary word creative activity.

Stars and Saints: The Esotericist Astrology of the Sufi Occultist Aḥmad al-Būnī

The Ifrīqiyan cum Cairene Sufi Aḥmad al-Būnī (d. c. 622/1225) is a key figure in the history of the Islamic occult sciences, particularly with regard to the "science of letters and names" (ʿilm al-ḥurūf wa-l-asmāʾ). This paper examines his lettrist treatise Laṭāʾif al-ishārāt fī al-ḥurūf al-ʿulwīyāt (The Subtleties of the Allusions regarding the Superior Letters) to argue that parts of it amount to an esotericist unveiling of the hidden realities underlying "profane" astrology. Al-Būnī identifies the world-shaping efflux of forces from the celestial spheres with the continuous flow of the letters of God's creative speech, and implies a central role for Sufi saints and adepts in mediating these astral-lettristic radiations. He thereby adds an occult-scientific twist to views deeply embedded in Sufi tradition of the saints as key executors of God's word and will on earth. Al-Būnī's approach to astrology can be seen as part of a transconfessional wave of esotericism in the late-medieval Mediterranean that heralded shifting ideas about the order of nature and the relationship between divine and human agency.

Dogmatic Aesthetics: A Theology of Beauty in Dialogue with Robert W. Jenson, Stephen John Wright, Fortress Press, 2014 (ISBN 978‐1‐4514‐6559‐4), xviii + 263 pp., pb $49

<b>Dogmatic Aesthetics: A Theology of Beauty in Dialogue with Robert W. Jenson,</b> Stephen John Wright, Fortress Press, 2014 (ISBN 978‐1‐4514‐6559‐4), xviii + 263 pp., pb $49

Speech and Sense in Meister Eckhart's Liber Parabolarum Genesis

This paper examines Meister Eckhart's statement in the Liber Parabolarum Genesis that scripture must be interpreted parabolically, a statement included in the first document drawn up against him at Cologne, in the context of his account of the divine locutio and its relationship to exterior acts. This paper argues that the dynamic of divine creative speech that Eckhart elucidates in his commentary offers a crucial theological rationale for his exegetical approach. The utterance by which God speaks to the soul is also the principle of order in the universe, and the more perfect form and model of all human order and hierarchy. In Eckhart's commentary, the third chapter of Genesis teaches about the creation and ordering of nature and the proper ordering of the soul according to God's voice. And, as the text reveals, parabolically, God's voice speaks to all these things ‘in exactly the same way’. Thus, scripture permits no division into multiple modes because God's Word in all things is indivisible. Just as God does not command the exterior act except through the interior locutio, so scripture speaks the literal truth only by means of parables.

Диалогичность как ключевой инструмент реализации социально-личностной компетенции: инновационные подходы

FL communicative competence is composed of inherent components, such&#x0D; as: knowledge of the means of the target language and socio-cultural context&#x0D; in which these means are used. Also it implies certain skills of building&#x0D; a FL discourse, which generate a culturally-significant creative speech&#x0D; product. The article examines some communicative-cognitive approaches&#x0D; to introduce knowledge to students. Analytical analysis of intellectual actions&#x0D; with words leads researchers to the understanding that they create&#x0D; cognitive retention of the material, which is then withdrawn by the speakers&#x0D; from the back of their memory and used in speech. Self-organizing personalities&#x0D; actualize the text based on a real situation, in the form of a discourse.&#x0D; Therefore, educational environment should provide student’s immersion in&#x0D; the environment of FL culture and vocationally-marked situations and problems.&#x0D; This becomes possible with the network model, which involves a discussion&#x0D; of personal achievements compared to the joint, collective product.&#x0D; In fact, this model is highly interactive because it implements emotions and&#x0D; values, interactional and ideological functions of communication.

Michael Chekhov's Imagination of the Creative Word and the question of its integration into his future theatre

Michael Chekhov (1891–1955) endeavoured to include Rudolf Steiner's (1861–1925) Creative Speech, also known as speech formation, into his Technique, by devising preliminary exercises that could lead the actor to an experience of the Creative Word. The question of how to incorporate the Creative Word more fully into the Technique is the purpose of this paper. Addressing the issue of how to access invisible worlds to come to an imagination of what Steiner refers to as the ‘substance’ of speech, the article suggests that it is useful to develop and exercise a philosophical attitude that will assist practitioners in contemplating and working with Steiner's esoteric ideas in order to extend Chekhov's theatre indications towards his ideal of an integrated future theatre.

Dark Images, Secret Hints: Benjamin, Scholem, Molitor and the Jewish Tradition (review)

Dark Images, Secret Hints: Benjamin, Scholem, Molitor and the Jewish Tradition, by Bram Mertens. Bern: Peter Lang 2007. 278 pp. $67.95. Bram Mertens' Dark Images, Secret Hints: Benjamin, Scholem, Molitor and the Jewish Tradition traces a path readers of Benjamin and Scholem have long hoped to follow: the route that leads from the Jewish and Scholem's studies in the Kabbalah to linguistic philosophy and philosophy of history. The unasked guide Mertens uses is Franz Joseph Molitor, a German and Christian expert in the Jewish and the Kabbalistic texts which Scholem, devoted friend, would spend his lifetime raising from obscurity to the status of a respected area of investigation. Franz Joseph Molitor's four-volume Philosophie der Geschichte oder Uber die Tradition (1827-1853) was an inspiration to Scholem that helped moved him to take up the Kabbalah as his life's work. Most readers of Scholem are also aware that Uber die Tradition was part of the intense discussions between Scholem and Benjamin that would provoke the latter to produce his early statement of his linguistic philosophy, On the Nature of Language. Having read all four volumes of Molitor carefully, Mertens demonstrates the wealth of information about the mainstream and kabbalistic strains of Jewish it contains. Dark Images thus shows just how much commentary meant to idea of Jewish tradition, and how German as well as Jewish sources contributed to achievement. Unfortunately, Mertens turns his back to a great degree on the redemptive, critical force of linguistic theory, implicitly following Gillian Rose in emphasizing the trope of the ineffable, and her notion of the creature Iy in Benjamin as suffering signification without salvation, like other recent work (Rose, Walter Benjamin - Out of the Sources of Modern Judaism, Judaism &* Modernity: Philosophical Essays, 1993, p. 189). At the same time, Mertens provides material for an entirely different reading. Against Winfried Menningshaus, who argued that even Scholem's presence in 1915 and 1916 could not have guaranteed a Jewish influence for 'On the Nature of Language', Mertens makes the following determination: [I]f Benjamin only retained half of what Scholem told him, he would have been well-informed on Jewish matters by any standard (pp. 87, 101). Mertens shows that linguistic theory was, in this sense, both Jewish and German, with its universal sources firmly grounded in open, available forms of Jewish linguistic speculation. Mertens' readings of Benjamin in Benjamin's Language Theory are far more limited. In Dark Images, translation-centered theory of language, or the notion of as a medium (p. 176), comes to resemble the leap of faith, more than the Gedankenbewegung of the Jewish tradition (p. 171), as Mertens calls it. The comparison of Benjamin to Maimonides on creation - with the latter's sharp separation of human language from the divine - does not find sources in Molitor or Scholem to make it more convincing. At the same time, Mertens is helpful in his description of belief that philosophy must be able to accommodate all manner of experience (p. 170). Here, Mertens opens the link between the Jewish and German meanings of radical linguistic theory: that all manner of things, excluded from the progressive scheme of history, first existed in creation as a kind of plural and creative speech. …

Da experiência da fala de sujeitos usuários na clínica psicológica às suas possíveis repercussões

Esta pesquisa busca promover reflexões sobre a clínica psicológica enquanto lugar de abertura a uma fala criadora de sentido, partindo da experiência de sujeitos usuários. Compreendendo que há uma especificidade da linguagem no espaço da clínica, acredita-se que este trabalho possibilite maior clareza quanto à propriedade, singularidade e importância dessa temática, além de levar a reflexões e discussões, tanto do ponto de vista teórico quanto dos campos de atividade do psicólogo. A modalidade clínica escolhida para refletir acerca da linguagem expressa na narrativa do sujeito foi a psicoterapia. Para isso, utilizou-se, enquanto método investigativo, a perspectiva fenomenológica existencial para compreender e interpretar, pela hermenêutica, as experiências de três clientes, sem levar em consideração idade, sexo e abordagem teórica, pois o objetivo foi colher narrativas acerca da experiência na clínica psicológica, sem especificidades. O acesso a essas pessoas se deu a partir de um contato prévio com colegas de profissão, o que possibilitou uma interlocução direta. Foi feita uma pergunta disparadora/provocadora, a fim de que os sujeitos pudessem transitar livremente por suas experiências. As discussões tornaram-se possíveis a partir de afetações e reflexões entre relatos e pesquisadora, bem como através de diálogos com autores que transitam pelo tema.