Types Of Speech Activity Research Articles

Distance learning of foreign students in the Kazakh and Russian languages

The article deals with the problems of distance learning of a language, all types of speech activity: speaking, listening, writing, reading. Methods and techniques of distance learning are analyzed, recommendations are given that help to overcome psychological and linguistic difficulties at teaching two languages in an online format. Attention is focused not only on the linguistic form of the statement, but also on the content. The system of exercises suggested in the article, helps students learn, develops their communication skills and abilities. Common methods and techniques are combined with the capabilities of the online format. The activity of the teacher should be aimed not only at teaching the technique of speaking, listening, writing, reading, but also at a careful selection of literature containing interesting and informative information. Training is a complex and multi-purpose process. The activity of the teacher should be aimed at maximizing the learning process. Taking into account these points allows the teacher to competently organize the audience, adjust the pace, alternative forms of work, which means to activate the activities of students. The communicative principle, which has become the basis of most didactic concepts and has been successfully implemented at almost all stages of education, has significantly strengthened the methodology of communication and linguistics, increased interest in teaching the parameters of the communicative process. The article offers various methodological recommendations that correspond to different stages of training. The article suggests forms of work that will activate the activities of students, their assimilation of Kazakh and Russian languages.

ЛІНГВОМЕТОДИЧНІ ОСНОВИ НАВЧАННЯ ІНОЗЕМНИХ СЛУХАЧІВ ПІДГОТОВЧИХ ВІДДІЛЕНЬ НАУКОВОМУ СТИЛЮ МОВЛЕННЯ ПРИ ВИВЧЕННІ ПРИРОДНИЧИХ ДИСЦИПЛІН

Improving the quality of training of foreign students at preparatory departments is a priority, which requires improving the forms, methods and technologies of teaching foreign students languages and the formation of scientific functional-linguistic style, which is the basis of communication in the professional sphere. The problem of systematic analysis of linguistic and methodological bases of teaching the scientific style of speech of foreign students at the preparatory departments has its own features and difficulties, overcoming which is associated with the search for new methodological approaches and models. The article reveals the linguistic-methodological approaches to the systematic and activity teaching of foreign students the scientific style of speech and the main components of the scientific style of speech as a kind of modern literary language using as an example teaching physics and mathematics in pre-university training. The structure of educational texts which consist of certain functional blocks and act as model for formation of communicatively-motivated kinds of speech activity is offered. The evaluation of educational and scientific texts in physics and mathematics is made in terms of their information indicators (redundancy, density of teaching material, the average index of complexity). Informational evaluation of educational texts of general and natural sciences opens the possibility of developing objective criteria for optimization and minimization of educational and professional material. The effectiveness of the proposed approach is ensured by a number of relevant and effective linguistic and methodological recommendations. The effectiveness of students’ speech activity in a foreign language is determined by addressing the description of the material of the scientific language, its organization in terms of communicative and professional orientation and functional and stylistic expediency. The study of linguistic and methodological bases of teaching foreign students the scientific style of speech in the study of natural sciences allows us to conclude about the effectiveness of combining professional, linguistic and speech aspects of teaching, coordinated work of language teachers and natural sciences in forming the main components of scientific style. The method of formation of basic themes of educational texts is offered, the most important component of which is their accurate structure, sequence and logic of the statement. It is shown that the standardization of syntactic models, structures of scientific style of speech, lexical structure of scientific speech, its syntactic features are of great importance. It is shown that teaching certain types of speech activity on the material of the language of the specialty must be built differently, considering the psychological capabilities of different categories of foreign students.

Analisis Tindak Tutur Ilokusi dalam Film Mariposa Karya Alim Sudio

Speech act is one of the analyzes of pragmatic studies that examines language and relates to aspects of its actual use. One type of speech act is illocutionary speech act. There are many kinds that can be studied using illocutionary speech acts, one of which is speech acts in films. The background of this research is because the film Mariposa by Alim Sudio found many sentences or utterances that refer to the type of illocutionary speech act. This study aims to analyze and describe the types and forms of illocutionary speech acts that exist in the speech of the characters in the Mariposa film. The research method in this study used a pragmatic and qualitative research form. Based on data analysis, it was found that in Alim Sudio's Mariposa film there are 50 illocutionary speech acts which include representative speech acts, directive speech acts, expressive or evaluative speech acts, commissive speech acts, and declaration speech acts. The representative speech acts in Alim Sudio's Mariposa film consist of fifteen utterances. There are sixteen directive speech acts in Alim Sudio's Mariposa film. There are eleven expressive or evaluative speech acts in the Mariposa film by Alim Sudio. There are four commissive speech acts in Alim Sudio's Mariposa film. There are four speech acts of declaration in Alim Sudio's Mariposa film. Then, the benefits of research on illocutionary speech acts in Alim Sudio's film Mariposa are to have a critical understanding, broaden horizons, increase knowledge and knowledge from analyzing illocutionary speech acts through films.

Directive Speech Act Analysis in I Still Believe Movie’s Utterances

In order to understand about speech act, there is a need to find a good source in finding speech act. Movie is a good source in finding speech act because movie provides many utterances produced by movie’s characters that represents various speech acts. Moreover, this research intends to find out the directives speech act found in the utterances spoken by the two main characters of I Still Believe movie. Furthermore, the result of this research shows that there are 36 directives speech act found, and those utterances considered as directives speech act are in the form of invitation, order, and request. Therefore, the functions of the utterances considered as directives speech act in this research are to invite, to order, and to request. For any further research, other researchers may conduct similar research about speech act in movie but the focus can vary on other type of speech act.

ANALYSIS OF FIERSA BESARI SPEECH ACT ON YOUTUBE PLAYLIST “EPISODE SEBUAH JURNAL” PRAGMATIC STUDY

This study aims to analyze and describe the form of illocutionary speech used by Fiersa Besari in the social media Youtube. This study uses a descriptive method to achieve research objectives following the problem under study. This research with a qualitative approach uses the descriptive method. The data source used is the video in the “Episode of a Journal” playlist on the Fiersa Besari Youtube social media. This research data are fragments of words or sentences included in the type of illocutionary speech act. Based on the study results, it can be conveyed that the analysis of Fiersa Besari’s illocutionary speech acts in the “Episode of a Journal” playlist on Youtube social media serves to make the result of the illocutionary speech acts found in the video even better. The use of illocutionary speech acts in Fiersa Besari’s video in the “Episode of a Journal” playlist found four types of speech acts: assertive speech acts, directive speech acts, expressive speech acts, and commissive speech acts. The most common speech acts, while the least found, were commissive speech acts.

Organizational and methodological aspects of learning the language of urban spaces in the course "Russian as a foreign language"

This work is devoted to the organizational and methodological (linguodidactic) aspects of learning the language of urban spaces in the course of Russian as a foreign language. The main problem of this phenomenon is that urban spatial nominations belong to the area of so-called linguistic universals and therefore are practically not considered by linguists. Nevertheless, this pragmatically marked linguistic component allows us to identify the specifics of the national picture of the world and characterize the national and cultural identity of the city as a unique semiotic system. As the main research method, an empirical (review-analytical) review of the literature on this issue is used. It was concluded that the linguodidactic aspect of research on the thematic group of urban spatial nominations should be based on the scientific and linguistic foundations of the comparative typology of the native and learned languages in its current state, include the study of the interaction of the language substrate (in its exact definition) with the language system and different types of speech activity in the target language.

Achieving personal educational results of secondary school students in the conditions of integrated informatization in teaching Chinese as a foreign language

The problem and the aim. One of the problems of modern linguodidactics is forming and evaluating schoolchildren’s personal educational results. The process of learning a foreign language, including Chinese, has a potential to develop corresponding personality characteristics. However, in the context of society globalization and informatization there are special factors that should be taken into account when developing and implementing electronic educational tools. The purpose of the article is to explore the potential of educational electronic resources of integrated informatization in teaching Chinese as a foreign language to achieve personal educational results by secondary school students. Research methods. Theoretical analysis and integration of literature are used in describing the conditions for effective teaching the Chinese language, the problems of achieving students’ personal educational results. 52 students from the Vyatka Gymnasium of Humanities were involved in the experiment. Learning Chinese as a foreign language was supported by an electronic educational resource developed according to the principles of a web quest. Additionally, the following services were used: Coursera, LearnYu, eChineseLearning, etc. The program was designed taking into account the structure of the teaching materials by M. B. Rukodelnikova, O. A. Salazanova, L. S. Kholkina. At the stage of diagnosis, the method of expert assessment of the formed value attitudes was used (N. A. Alekseeva, E. I. Baranova, E. N. Stepanov). Pearson’s criterion χ2 (chi-squared) was used for statistical data processing. Results. The principle of the complexity of the means of informatization is that: continuity and consistency (hieroglyph, word, phrase) is realized; the ideographic, root-isolating, tinted, syllabic character of the Chinese language is taken into account; intra-subject (person, house, school, city, country, world) and intersubjective connections are supported; personality development (mental processes, communication skills, etc.) and types of speech activity (speaking, reading, listening, writing) are accompanied. Secondary school students of the experimental group used a means of integrated informatization at all stages of teaching Chinese as a foreign language (speaking, listening, reading, writing, intercultural communication and collaboration). The assessment of achieving personal results was made and statistically significant differences in the qualitative changes in the pedagogical system were revealed, χ2observ. 2 > χ2critic0.05 (9,880 > 9,488). In conclusion formulates the types of activities, types of interactive exercises in the information environment that work most effectively to achieve personal educational results.

Emotional Dominance as a Structural Factor of the Translation

The article discusses the role of some factors that regulate the perception and understanding of the text. Extralinguistic factors are considered less-studied which makes the analysis presented in the article quite relevant. Modern science actualizes the interconnection of affective and cognitive processes of a person. Emotions play an important role in all types of man’s activity. Translation is one of the types of speech activity and is influenced by the general rules of psychic activity. Besides, translation is regulated by emotions. The level of a foreign text perception depends on the nearness of the emotional and the conceptual systems of the original and the translation text authors. Emotions are presented in the text by language units. They also actualize its meanings. The emotions of the fiction text author are of the paramount importance. The leading emotion builds its emotional dominance while the dependent emotions represent the emotional dominance modification.

Manifestation of Cocoa Commodity Issues: A Pragmatic Analysis of a Comparison of Newspaper Headlines between Malaysia and Indonesia

World Bank (2020) show a total of 570 million agro-commodity farms are managed by smallholder communities across the globe. The involvement of smallholder communities in the field of cocoa ventures in terms of productivity issues, challenges and constraints through pragmatic analysis of newspaper headlines to preserve cocoa commodities is very poorly explored. Meanwhile, the mass media through the role of the press in channeling information on agricultural development education is very significant to the smallholder community. Thus, this study aims to analyze a pragmatic comparison of the presentation of cocoa commodity issues through the type of speech act in newspaper headlines in Malaysia and Indonesia. Quantitative and qualitative research approach through content analysis were used to analyze the theme of cocoa commodities in selected newspaper headlines in Malaysia and Indonesia. Data related to cocoa commodity issues were gathered randomly covering 50 data from the Malaysian newspaper and 75 data from Indonesian newspaper. Newspaper headline data from 2017 to 2021 were analyzed using thematic analysis techniques through the framework of Speech Act Theory (Searle 1969). The results of the study found that a total of five types of speech act are often used in newspaper headlines related to cocoa commodities in Malaysia and Indonesia. The findings of the study in Malaysia showed that the type of assertive speech act (48.0%) was dominant compared to the type of speech act that is directive (10.0%), commissive (22.0%) and declarative (20.0%). Meanwhile, in Indonesia, the findings found that the type of assertive speech act (48.0%) was dominant compared to the type of speech act that is directive (13.3%), commissive (16.0%), expressive (10.7%) and directive (12.0%). Clearly, comparative study between the two countries shows that the type of assertive speech act is more dominant in the manifestation of cocoa commodity issues. It is in line with the function of the press to report on the development of the country's agricultural sector.

TEACHING GRAMMAR ON ESP CLASSES

The article deals with teaching grammar on English for specific purpose classes at those higher educational institutions that do not have languages as their majors. The author points out that textbooks in English for specific purposes do not contain any grammar materials or cover just main points paying little attention to grammar practice. Some of them has grammar references where students can learn some basic information about grammar structures but there are no practical activities. The article emphasis that nowadays communicative approach is prevailing so teaching grammar should be based on it as well. The formation of students’ grammar skills is a burning problem, as it requires an integrated approach. The author underlines that the communicative goal of learning grammar allows forming the basic requirement for grammatical material to be mastered: it must be sufficient for the use of language as a means of communication and real for learning within the program. Grammar skills are components of different types of speech activity, and therefore they differ depending on the type of speech communication. Studying grammar helps to systematize students’ knowledge. However, grammatical rules must be understood, so a communicative principle forms a habit and gradually it becomes automatic. The author proposes a rough plan how to work with grammar topics based on texts on ESP classes which consists of the chain of logically and methodically connected activities aimed at efficient and lasting acquisition of knowledge. The author concludes that such grammatical drillings will be of great help in ESP classes because it does not only help to introduce a grammar topic and to revise vocabulary but to motivate students making their conclusions, develop critical thinking, make them using grammatical and lexical materials together that allows getting fluency and accuracy.

Развитие письменной речи учащихся: методический потенциал аналитических заданий

The paper examines methodological conditions necessary to achieve the expected learning outcomes of studying Russian as a school subject. To be more specific, careful attention is paid to such aspects of teaching school students as written text creation, analysis, and assessment of their own and other learners’ speech acts from the standpoint of the communicative task, situation, and the conditions of communication. The performed analysis of learners’ final (‘December’) essays and detailed (comprehensive) answers written in the Unified State Exam (EGE) in the humanities testifies to the existence of serious shortcomings in teaching school students to produce written speech spontaneously. One of the most significant problems is the mass creation of pseudo-texts by school students in conjunction with written speech templating. The major reasons for this phenomenon lie in methodological flaws such as the replacement of writing skills formation by preparation for a specific essay type. Other flaws consist in the lack of attention to the specific features of writing as a speech activity and in the prevalence of teaching practices related to producing texts on the basis of clichés and templates suggested by the teacher. The aim of the paper is to substantiate the point that teaching writing will only become effective in case learners are aware of the specific nature, features, and laws of writing treated as a type of speech activity. The analysis of methodological research into learners’ speech development issues, works on speech studies and the psychology of speech combined with a comparative analysis of learners’ detailed written answers enabled the author to obtain the results presented in this paper. The method employed in the study is modelling a system of tasks on the basis of a rhetorical approach. The analytical tasks described in the study are specially tailored for school students. Doing them, learners will definitely gain an insight into the dialogic nature of written speech as it is addressed to an ‘imaginary interlocutor’. They will also become aware of the distinctive features of a writing person’s motivation as well as primary objectives that have to be achieved at each stage of writing. The excerpts from school-leavers’ essays with comments made by the author confirm the effectiveness of the proposed methodology.

Методические аспекты развития критического мышления студентов факультета иностранных языков направления подготовки «Педагогическое образование»

We focus on the problem of the need to develop critical thinking of ESL students majoring in Pedagogical education and the insufficient development of theoretical and technological tools for the effective implementation of this process. Taking into account the peculiarities of pedagogical foreign language education, the authors view critical thinking as a special kind of thinking aimed at solving the most significant educational, developmental, cognitive and educational tasks. We believe that this type of thinking should be based on the implementation of analytical mechanisms that ensure the establishment of regular connections between all components of the process of foreign language education and the introduction of a system of methodological tools aimed at the development of critical thinking skills. We highlight the problem of developing critical thinking based on the use of a system of methodological tools implemented in all types of speech activity – listening, speaking, reading and writing. The purpose of this research is to present the technological aspects of the development of critical thinking in pedagogical foreign language education and the development of educational and methodological support aimed at the implementation of this process in training future ESL teachers. The novelty of this study lies in the fact that it presents examples of specially designed exercises for the development of critical thinking in all types of speech activity. Such exercises should be used in the process of training future foreign language teachers in order to form and develop their critical potential.

О корпусе речевых образцов с ошибками в употреблении русского языка как иностранного: способы представления данных и параметры глубинной разметки

The purpose of the study, the results of which are presented in the article, is to develop the optimal composition and method of presenting data in the developed corpus of Russian speech samples with errors made by foreign students. The development of such a corpus is conditioned, firstly, by the need for a scientific description of erroneous linguistic expressions, as all significant facts of the use of the language are currently being described, and secondly, by the need to create a unified database of systematized data on errors in the speech of Russian language learners for linguodidactic purposes. The creation of such a corpus requires an in-depth description of errors in speech, therefore, in this article, it is proposed to describe an erroneous linguistic expression as a violation of a certain language norm, a certain semantic, morphological, syntactic or lexical language model underlying the normatively correct expression, indicating the type of speech activity, speech situation, native language, specialty of the student. Within the framework of the task of creating a corpus, an error is understood as a failure at a certain level of speech generation, therefore, the model for describing errors is based on the model for describing language expressions developed by domestic researchers when creating an explanatory-combinatorial dictionary. The model of deep annotation of erroneous expressions proposed in the article includes schematized models of semantic representation, syntactic and lexical compatibility (depending on the nature of the error) of a linguistic expression, which is intended, on the one hand, to accurately localize the error in the use of the language, on the other hand, to serve as educational material in linguodidactics. It is concluded that when a statistically significant number of annotated samples with errors in Russian speech made by foreign students is reached, these corpora may well be used as a source of empirical data for a comprehensive scientific description of the facts of linguistic reality. It was also concluded that for the proposed corpus to be viable, it must be an open system that involves the inclusion of new description parameters in deep annotation.

Features of newspaper headlines in the Russian-language press in Armenia

The coverage of significant world events in various mass media and the attitude of the journalists differ substantially. Newspaper headlines give the opportunity to navigate in the information flow and find the most important and interesting information. The headlines of the Russian-language newspapers in the Republic of Armenia are analyzed. The relevance of the research lies in the need to study headings from the point of view of their functions, grammatical structure, the use of punctuation marks in them, and their semantic components. The aim of the study is to identify and describe the grammatical, semantic, punctuation features and functions of headings in the Russian-language press in Armenia. The following methods were used: continuous sampling, statistical, descriptive, including methods of observation and comparison, component analysis, comparative analysis. The research material included the articles of the newspapers Respublika Armenia and Golos Armenii of June - July 2021. Based on the results of the research, the following conclusions were made: in the Russian-language press of Armenia, all types of sentences are used as headlines; almost all punctuation marks are used in the titles; headings form thematically organized groups. The peculiarities of the headlines of the modern Russian-language press in Armenia are determined by such factors as the tendency of the language to expressiveness, dialogue, democratization, creativity and the author's principle in the design of the heading. Taking into account the tendency to change the proportion of types of speech activity and highlight the most demanded and important at the present time - reading, the study of the linguistic features of the newspaper and journalistic style, in particular the headlines, is very relevant. The results of the study are promising, since they make a significant contribution to the study of the modern Russian-language press in the Republic of Armenia.

PECULIARITIES OF FORMING FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE IN PEDAGOGICAL INSTITUTIONS OF PROFESSIONAL PRE-HIGHER EDUCATION

The article deals with the peculiarities of forming foreign language communicative competence in English classes in pedagogical institutions of professional pre-higher education. The term of foreign language communicative competence is presented from the point of view of Ukrainian and foreign authors. The factors that complicate the process of forming foreign language communicative competence are identified. The priority principles of foreign language teaching which have a positive effect on the formation of foreign language communicative competence are described. The article analyzes the key approaches to foreign language teaching (system, activity, competence, contextual, person-oriented, communicative) and substantiates the necessity of their complex application. It focuses on the importance of creating a communicative context in which language material (phonetic, lexical, grammatical) is acquired and all types of speech activities (listening, speaking, reading, writing) are carried out. It emphasizes the advantages of using innovative teaching technologies: gaming, interactive, information and communication, project-based and problem-based learning, learning through discussion and cooperative learning. The teaching methods and techniques used in English classes at the pedagogical college in order to form foreign language communicative competence are characterized, the examples of exercises and tasks are given. It is come to the conclusion about the advisability of following the principles of foreign language teaching, applying effective approaches to teaching, creating a communicative context in classes, implementing innovative technologies and modern teaching methods in the process of forming foreign language communicative competence as an important component of future teachers training in institutions of professional pre-higher education.

LINGUISTIC AND INFORMATIVE FEATURES OF STUDYING THE THEME “PROFESSIONAL COMMUNICATION A PHYSICIAN AND A PATIENT WITH SYMPTOMS DISEASES OF DIGESTIVE SYSTEM’S ORGANS” OF DISCIPLINE “PROFESSIONAL MEDICAL COMMUNICATION OF A DOCTOR WITH A PATIENT IN UKRAINIAN

The article presents educational, informative and methodical materials necessary for studying the theme “Professional communication a physician and a patient with symptoms diseases of the digestive system’s organs” in classes on the discipline “Professional medical communication of a doctor with a patient in Ukrainian language”. The complex of tasks is aimed at the development of students’ communicative skills and abilities: to study the vocabulary to denote the organs of the digestive system, gastrointestinal diseases; be able to build monologue and dialogic expressions that describe the causes and symptoms of the digestive system’s diseases, using learned lexical units and phrases; to develop skills of collecting the anamnesis of gastroenterological diseases; memorize phrases and sentences for first aid in food poisoning, in emergencies during stomach pain; to create modern informative and expert systems for developing lesson’s materials. The proposed system of tasks will help to master the skills and abilities to communicate orally and in writing in accordance with the goals and social norms of speech behavior in typical spheres and situations. Taking into account different methods and forms of work, the tasks with which it was possible to ensure the active participation of each student in the class, to stimulate interest and desire to study medical terminology in accordance with the topic of the class are singled out. It was suggested a variety of test and creative tasks to check the knowledge of the student’s studied topic.
 The materials described in the article are intended for foreign students of medical specialties who speak the language at a sufficient level. Tasks selected on the basis of four main types of speech activity (listening, speaking, reading, writing) will help foreign students not only to expand their vocabulary, but also to achieve social interaction in a foreign language professional sphere.

Teaching Russian as a Foreign Language with the Use of LearningApps Service

The article describes the experience of using applications of the LearningApps service in the practice of teaching Russian as a foreign language (hereinafter - RFL) to students of the Institute of International Education, Henan University of Science and Technology in the 2018-2020 academic years. The relevance of the topic is due to the lack of a comprehensive description of the potential of the LearningApps service simulators in traditional and distance teaching of foreigners. The purpose of the article is to show the possibilities of LearningApps service simulators as an accompanying electronic resource in teaching various aspects of RFL. The study of the service teaching potential was carried out using the analysis of scientific literature and the study of the service functionality, observation and generalization of pedagogical experience, conversations with students and teachers. In the course of the study, the positive and negative aspects of the resource under consideration were identified. Its advantages for a student are interactivity, individual trajectory of the student's performance, the possibility of receiving prompt advice and multiple execution, game form, availability of a large variety of task templates (more than 20). The advantages of the resource for a teacher are simplicity in learning, lack of linkage of exercises with a certain training platform, which allows including them in printed and electronic teaching aids, availability of ready-made exercises in the public database or possibility to make your own exercises based on them, the ability to use it for different methodological purposes: demonstration, search for information, formation of skills and abilities in different types of speech activity, the possibility of intensive learning of vocabulary, grammar, speaking, listening, control, conducting students individual work, depending on the level of language proficiency. The disadvantages include the impossibility of quick assessment using a point-rating system, the absence of the Cyrillic font in some templates, the absence of some templates in the database. The prospects for using the resource are associated with the need to develop distance learning of RFL.

Практическое применение инновационных технологий на занятиях по иностранному языку у студентов инженерных специальностей

The purpose of the study is to consider the theoretical aspects of innovative education, as well as to analyze the practical application of innovative technologies in foreign language classes for students of engineering specialties. The article notes that innovative educational technologies are based on three interrelated components: competence-based approach; modern teaching methods; modern learning infrastructure. Scientific novelty lies in an attempt to analyze the innovative practice of teachers and determine the main advantages of innovative technologies in teaching a foreign language to students of technical universities. As a result, such advantages of these technologies were identified as the development of all types of speech activity of students, an individual approach to learning, an increase in motivation for learning a language, the ability to express oneself creatively, the formation of a personality capable of solving professionally oriented tasks.

A SET OF ACTIVITIES FOR THE FORMATION OF PROFESSIONAL COMMUNICATIVE COMPETENCY OF FOREIGN STUDENTS STUDYING AT THE MEDICAL SPECIALTIES IN HEI

The article is devoted to such an important aspect of future medical specialists’ professional activity as communication. It is a tool for diagnosing and solving morphological-anatomical, psychological, therapeutic, field-specific tasks, when the specialist uses terminological and professional communication (doctor’s communication with a patient and his/her family, medical staff). The essence of the concept «exercise» is considered. The focus is on the methodological effectiveness of the developed set of activities aimed at the formation of professional communicative competency of foreign students of medical specialties during the classes of Business Ukrainian Language in higher education institutions. The didactic material involved corresponds to the educational purpose and educational objectives. It is mentioned that each exercise has a clear structure: 1) purpose – the formation of future medical specialists’ business communication skills (providing arguments, learning techniques and rules of reasoned discourse, discussing issues in an effective and rational way, answering questions clearly, effective interaction, group decision-making, generating ideas, modeling professional activities to find the most constructive models); 2) tasks aimed at producing their own language and speech patterns; 3) guidelines and models for the task; 4) materials that imitate the subject and social contexts of professional activity, promote the development of various types of speech activity (listening, speaking, reading, writing). Doing the activities, students simulate professional communicative situations. It requires them to analyze theoretical knowledge, which is the basis for making effective decisions.

Slurs Subordinate by Cueing the Ideology

In recent years, a number of authors (e.g., Rae Langton, Mary K. McGowan, and Ishani Maitra) have tried to understand sexist and racist hate speech using John Austin’s speech act theory. These authors agree that acts of hate speech subordinate in two senses: on the one hand, they cause subordination insofar as they have subordinating causal consequences. On the other hand, they also constitute subordination insofar as the speech acts themselves, i.e. independently of their causal consequences, subordinate in some sense. However, there is disagreement about how exactly subordination in this latter sense is to be understood.
 My proposal builds on and refines that of Rebecca Kukla. Following Kukla, I assume that central cases of hate speech are, regarding the type of speech act, interpellations or vocatives, and that slurs are interpellations with a certain kind of content. An interpellation is a speech act of hailing another person, using a social role or identity she has, such as “Hi, Eli!” or “Officer, …”. Slurs are speech acts of the same type, however, with a derogated, subordinated social role as their content. I adopt Kukla’s general theory of speech acts to analyze interpellations. According to this theory, speech acts strive to change the normative commitments and entitlements of others. I argue that in the case of interpellations, this normative output is best understood as a call on the addressee to activate an identity or a social role she already has, according to the ideology, but which she may not be actively playing at the moment. I argue that no special authority is required to make such a call.
 I then propose an explanation of the sense in which slurs constitute subordination. Applying the analysis of interpellations, we can see that slurs call upon the addressee to actively play a derogated social role she has according to the ideology. In this sense, slurs can be said to cue the ideology, to use Swanson’s suggestive phrase.