teachers’ marriages: a teacher’s portfolio in the aspect of monitoring the individual trajectory of his professional development.
Thus, the definition of conceptual ideas for applying the indicative approach in the activities of the governing body, as well as the substantive and procedural aspects of design
and use of performance indicators educational institutions and their implementation in practice made it possible to ensure, along with the development of the territorial system general education in general, development professional culture heads of educational institutions as a prerequisite for further changes.
Received 03/04/09.
COMMUNICATION SPACE AS A FACTOR OF TRANSFORMATION OF EDUCATIONAL POLICY OF THE REGION
M. E. Ryabova, A. V. Rodin
(Mordovian State University named after N.P. Ogarev)
The authors examine the essence of the intensification of communication processes that shape the global communication space. Transformations of the regional sphere of education are analyzed. The growing influence of the communication space on educational policy is proven, which creates the prerequisites for an in-depth understanding of the driving forces of development of society as a whole.
Key words: communication space; educational policy; regional educational space; provincial university; the quality of education.
The modern period of development of society is characterized by the complication of the communication space, which has a significant impact on all aspects of the life of an individual, society as a whole, and the structure-forming components of its entire sociocultural system. The activity of communication flows stimulates the formation of a global communication space. The intensification of these processes is so high that it subjugates traditional social institutions. The sphere of education in this sense is no exception. This raises the problem of studying the communication space as a whole as the most important powerful phenomenon of reality from the point of view social philosophy. A critical analysis of the educational policy of the region and comprehension of the universality of the transformations taking place in the communication space
tions, destructive in some cases and creative in others, are the purpose of consideration of this article.
Communication space as a concept and as a problem
The communication space attracts close attention of scientists among the significant social factors that determine the dynamics of the development of society as a whole.
The concept of “communication” (from the Latin soshshishsayo - connection) is interpreted ambiguously in the literature. Its most general meaning is “means of communication, message.” It is often associated with the expression “mass communication” and involves the transmission of a message in a one-way, monologue manner, although it is designed for adequate understanding. In other words, we mean information communication -
© Ryabova M. E., Rodin A. V., 2009
tion, in which the emphasis is on the dissemination and transmission of information. Being a dynamic concept that expands its content, the term “communication” has undergone a rethink. It has absorbed a number of new meanings associated with such an important aspect of human activity as communication. Communication serves as an essential element of public relations, social life in general, a means of regulation and harmonization interpersonal relationships. Understood as a process, it presupposes the participation of subjects and their joint activities. Such communication has a dialogical form and is designed for mutual understanding.
A philosophical analysis of communication is carried out by J. Habermas, who means by it a process-creative, activity-based form of communication aimed at developing new goals and creativity. The significant role of “communication as a productive force”, in the terminology of J. Habermas, lies in the fact that its result is an increase in the language and culture of the subject of this kind of real tension, which can lead to an increase in the creative potential of the individual, to the development of his abilities. The essence of J. Habermas’ concept is not so much the construction of some new social processes, but rather the identification of sociocultural potential, which makes it possible, with the help of communicative connections, to overcome existing crisis situations in an increasingly complex world. Consequently, communication begins to be considered among the basic and central categories for philosophy, as one of the pillars of human life, a means of information exchange, thought-communication within the framework of social action (J. Habermas) and the basis of an existential relationship between people (K. Jaspers).
Manifold public relations comes down to the individual and reflects
First of all, in the process of communication between people, which is realized in the form of exchange of communicative actions. At the current stage of technology development, the global level of communication is becoming qualitatively different. A global communication network is emerging, which is in many ways similar to the human nervous system. This analogy allows the individual to participate and feel the consequences of each of his communicative actions and the actions of others. An “implosion of communications” occurs, or a kind of “explosion inward”, when, due to the rapid compression of space, time and information, an individual located in a certain place can simultaneously “experience” the state of distant objects. In this situation, the coordinates of the “center” and “periphery” are removed. Similar ideas are expressed by D. Harvey in his concept of “spatio-temporal compression,” as well as E. Giddens, who develops the idea of “spatio-temporal distancing.” It can be argued that communication from isolated, isolated flows is drawn into a certain space in which various meanings function. Since meanings belong not to material, but to ideal reality, their movement should be recorded not by material, but by ideal tools, which is the concept of “communication space”.
Communication space serves as an element of the content of a broader concept, as represented in social science and philosophy by “social space”. Associated with it is the emergence of a special approach, called social topology by the French sociologist P. Bourdieu. With the help of social topology, according to the author, “one can depict social world in the form of a multidimensional space, built according to the principles of differentiation and distribution, formed by the totality active properties in the social universe under consideration
meh." The dissemination of meanings in the communication space means their perception by people who are in certain social relationships with the communicants. It is important for the communicator that the meaning of the message reaches people socially connected with him and is correctly understood by them. Otherwise, the resulting interaction will lose the rank of meaning.
The communication space is rapidly absorbing ethnic communication spaces and becoming multi-layered and global. Its main characteristic is the constant increase in information isotropy, which turns it into a space of predominantly mass communications that appeal to the everyday consciousness of the subject of communication processes. In this regard, A. Mol notes that mass communications control the entire modern culture, passing it through their filters, highlighting individual elements from the general mass of cultural phenomena and giving them special weight, increasing the value of one idea, devaluing another, thus polarizing the entire field of culture. What is not included in the channels of mass communication in our time has almost no impact on the development of society. The conclusion that the researcher comes to is very eloquent: “Currently, knowledge is formed mainly not by the education system, but by the means of mass communication.” A contradiction arises between the real communication space and the reality represented by the media. In other words, the mass media form a kind of “source map” as the foundation for the interpretation of reality for subsequent acts of communication. In this context, the conclusion suggests itself about the dual nature of the communication space, which acts as an active factor in social development, stimulating the development of the mind, and at the same time can carry
the opposite trend. The specificity of the main contradiction of the communicative space in relation to the problems stated in this article is due to the struggle between integrative and disintegrative processes in the field of education, which lead to clashes and which humanity needs to resolve before they flow into the plane of reality.
Educational policy of the region
The implementation of state educational policy involves the development by each region, as an equal subject of the Russian Federation, of an independent regional policy, ensuring, on the one hand, the development of an integral regional education system reflecting its specific socio-economic problems, and on the other, the development of a mechanism for integration with the educational systems of other regions of Russia and entering as an integral part of the federal educational space, maintaining its integrity and quality certainty. Currently, this process is complex and contradictory; Accordingly, a theoretical analysis of educational policy in the context of the sociocultural development of the region will allow us to identify the main problems of the latter and identify priority areas their decisions. In order to put together a somewhat complete image of the region and comprehend the dynamics of its socio-cultural development, any attempts to collect specific data on the stated topic and analyze them seem extremely important - after all, it is in the regions that the majority of the Russian population lives, which contains the potential for Russian transformations. Such an analysis is necessary for society to know what the general conditions of development are educational process and what they depend on in the region; what are its main characteristics; what influences from outside and
inside on what is happening with regional educational systems; what should be expected from them modern conditions and in the near future.
The regional educational space is understood as the natural socio-economic system of the region, taken in its relation to education, or a complex of political, socio-cultural, scientific, educational, economic institutions (state and non-state, official and unofficial); education-oriented media; the public involved in solving educational problems; as well as socio-psychological stereotypes that regulate the behavior of people in relation to education, functioning in a particular region. “In essence, the educational space is all physical and legal entities region, the entire region, only taken in a certain aspect - in relation to education."
Thanks to the dynamism of the communication space, today the internationalization of the educational space is becoming an integral feature of higher education. The Russian university system is also undergoing similar changes. This applies to both central universities and those located on the periphery.
Internationalization generally refers to the mutual enrichment of cultures, but in the context of education we are talking about the inclusion of educational institutions in the international educational environment through the mutual exchange of students, teachers, modernization educational process based on international standards, democratization of the entire university system. The internationalization of education is generated by the process of globalization, the end of the Cold War and the revolution in communications. A variety of media, sources of information dissemination (print, photography, radio, cinema, television, video, cartoons)
timemedia computer systems, the Internet, etc.), communication technologies daily adjust and expand the communication space of the educational institution and, of course, all its subjects: teachers, students, parents, administration, the public, etc. Such a rich communication field, on the one hand, is a dominant factor in shaping the worldview of its subjects, and on the other, provides conditions for the development of the communication space of the sphere itself education.
The radical changes taking place in the world challenge all social institutions, including higher school. This is especially true for provincial universities due to their greater vulnerability to inevitable painful changes compared to central ones.
A provincial university is a peripheral university, located, as a rule, far from central universities, with a relatively small number of students. Such institutions have a low rating and are poorly connected with the outside world. Many regional universities have to look for ways to adapt to the new situation. In this regard, the problem of transforming peripheral universities from provincial to modern through inclusion in the international educational environment is emerging. The essence of the problem is that the Russian university educational infrastructure in the provinces is a “bloated” system, poorly adapted to the market. The management of the university, the staffing of teachers, and the pedagogical system of suppression of personality prevailing in most universities make the provincial university a dinosaur in the information age. There is a huge gap between training and the needs for specialists in the region. There is a contradiction between the real educational space and the existing education system in the region. In fact, the periphery
A new university lives in another dimension of time, poorly responding to the challenges of the external environment and producing products that few people need.
Quality of teaching staff training
It is not customary for us to discuss the quality of work of teaching staff, and especially the level of their education. Meanwhile, the modernization of the Russian education system today rests on the main problem - personnel. In this regard, the question of the prestige of the teaching profession is relevant. Over the decades, its popularity has steadily declined, reaching in the 90s. extremely low level. There is nothing surprising about this. Modern Russian society is experiencing a deep crisis. A large-scale decline in living standards is associated with a change in the status of many professions, especially in areas financed by the budget. Among such professions, one of the most significant places is occupied by teaching. The teacher’s financial situation is such that in order to provide himself with a living wage, he needs to have additional income. And this is a serious problem, since the work of a teacher requires maximum energy dedication. The role of the teacher is significant in almost any historical context. But today his position in society and the prestige of the teaching profession are not adequate to the significance of this activity. It is also necessary to realize that the prestige of the teaching profession depends on the qualifications and personal and professional qualities of each teacher. The peculiarity of such activities requires deep knowledge and skill, which must be supported by systematic and continuous education.
What is the essence of modern education? This question can hardly be answered exhaustively. It's more about waking up
to a special kind of reality of human existence, to the human roots of such a cultural phenomenon as education. The word “education” has the root “image”, and image, according to Plato, is the external revelation of the essence. Education in its deepest sense is the revelation of human essence.
Today you can often hear the opinion that the level of training of teaching staff clearly does not meet the tasks and standards of modern education. Among the determining factors on which the development of Russian education depends is its quality. At the moment, there are significant differences in the understanding and interpretation of the quality of specialist training.
An assessment of the quality of education can be the academic success of students, the results of state exams, student achievements, etc. In other words, it is possible different estimates the same phenomenon. Nevertheless, when assessing the quality of education, it is necessary to take into account at least three points of view belonging to the individual, the state and society. It is known that they do not always coincide. For example, an analysis of studies conducted in the Republic of Mordovia (monitoring of the state certification commission of Mordovia for 2007) showed that as a result of the final certification (the state’s point of view), the training of teaching staff is assessed with an average score of 4.27. But about 80% of parents (370 parents surveyed in Saransk), reflecting an assessment of the quality of education from the point of view of society, consider the actual training of teaching staff to be insufficient. Data from sociological research conducted by us during the 2007/08 academic year on the problem of the quality of primary teacher training (self-assessment) (250 graduates of Mordovia State University were surveyed) indicate that 32% were completely satisfied with their training, 38 were partially satisfied, 4 found it difficult to answer, not satisfactory
us - 26%. The results “speak” for themselves, so some general view of the problem of assessing the quality of education is necessary.
Mordovia, due to the prevailing historical socio-economic conditions, is mainly an agricultural republic, i.e. the bulk of the republic’s population (85%) lives in rural areas, and there is a large gap between urban and rural levels of culture. But today these lines are being erased, which is actively promoted by both the Government of the Russian Federation and the Government of Mordovia. For example, Mordovia has become an experimental platform for the development of new projects that are in demand at the Russian and even international level. The program for teaching children with disabilities at home, via the Internet, received great public attention. 6 million rub. The Head of the Republic of Moldova N.I. Merkushkin allocated for this significant social project and its developers received another 6 million by winning a presidential grant.
As for the connection between the university and the country's economy, the problem is obvious: is the number of specialists commensurate with the need for them? Currently at Moscow State University. N.P. Ogareva studies over 20,000 students in various specialties. The question of whether they will be able to realize themselves and find work within the republic is quite relevant for modern Mordovia. After conducting a sociological survey among students on the topic: “How are you going to get a job in your specialty after graduation?” the following results were obtained: 48% of students answered that they would not do anything to achieve this goal, 31 - count on the help of friends, 20 - on themselves, 17 - will try to use the media to find a job, 5 - count on a referral from the university, and 3% will go to the labor exchange. An alarming fact should be noted: only every
The fifth graduate of a Mordovian university is working in his specialty. The main reason is lack of demand. This means that in the communication space of the region, the centralized education system is not able to implement the paradigm personally oriented education, fit into the system of market relations, democratize and humanize.
Understanding of this fact has not yet become common property, which is manifested in the weak reflection of the “individual” approach to specific regions in the state regional policy. Therefore, attempts continue to build a new education on the basis of previous technocratic approaches, to revive the system of “social order to education for training”, renaming it a state, regional, municipal order. How will this order relate to Russian realities, in which 80% of enterprises are non-state enterprises; the majority of young people do not intend to leave their regions to continue their education; the unemployment rate is high in most regions, known only to the developers themselves. First of all, this means that when designing a regional educational policy, new, bold approaches are needed, based on a scientific basis and pedagogical experiment, taking into account the peculiarities of its properties and conditions, the diversity of elements and their connections.
LIST OF REFERENCES USED
1. Bourdieu, P. Sociology of social space / P. Bourdieu. - M.: Institute of Experimental. sociology; St. Petersburg : Aletheia, 2005. - 576 p.
2. Giddens, E. The Structure of Society: An Essay on the Theory of Structuration / E. Giddens. - M.: Academic. Project, 2003. - 528 p.
3. Mol, A. Sociodynamics of culture / A. Mol. - M.: KomKniga, 2005. - 416 p.
4. Novikov, A. M. Russian education in a new era / A. M. Novikov // Paradoxes of heritage, vectors of development. - M., 2000. - P. 149.
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Question 45. Communication space. The theory of mass communication and its connection with other sciences.
Communication space
The interaction of socionic types takes place in a certain extended environment, which I will further call communicative space. This space is heterogeneous: its density in different places is not the same, therefore the information exchange of the same types in different places will have different intensity.
Let us assume that communicative space is four-dimensional, like material space. By the dimension of space we must understand the level of stable information exchange, which is separated from other similar levels by a potential barrier of overcoming energy, i.e., the effort required to move from level to level.
In order to determine at what level of space communication takes place, it is necessary to determine two parameters: communication distance (parameter of the extent of space) and communication density (parameter of permeability of space).
From the point of view of the permeability of space, for complete information exchange it is necessary to distinguish between deep and superficial communication.
Close distance means that communication takes place in close contact in space. It is most typical for groups of two to eight people. When interacting over a long distance, sociotypes are separated by a significant distance, determined by social and cultural indicators of development. This distance between people usually occurs in communication groups of more than eight people.
Deep communication means a dense information exchange, when almost all information resources available to a sociotype are involved in communication. A close interweaving of “power lines” of information fields arises, which indicates a high level of trust in the contact.
Superficial communication occurs when available information resources are not fully involved in the exchange. The density of the information flow turns out to be much less compared to the first case. The degree of trust is also low.
First level interactions in the communicative space: the distance is close, but communication is superficial. Has the name physical, since it is characteristic of dense, materially mediated contact of physical substrates (carriers) of information systems. At this level, human natural needs for food, shelter, procreation, production and consumption of material products are satisfied.
Second level interactions in the communicative space: the distance is close, but the communication is deep. Called psychological, since the exchange of intimate, personal information coming from the soul comes first.
Third level interactions in the communicative space: distance is distant, communication is superficial. Called social, since it is regulated by social norms, traditions and rituals, legislation, government institutions etc. This level of communication subordinates the interests of the individual to the interests of society, and therefore is of the most formal nature.
Communication space.
Lecture plan.
Definition of the term.
Primary and secondary communication processes.
Laws of communicative spaces.
Modern communication space of the architect.
* * Definition of the term.
The life of every person is an endless series of different acts of communication - on different occasions, with different people, V different time, with different content, in different places. This leads to the fact that actual reality is literally saturated with communications. Numerous acts of communication form the communicative space of society. Let's dwell on this concept.
Communication space
This is a basic concept for analyzing communication. This is the area where different subjects of society exist, where their needs for communication - influence and transmission of information - are realized. Communication space is a certain “territory”, limited by a time frame, where they operate. communicators those who carry out communicative activities, for which they create discourses (texts for various purposes) and act in accordance with their goals. The structure of interaction between communicators corresponds to the structure communicative act, where the author and addressee of the message are highlighted. A special lecture in this section is devoted to the communicative speech act.
Communication space is the territory of activity of communicators in accordance with their own goal setting, limited by time frames
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* * Primary and secondary communication processes.
The communicative space, according to G. Pocheptsov, is structured primary and secondary communication processes.
Primary communicative processes represent many facts of communication that actually occur in different areas of life, for example, communication in the field of art, education, interpersonal communications and other diverse events of the surrounding reality. In other words, this is everything that happens in life. Secondary(or post-communication) processes are associated with the discussion or dissemination of information first received through primary process, that is, this is information about past communications, and not these communications themselves.
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Primary communications are a set of actually occurring facts of communication.
Secondary communications – discussion of information about communications that took place.
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The important role of secondary communications is that only they give communicative weight to the various events that have occurred. That primary communicative process is successful, receives resonance in society, becomes known, if it then continues in secondary processes, is presented in different ways, is discussed [Pocheptsov 1998, p. 118]. Thus, a road accident becomes a communicative event only if it became the topic of a report in a newspaper or on television. A natural phenomenon - a flood - will never receive the status of a social event if it does not become a post-communication event, when it is broadcast on radio, television, discussed in newspapers, the Internet, and heard in conversations.
Primary communications in the field of architectural activity are all the variety of acts of professional communication taking place in different territories, in different organizations. The status of secondary communications is such that events become widely known only if they receive discussion in the media, professional communities, in conversations, among architects and other interested parties. There are noisy discussions in television programs and other types of media about the problems of the struggle for the preservation of historically valuable buildings, the restoration of valuable architectural objects, and urban development.
* * Laws of communicative spaces.
Let us turn to the phenomenon of interaction of different types of communication within the communicative space. In progress G. Pocheptsova this interaction is characterized as laws of communicative attraction and repulsion. It is these laws that are decisive for the existence of a communicative space, namely attraction and repulsion different areas communication form modern society as a society of communicating individuals, it is these laws that determine the communicative intentions of people in their rich real activities.
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The laws of communicative attraction and repulsion are the main laws of the communicative space
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1. “Today’s communication space is characterized by borrowing methods , which have received recognition both in one discourse and in another. Politicians use the actor's toolkit to win the hearts of their electorate. Artistic communication borrows the tools of the documentary mode. ...Feature cinema influences television news. It also influences politics when the problem of urban crime becomes the main topic of municipal elections... although this priority is dictated... by the prevalence of the detective genre on screens as the most advantageous from the point of view of the artistic mode" - [Pocheptsov 1998, p. 295].
2. In the communication space there is constant interaction many forms of communication. Numerous types and forms of communication exist here, interacting. For example, people in society communicate by building interpersonal communications that take verbal form. At the same time, there is also professional communication, when communication is mediated, for example, by visual signs (diagram, graph, table) placed in a book. In this case, one can observe the same action of the law of attraction and repulsion.
Vivid examples of the interaction of different communications are provided by modern television - we are talking about such widespread show programs where sports, theater, and circus are combined in one discourse (theater stars, TV presenters become heroes of sports - figure skating, circus performers, famous politicians - stars of musical genres) . The expressiveness of such works is achieved thanks to the play of masks, a kind of carnival technique of dressing up, when recognizable characters perform unusual functions for them: a popular film artist becomes a figure skater, and a TV presenter performs in a circus performance. Television viewers are also involved in the communicative action - they act as recipients on the communicative field, well acquainted with the characters, empathizing with them.
3. Another manifestation of the mutual influence of individual modern types of communication occurs through mythologization different areas of reality « Myths today create the framework of the world in which we live. Myth is one of the hidden phenomena. Additional work is required to identify it,” when it is necessary to become an external observer in relation to the myth [Pocheptsov 1998, p. 355]. Civilization has developed a number of myth-generating machines; they become the basis for the field of advertising and PR.
4. Various communication fields are built using signs different semiotic systems , that is, existence occurs different types communications (a separate lecture is devoted to them), such as, for example, printed works using printed signs, TV and cinema, using audiovisual signs, etc.
A separate area is a field of communication, characterized by its purpose for different purposes - domestic and professional. According to the purpose of our work, we will turn to the features of professional communication serving the activities of professional architects.
* * Modern communication space for the architect.
The communicative space of a modern architect is built as a set of numerous acts of communication. This is a basic concept that denotes the area of communication where different subjects of society exist. In accordance with the topic of our conversation, we will focus on the modern professional communication space where professional architects exist today.
We are talking about the formation of the communicative image of a modern architect. The condition for the correct formation of this image is knowledge of those communicative spheres within which professional communication between specialists takes place. One of the prerequisites for the formation of a communicative professional field in the described field of activity is the observance of communicative unity "architect - city" where the concept of a city is considered in a broad sense: these are people (communicants) - partners, customers, clients, and things (existing and created architectural objects). The unity of this level involves a dialogue between the architect and the city, which ensures the integrity of the urban environment. A description of the features of this communication space is given in the article: [Lazareva E.A., Volchkova I.M. 1997].
The modern architectural and construction situation differs significantly from the situation in previous periods and requires active participation client-customer in choosing a building site, planning it, choosing materials, and building design. That is, the client has the right to discuss construction problems together with professional architect. In connection with these new conditions, a completely new nature of feedback arises between communicants: this connection takes on a different character, becoming not regulatory and prescriptive, but recommendatory. This new communication phenomenon has two sides: both positive and negative.
Let us turn to the phenomenon of interaction of different types of communication within the communicative space. The professional communication of an architect is represented by all known types of communication, but the opposition plays a decisive role in it “speech – non-speech” communication.
In nonverbal communication, the entire spectrum of various nonverbal symbols is used to convey information. When talking about the professional communication of an architect, it is important to refer to visual means of conveying meaning. Visual cues are important for conveying the meaning of architectural objects and in the case of constructing text using verbal and visual codes. In the works of U. Eco and Y. Lotman. as shown in the manual by F.B. Sharkov, it is noted that in visual communications it is impossible to isolate discrete meaning-forming elements. Their components do not mean anything in themselves, but appear only in the context of the whole work.
A modern architect is in difficult conditions when presenting his project to the customer-client. The description of an architectural object under construction or just planned is based on verbal and non-verbal codes, but non-verbal elements occupy a predominant position.
The famous theorist of visual communication A. Berger in his book “Seeing is believing. Introduction to Visual Communication” says: “Visual communication plays an important role in the life of every person: all of us, consumers of visual products, watch TV, read newspapers, magazines and books, go to the movies. We live in an “information” society, where the information received is predominantly visual. It is very important that each of us understands the impact visual images have on a person and how to learn to “read” and interpret their various forms” [Berger 2005, p. 18] . From this statement it is clear that the attention paid to modern means of communication, their influencing role, attention to visual communication. This fully extends to the communicative image of a modern architect. It seems necessary in the communicative activities of an architect to take into account the semantic significance of each visual element and the relationships in which it is located.
Test questions and assignments.
● What is a communicative space and what role do primary and secondary communications play in it?
● What laws exist in the communicative space?
●Talk about borrowing techniques from different discourses.
●Comment on the phenomenon of mythologization of different areas modern life
● How are the means of different semiotic systems used in communication?
● Explain the role of visual communication in professional communication architects. Illustrate your story with scenes from your professional activities.
O.V. LUTOVINOVA (Volgograd)
COMMUNICATIVE SPACE OF A VIRTUAL LANGUAGE PERSONALITY
The communicative space of a new type of linguistic personality (virtual) is considered as closely related to its motivational level and reflecting its pragmatic characteristics, as well as possible directions in the study of this phenomenon.
Key words: virtual discourse, linguistic personality, virtual linguistic personality, communicative space, discursive characteristics.
Since the 1980s. in linguistics, the construct of linguistic personality proposed by Yu.N. Karaulov, and today the linguistic personality is considered from the position of its three-level organization, “consisting of verbal-semantic, or structural-systemic, linguo-cognitive, or thesis-urus, and motivational levels.” This model is quite applicable to the study of a linguistic personality immersed in a new communicative space that has arisen in connection with the emergence and active use of new information technologies.
It should be noted here that the communicative space of the Internet is so heterogeneous that it allows us to talk about the emergence of various types of discourse on its basis, such as Internet discourse, network discourse, computer discourse, virtual discourse, etc. The fact that a linguistic personality is formed and manifested in communication is very important for considering it within the framework of any type of discourse, where it represents “the middle link between linguistic consciousness - a collective and individual active reflection of experience recorded in linguistic semantics, with on the one hand, and speech behavior - a conscious and unconscious system of communicative actions that reveal the character and lifestyle of a person, on the other hand.” The purpose of this article is to consider the communicative space of no-
a new type of linguistic personality, virtual, representing the linguistic personality of one or another participant in the virtual discourse, characterized by a displaced real identity in the virtual environment.
The communicative space of a linguistic personality is closely connected with the motivational level, reflecting its pragmatic characteristics, and is “a set of spheres of speech communication in which a certain linguistic personality can realize, in accordance with the linguistic, cognitive and pragmatic rules accepted in a given society, the necessary needs of its existence.” In this regard, researchers of the virtual communicative space will be interested in the following main directions: 1) the virtual communicative space itself as such, which is created and used by the individual; 2) virtual linguistic personality as a specific type of addressee and sender, immersed in the virtual communicative space and having certain pragmatic characteristics.
When studying the virtual communication space, scientists will focus on 1) hypertext as a way of organizing the virtual communication space; 2) a new sociocultural environment influencing changes in the values and goals of the virtual linguistic personality; 3) genre activity of a virtual linguistic personality. Hypertext is a text with a specific structure that represents information in the form of a connected network of nests interconnected by nonlinear relationships in a multidimensional space. The main characteristics of hypertext that distinguish it from text include fragmentation (information is presented in the form of nests, the text consists of links-fragments, and you can start reading it from any link), nonlinearity (you can move in the space of the text in directions not limited to one plane ), infinity (hypertext cannot be read in its entirety, and the concept of its boundaries is subjective), heterogeneity (hypertext is a carrier of multiple information, which is determined by the absence of clearly defined boundaries and center and, therefore, variability of understanding), interactivity (the recipient is not only a consumer of the finished product,
© Lutovinova O.V., 2012
he himself chooses the path he will take in the process of perceiving hypertext, i.e. becomes its creator).
In the process of perceiving hypertext, habitual reading is replaced by browsing - quick reading, or viewing. The interactively user-controlled process of moving in the hypertext information space is called navigation. This is a transition from one fragment of hypertext to another using a hyperlink, which is the most important structural element of hypertext, containing the path for making the transition. Hyperlinks are the framework of hypertext; they structure it and determine user behavior. Currently, the following types of hyperlinks are distinguished: internal and external, simple and extended, absolute and relative, with a visually observable indication of the address and with a description of the content of the hypertext fragment to which the link leads, text and graphic, intratextual and extratextual, associative and structural, leaf and navigational, discursive, broken.
Despite the considerable number of works in which the authors present possible ways constructing hypertext classifications based on certain parameters (T.J. Byers, R. Bodner, E. Breido, P. Brusilovsky, M. Wiesel, S.J. Green, O.V. Dedova, J. Conklin, D. Mayel, S.S. Marshall, P.I. Sergienko, V. Scheltjens, T.I. Ryazantseva, Y. Hartung, M. Chignell, F.M. Shipman, etc.), there is currently no typology of hypertexts, and its creation is one of the priority tasks of hypertext theory.
To date, many works have already been devoted to the study of Internet communication genres in general (N.G. Asmus, E.N. Vavilova, E.N. Galichkina, O.V. Dedova, E.I. Goroshko, L.Yu. Ivanov , L.A. Kapanadze, P.E. Kondratov, O.V. Lutovinova, M.L. Makarov, S.N. Mikhailov, M.Yu. Sidorova, F.O. Smirnov, G.N. Trofimova , L.Yu. Shchipitsina, etc.), however, a harmonious and consistent classification of Internet communication genres has not yet been proposed. In our opinion, modeling the genre space of the Internet is an extremely difficult and probably impossible task. This is due to the complex nature of communication on the Internet. The Internet is a multidimensional entity that contains various types of discourses and forms of interaction. And those researchers who
Those who are trying to create a comprehensive classification of Internet communication genres in general are unlikely to be able to do this in the near foreseeable future. And if the number of genres that can be identified on the basis of the specific structure, compositionality of the text, due to new information technologies (such as e-mail, chat, forum, blog, etc.), can still be calculated, then the number of speech genres is so It is great that it is hardly possible to take them all into account within the framework of one classification in the same way as when trying to calculate genres of communication not mediated by a computer. In our opinion, more successful may be those studies in which the object is not the entire communicative space of the Internet as a whole, but only a certain part of it. For example, specific speech genres for virtual discourse are flame, online flirting, virtual romance, flood, spam, creative, and message.
Considering the values and goals of a virtual linguistic personality, we can talk about identifying tertiary socialization, inculturation, self-representation and entertainment. The values of virtual discourse include unlimited availability and speed of obtaining information and making acquaintances, anonymity, absence of spatial boundaries, blurring of distances and erasing the role of the time factor, democratic communication, freedom of expression.
Research into a virtual linguistic personality in the new communicative space will address 1) the communicative competence of participants in virtual discourse, 2) the linguistic personality’s construction of his identity, 3) the self-representation of the linguistic personality, 4) the communicative behavior of the linguistic personality.
Despite the fact that one of the metaphors used to characterize the Internet is a “big dump”, freedom is highlighted as one of the values, often bordering on permissiveness and resulting in the unspoken principle “do what you want”, for successful communication among Internet participants -communication, it is still necessary to be competent regarding what is the norm for a given type of interaction and what can lead to its violation. In other words, a linguistic personality in Internet communication must possess certain knowledge, ideas, abilities and skills necessary for
maintaining communication and exchange of information within the relevant communication situation according to certain goals, i.e. must have communicative competence.
The communicative competence of a linguistic personality consists of three components: encyclopedic, linguistic and interactive. Encyclopedic competence is expressed in a person’s ability to verbally describe the state of affairs in a particular fragment of the world, for example, some subject area. Linguistic competence is evidenced by the ability to use the arsenal of a particular language to achieve one’s goals. Interactive competence is manifested in the ability to establish linguistic (speech or text) contact with a communication partner, maintain or interrupt this contact, while observing the rules and conventions of communication adopted in a given language community. On the one hand, the encyclopedic competence of a virtual linguistic personality does not differ from the encyclopedic competence in a situation of unmediated communication and lies in the presence of certain knowledge on the topic of conversation among the communicants. On the other hand, the encyclopedic competence of the average participant in virtual discourse, compared to the average person not involved in Internet communication, is higher in terms of knowledge in the field of new information technologies and ways of using these technologies.
The linguistic competence of participants in virtual discourse consists of the ability to use verbal means in all the diversity of their grammatical-paradigmatic, semantic-syntactic and associative connections. Since the speech of participants in virtual discourse is a fusion of oral and writing, which includes computer jargon and Internet slang, specific abbreviations and abbreviations of words, peculiar syntactic structures, etc., then for adequate communication on the Internet, a linguistic person must know all these features and be able to correctly use and perceive this new oral and written form of speech. The highest degree of linguistic communicative competence is the ability of a linguistic personality to engage in a language game. Interactive competence in virtual discourse concludes
depends on the knowledge and adequate use by a linguistic person of the rules of netiquette, or netiquette, as well as the ability to communicate in various genres.
By plunging into the world of the Internet, a linguistic person can both remain himself and experiment with his identity. A linguistic personality for whom the Internet represents another additional method communication, does not seek to build an image that is significantly different from her real self. This linguistic personality is quite real and on various Internet resources where her communication takes place, she gives reliable information about herself. however, the physical lack of representation and anonymity of partners in Internet communication give them the opportunity to level out a number of parameters that are an integral part of the linguistic personality in the process of unmediated communication. As a result, a linguistic personality can change its attitude to time and space, be characterized by a high degree of absorption in network activities even in the absence of an ultimate goal, the emphasis of its worldview may shift when orientation towards others in the process of communication is replaced by orientation towards itself, its behavior begins to be characterized by a greater degree of polarity , i.e. falling into some extremes, and her sense of fear for the safety of her own life is dulled. In other words, here a virtual linguistic personality appears, which is not identical to the real linguistic personality that stands behind it. The highest degree of playing with one’s own identity is the creation and management of a quasi-personality by a linguistic personality.
The problem of the identity of a virtual linguistic personality is closely related to self-representation, which is a set of verbal and non-verbal means aimed by a linguistic personality to form a certain impression of himself in his interlocutor. The main means of self-representation of a linguistic personality in the process of Internet communication is its communicative behavior. Only by expressing himself in communication can a linguistic personality be noticed and assessed by communication partners. However, before opening up in the process of communicative behavior, participants in Internet communication need to
We need to attract the attention of potential communication partners. And here we can talk about the use by a linguistic personality of pre-communicative linguistically relevant means of self-representation of the linguistic personality.
Linguistically relevant pre-communicative means of self-representation of a linguistic personality in virtual discourse are 1) a nickname, or network name, which the user takes for identification on a particular network resource, by which he is then named and with which his image within this resource is inextricably linked; 2) an avatar, which is a small picture, the purpose of which is a visual representation of a linguistic personality, and accompanies all user posts in a forum or blog, as well as attached to a profile containing a set of data provided by the user for the initial acquaintance of others with themselves; 3) origin, or signature, attached after the main text of the message in letters or on forums and containing some kind of short statement; 4) the name of a blog or home page created by Internet users. The choice of these means is huge and depends on what goals are pursued by the linguistic personality in the process of Internet communication.
After a linguistic personality declares itself through pre-communicative means of self-representation, it is included in the communication process, during which it also represents itself with its communicative behavior, demonstrating its communicative competence, using the necessary communicative strategies and a certain emotional-style format of communication.
When considering the process of communication of a virtual linguistic personality, it is also necessary to pay attention to the features of its speech behavior and non-verbal components of communicative behavior. The features of speech behavior include specific communication formulas, precedent phenomena and language games. The use of non-verbal components includes the creolization of text through unique emoticons (so-called emoticons) or all kinds of pictures, as well as other multimedia tools.
Literature
1. Karasik V.I. Language circle: personality, concepts, discourse. Volgograd: Peremena, 2002.
2. Karaulov Yu.N. Russian language and linguistic personality. 4th ed., erased. M.: Editorial URSS, 2004.
3. Prokhorov Yu.E. Reality. Text. Discourse: textbook. allowance. 2nd ed., rev. M.: Flinta: Nauka, 2006.
Communicative space of a virtual language personality
There is regarded the communicative space of a language personality of the new type, virtual, as closely connected with its motivation level and reflecting its pragmatic characteristics. There are also suggested the possible tendencies in the investigation of the given phenomenon.
Key words: virtual discourse, language personality, virtual language personality, communicative space, discursive characteristics.
M.A. gulaEVA (Volgograd)
types of refusal to communicate as a communicative act
Refusal to communicate is analyzed from the perspective of communication theory. Types of refusal to communicate are identified, the parameters of this classification are indicated and its components are characterized.
Key words: refusal to communicate, interpersonal communication, communicative act, communicative intention, purpose of communication, ways of expressing refusal.
refusal to communicate, analyzed from the perspective of communication theory, is a complex and differentiated concept. The purpose of this article is to highlight the types of refusal to communicate, to identify the parameters of this classification and to characterize its components.
HISTORY AND PHILOLOGY 2009 Vol. 1
UDC 81.42 T.A. Vorontsova
COMMUNICATIVE SPACE IN THE LINGUOPRAGMATIC PARADIGM
The communicative space is considered in the system of key concepts and categories of linguopragmatics, such as addresser, addressee, speech behavior, communicative intention, communicative strategy. Spheres of the communicative space that are significant for the process of speech interaction between the addresser and the addressee are identified. Communicative and pragmatic types of speech behavior as a tool for the formation of communicative space are defined.
Key words: communicative space, speech behavior, linguopragmatics, spheres of communicative space, communicative-pragmatic types of speech behavior.
The concept of communicative space in linguistics does not have a stable and unambiguous definition. In the general theory of communication, this term can be interpreted extremely broadly as “the territory, the environment within which interaction occurs.” In “Theory of Communication” G.G. Pocheptsov, the communicative space is, in essence, an information space with the only caveat that “in the case of communication, we are already talking about a two-way process, where both the generator and the recipient of information have active roles that shape this communication”
Often the concept of communicative space is actually equated with the concept of discourse. At the same time, the typologization of discourse can have various bases: the dialogical or monological nature of communication (communicative space of colloquial speech); method of communication depending on the type of “technical” information carrier (virtual communication space, Internet communication space); stylistic and functional parameters of discourse (game communicative space), etc.
In a narrower sense, communicative space can be interpreted as proxemic space (actual communicative space) between participants in communication; as the space of a separate text (communicative space of an article).
N.V. Muravyova understands a person’s communicative space as the level of his communicative competence: knowledge and ideas about how it is customary to communicate in a given situation.
Famous literary critic and linguist B.M. Gasparov defines language as the environment of human existence with which he constantly interacts: “Every act of using language - be it a work of high value or a fleeting remark in a conversation - is a particle of the continuously moving stream of human experience. In this
As such, it absorbs and reflects the unique combination of circumstances under which and for which it was created: the communicative intentions of the author, always multiple and contradictory and never fully clear to himself; the relationship between the author and his immediate and potential, close and distant, known and imaginary addressees; all sorts of “circumstances” - large and small, generally significant or intimate, decisively important or accidental - one way or another imprinted in this message; general ideological features and stylistic climate of the era as a whole, and of that specific environment and specific individuals to whom the message is directly or indirectly addressed, in particular, genre and stylistic features of both the message itself and the communicative situation in which it is included; and finally - a multitude of associations with previous experience, one way or another falling into the orbit of a given linguistic action: associations obvious and vague, close or distant, transparently obvious and esoteric, conceptual and figurative, relating to the entire message as a whole or its individual details. The totality and interaction of all these aspects is, according to B.M. Gasparov, and there is a communicative space - a holistic communicative environment, “in which speakers seem to be immersed (emphasis added - T.V.) in the process of communicative activity” (Ibid. P. 297).
According to B.M. Gasparov, for the speaker, the communicative space is a cognitive-discursive space: “In order to create or interpret a message, the speaking subject needs to sense a certain environment to which, in his mind, this message belongs - a kind of broader spiritual “picture of the area” , on which this linguistic artifact is located and fits. Any message occupies some place in a broader mental picture, and its rootedness in a certain mental space largely determines its semantic appearance.” The communicative space, along with the genre characteristics, includes “such properties of a linguistic message as its “tone”, substantive content and the general intellectual sphere to which this content belongs,” as well as the communicative situation “with the whole variety of directly available, implied and the conjectural components that make up each participant’s idea of it” (Ibid., p. 295).
Such a comprehensive linguo-philosophical interpretation of the communicative space in this case is completely justified, since the author’s research task is to give a multidimensional and multidimensional understanding of language in the process of communicative activity. Let us draw attention to the fact that the definition of communicative space given by B. M. Gasparov is largely projected onto the linguopragmatic (pragmalinguistic) understanding of the process of communicative interaction, which is considered in this branch of linguistic knowledge within the framework of very specific concepts and categories.
In linguopragmatic studies, the concept of communicative (communicative-pragmatic) space is defined as a speech situation, including the roles of speaker and listener, characteristics of time and place, rules for coordinating these goals within the framework of the cooperative principle, rules for transferring the role of the speaker from one communicator to another, etc. The linguopragmatic approach to language correlates the communicative-pragmatic space with linguistic (types of speech acts, speech moves, etc.) and mental structures (propositions, presuppositions, implicatures), ensuring purposefulness, expediency and appropriateness, as well as the success and success of communicative actions of each communication partner.
It is important for us important fact is that, with any understanding of the communicative space, the point of reference in it is always the addresser.
According to B.M. Gasparov, it is the cognitive-discursive representations of the speaker that form both the process and the “product” of communicative activity. This is “the author of the message about the real or potential partner to whom he is addressing, his interests and intentions, the nature of his personal and linguistic relationships with him,” as well as “the self-awareness and self-esteem of the speaker, the idea of what impression he and his the message should have an effect on others.”
In the communicative-pragmatic understanding, the speaker is the one who not only creates, but also controls the communicative space. In accordance with this, concretizing the concept of communicative space, we consider it as a zone of real and potential contacts of each of the participants in communication from the point of view of the speaker (addresser).
Creating a harmonious communicative space is the orientation of communicants towards dialogic communication in the broad sense of the word. The conditions for the success of such communication in various aspects have been repeatedly considered in linguistic research. When entering into a communicative relationship, each participant in communication has his own vision of the communication process, his role in it, has his own value guidelines and his own ideas about a particular subject of speech. However, the addressee always bears responsibility for the “quality” of the communicative space in a specific communicative act. It is clear that in direct dialogical communication, both communicants find themselves in this role from time to time (ideally, in turn), therefore, here the communicative space is the zone of mutual responsibility of the participants in the communication.
It is obvious that, with any understanding, the communicative space is multidimensional, mobile, changeable, and cannot be structured, at least unambiguously. At the same time, from the perspective of a specific subject of research in the communicative space, it is possible, with a certain degree of convention, to identify areas related to this subject. Lingvoprag-
The mathematical approach in its broad sense, as is known, studies not only the structural components of the communicative process, but also its discursive characteristics (which, by definition, must include the cognitive aspect)1.
In accordance with this approach, the following areas seem significant to us in the communicative space:
1. The speech sphere itself is relevant in direct interpersonal communication. These are a kind of discursive conventions regarding the speech participation in the communication process of each interlocutor. The boundaries of this sphere are determined by the rules of communication in a specific discourse and the parameters of a specific speech situation. For example, the situation of a scientific conference presupposes, on the one hand, a regulated sequence of verbal participation of communicants (report - questions to the speaker - discussion of the report), on the other hand, in accordance with the conventions of scientific discourse (“no one has a monopoly on scientific truth”) - equal the right to speech of all participants in communication, regardless of positions and academic titles.
2. The axiological sphere of communicative space is considered by us as a system of values and assessments of each of the communicants that is relevant for a given communicative act. The interaction of communicants in this area of the communicative space occurs both during direct (interpersonal) and indirect communication (for example, through the media), when there is no exchange of the communicative roles of the addresser and the addressee.
3. The cognitive sphere of the communicative space is a system of key concepts relevant for a given communicative act, a kind of picture of the world that is represented by the addresser and the addressee within the framework of this discourse. This sphere of communicative space can be defined for any type of communication and for any type of discourse: from private conversations to socially significant types of discourse.
The addresser's (speaker's) idea of the communicative space within the framework of specific communication determines the communicant's choice of the type of speech behavior. Speech behavior is a kind of tool for the formation of a communicative space, therefore the parameters of this concept are fundamentally significant. The fact is that the term “speech behavior”, along with the concepts of “speech activity”, “speech communication”, “communication”, having found itself in the sphere of interests of socio-, psycho-, pragmatic linguistics and the theory of speech acts, is still not has an unambiguous interpretation. .
A number of researchers deny the awareness and purposefulness of speech behavior. R. Jacobson, as you know, argued,
1 In principle, it would be more correct to designate this approach by the term “communicative-discursive” (see: T. A. Vorontsova, Speech aggression: invasion of communicative space. Izhevsk: Udmurt University Publishing House, 2006).
that “any verbal behavior is purposeful.” It is this approach to speech behavior that is characteristic, for example, of sociolinguistics, where speech behavior is understood “as the process of choosing the optimal option for constructing a socially correct statement.” T.G. also focuses on the sociocommunicative aspect, without denying the active nature of speech behavior. Distiller. She believes that “the interpretation of the concept of “speech behavior” should be based exactly as much on the very fact of speech as on the selection of speech means that took place...”. T.G. Vinokur considers speech behavior as a set of speech acts. On the intralingual side, speech behavior is determined by the patterns of language use in speech, and on the extra-linguistic side - by the socio-psychological conditions for the implementation of language activity (Ibid. P. 12).
In linguopragmatics, speech behavior is “understood as a set of conventional (carried out in accordance with the rules) and non-conventional (carried out at will) speech acts performed by an individual or a group of individuals,” that is, awareness and purposefulness are considered as key characteristics of speech behavior. From these positions, speech behavior can be defined as “empirically observed motivated, intentional, targeted communicative activity of an individual in a situation of speech interaction, associated with the choice and use of speech and language means in accordance with the communicative task.”
At the same time, it seems to us appropriate and logical to distinguish between the terms “communicative behavior” and “speech behavior” (not all linguistic studies differentiate these terms). In our opinion, communicative behavior is a broader concept than speech behavior. This is exactly how communicative behavior is viewed, for example, by I.N. Borisova, A.K. Mikhalskaya, N.V. Muravyova, I.A. Sternin1 et al.
Communicative behavior includes non-speech and speech behavior, in turn, the components of speech behavior are intentional and linguistic behavior, i.e. “speech behavior is considered as “a verbalized, verbally expressed part of communicative behavior.” Non-verbal elements of communicative behavior include voice volume, intonation, gestures in oral communication, and images and font type in written communication. Of course, non-speech elements can play an important role in the process of forming a communicative space. However, as A.K. notes. Michalskaya, “in communicative behavior, it is speech behavior that is most important; it is what structures and organizes everything else, but at the same time it reflects the features of the rest.”
1 I.A. Sternin and his followers use the terms verbal communicative behavior and nonverbal communicative behavior to make this distinction (Outline of American Communicative Behavior. 2001. P. 13)
This allows us to say that communicative-pragmatic types of speech behavior are actually the speaker’s attitudes towards one way or another of forming a communicative space. By and large, the addresser (speaker) is guided by one of three settings:
1) carry out an invasion into the communicative space of the addressee, deform it in accordance with one’s own picture of the world, ideas, assessments, etc.;
2) express one’s own ideas and assessments, without trying to significantly change the addressee’s ideas and assessments;
3) create a qualitatively new communicative space for yourself and for him with the addressee.
These attitudes can be projected onto the basic communication strategies: aggression, tolerance and politeness.
Thus, the concept of communicative space is organically integrated into the system of key concepts and categories of linguopragmatics, such as addresser, addressee, speech behavior, communicative intention, communicative strategy. Further research into speech tactics, specific techniques, speech and language means characteristic of these types of speech interaction will ultimately allow us to reach the problem of optimal communication in various types discourse.
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Received by the editor 03/06/09
T.A. Vorontsova, doctor of philology, professor Communicative Space in the Linguistic and Pragmatic Paradigm
Communicative space is viewed within a system of the key notions and categories of linguistic pragmatics: addresser, addressee, speech behavior, speech intention, communicative strategy. Communicative space spheres, which are important for the addresser’s and addressee’s speech interaction, have been outlined. Communicative and pragmatic types of speech behavior as a communicative space forming instrument have been defined.
Vorontsova Tatyana Aleksandrovna, Doctor of Philology, Professor of the State Educational Institution of Higher Professional Education "Udmurt State University"
426034, Russia, Izhevsk, st. Universitetskaya, 1 (building 2)
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