DOI: http://doi.org/10.15350/2409-7616.2022.2.48

UDC 37.025.7

Antonova T.V.¹ (Bryansk, Russian Federation) – E-mail: antonova.antonova22041973@yandex.ru

¹Bryansk State University named after Academician I.G. Petrovsky

Abstract. Politeness acts as one of the most noticeable categories of communication. Nothing is more noticeable in the process of communication than the politeness or impoliteness of interlocutors to each other. Any society welcomes the politeness of its members and condemns impoliteness, although the concept of what actions and words are polite and which are not, turns out to be nationally and even socially conditioned. Politeness is a nationally specific category that is difficult to define unambiguously, especially in an intercultural aspect, since the understanding of politeness among different peoples is different. Numerous publications prove that researchers are interested in this problem. The lack of unity in views on how politeness should be defined, what it is and what are the mechanisms of its action in different cultures, what is the role of this category in the educational dialogue – these aspects also arouse great interest. These provisions determined the relevance of the work. The purpose of the article is to theoretically substantiate the inclusion of the category in an informative educational dialogue, to present the results of an experimental verification of the effectiveness of the developed methodology based on the components of polite speech. The object of the study is an informative dialogue. The subject of the study is the content characteristics of the category of politeness, which make it possible to construct an informational dialogue. According to the purpose and subject of the work, we assume that practical and seminar classes at the university will be productive if verbal means of expressing the category of politeness are used in the learning process, which makes the educational dialogue more natural. The scientific novelty of the research involves a theoretical justification and practical implementation of the elements of the category of politeness in the educational dialogue.

Keywords: thecategory of politeness, interpersonal contacts, the manner of communication, the demonstration of one’s attitude to the interlocutor, educational dialogue, maintenance of social balance, regulation of social distance.

References:

1. Boshkoeva N.L. Exercises for teaching speaking. Bulletin of Bishkek State University, 2020, no. 1 (51), pp. 33-35 (In Russian). URL: https://www.elibrary.ru/item.asp?id=44633967
2. Batkaeva K.T. Development of speaking skills in English lessons using the technology of “learning in cooperation” in high school. Pedagogical sciences, 2021, no. 2 (107),  pp. 6-8 (In Russian). URL: https://www.elibrary.ru/item.asp?id=45772942.
3. Kirakosyan V.A. Blog technology as a condition and means of developing foreign language speaking skills in high school. Pedagogy. Questions of theory and practice, 2020, vol. 5, no. 3, pp. 303-309 (In Russian). URL: https://www.elibrary.ru/item.asp?id=42999930
4. Chaplin E.V. Cognitive interpretation of the act of speaking (on the example of emotional-volitional verbs of speaking). Bulletin of the Moscow State Regional University, 2020, no. 1, pp. 55-62 (In Russian). DOI: https://10.18384/2310-712x-2020-1-55-62
5. Chizhikova S.N., Kolesnikova A.YU. The use of illustrated visualization in teaching speaking in a foreign language. Eurasian Union of Scientists, 2020, no. 4-9 (73), pp. 43-48 (In Russian). URL: https:// www.elibrary.ru/item.asp?Id=44238249.
6. Abdizhalolova Sh.I., Boltaeva D.B. Speaking as a productive skill. NovaInfo.Ru., 2021, no. 124, pp. 29-30. URL: https://www.elibrary.ru/item.asp?id=45580438
7. Abdualiev T.M., Smanova G.I., Tastemir Sh. The impact of game situations on four areas: listening, reading, writing and speaking. Education and science in Russia and abroad, 2020, no. 12 (76), pp. 172-175. URL: https://www.elibrary.ru/item.asp?id=44473756
8. Betyaev M.A. Basics of learning to speak a foreign language. Globus, 2020, no. 7 (53), pp. 19-22. URL: https://www.elibrary.ru/item.asp?id=44063036
9. Grossman P., Franke M., Kavanagh S. Learning to facilitate discussions: Collaborations in practice-based teacher education. Teaching and Teacher Education, 2019, vol. 81, pp. 97-99. DOI: 10.1016/j.tate.2019.02.002
10. Gurbanova S., Ahmadova Z. Teaching the English language speaking in higher schools. Scientific news of Academy of physical culture and sport, 2018, vol. 1-1, pp. 28-31. URL: https://www.elibrary.ru/item.asp?id=42939824
11. Hardman, J. Developing and supporting implementation of a dialogic pedagogy in primary schools in England. Teaching and Teacher Education, 2019, vol. 86. DOI: 10.1016/j.tate.2019.102908
12. Hinojosahttps, D.M. Practice what you teach: Onsite coaching and dialogic feedback to promote the appropriation of instructional strategies. Teaching and Teacher Education, 2022, vol. 111. DOI: 10.1016/j.tate.2021.103582
13. Kasymbekova A.M. The communicative method of teaching speaking. Bulletin of the International University of Kyrgyzstan, 2021, no. 1 (42) , pp. 68-71. URL: https://www.elibrary.ru/item.asp?id=45601176
14. Kudabayeva P.A., Bayanova Z.M. Peculiarities of the formation of lexical skills in speaking a foreign language. Annali d’Italia, 2020, no. 13-2, pp. 39-42. URL: https://www.elibrary.ru/item.asp?id=44265205
15. Marina O.A., Demchenkova O. A. One-minute talk in teaching speaking for specific purposes. Pedagogy and psychology of education, 2021, no. 4, pp. 84-100. URL: https://www.elibrary.ru/item.asp?id=47636105
16. Mykoliv M. Integrated development of speaking and writing competences of prospective university English teachers. Scientific notes of Ternopil National Pedagogical University named after Volodymyr Hnatiuk, 2020, no. 1, pp. 154-161. URL: https://www.elibrary.ru/item.asp?id=44329559
17. Nazarenko I.N. Creative thinking development while teaching English speaking to future software engineers. Current scientific research in the modern world, 2020, no. 2-6 (58), pp. 16-18. URL: https://www.elibrary.ru/item.asp?id=42802515
18. Parker Ch., Bickmore K. Classroom peace circles: Teachers’ professional learning and implementation of restorative dialogue. Teaching and Teacher Education, 2020, vol. 95. DOI: 10.1016/j.tate.2020.103129
19. Pushkina A.V., Krivoshlykova L.V., Larina E.V. Skype technologies in developing listening and speaking skills when teaching English to tour guides. Perspectives of Science and Education, 2021, no. 2 (50), pp. 447-458. URL: https://www.elibrary.ru/item.asp?id=45804558.
20. Ramis-Conde I., Hope A. Training teachers in maintaining equity in the micro-moments of a mathematical dialogue. Teaching and Teacher Education, 2020, vol. 87. DOI: 10.1016/j.tate.2019.102924
21. Rapanta Ch. Can teachers implement a student-centered dialogical argumentation method across the curriculum? Teaching and Teacher Education, 2021, vol. 105. DOI: 10.1016/j.tate.2021.103404
22. Rasulova N. The difficulties of teaching the English language: speaking and listening. Interscience, 2020, no. 20-3 (149), pp. 73-75. URL: https://www.elibrary.ru/item.asp?id=42962773
23. Saidova N.Sh.K., Dalieva M.Kh. Teaching speaking through interactive activities. Young scientist, 2021, no. 124, pp. 41-42. URL: https://www.elibrary.ru/item.asp?id=45580447.
24. Suh, S., Michener, C.J. The preparation of linguistically responsive teachers through dialogic online discussion prompts. Teaching and Teacher Education, 2019, vol. 84, pp. 1-16. DOI: 10.1016/j.tate.2019.04.015
25. Toshmukhamedova M.S.K., Dalieva M.Kh. Communicative approach in teaching speaking. NovaInfo.Ru., 2021, no. 124, pp. 43-44. URL: https://www.elibrary.ru/item.asp?id=45580449

For citation:

Antonova T.V. Functional and semantic characteristics of the information dialogue in the educational process at the university. CITISE, 2022, no. 2, pp.552-568. DOI: http://doi.org/10.15350/2409-7616.2022.2.48