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РОЛЬ ПРАКТИЧНОГО КОМПОНЕНТА В СТРУКТУРІ ФОРМУВАННЯ РИТОРИЧНОЇ КУЛЬТУРИ КОРЕКЦІЙНИХ ПЕДАГОГІВ

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Тарасова В., Ільченко О.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
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issue 4(58)
415-422
EN
The article reveals the structure of the practical component in the system of formation of rhetorical culture of correctional pedagogues. It is noted that the practical component of the correctional pedagogue’s rhetorical culture is one of the main components of the structure of educational activities, including the entire spectrum of speech abilities, as well as the ability to organize communication processes, interact with the subjects of the educational process, to interact with the actors of the educational process, with slight signs include the development of communication, see the options of communicative interaction; assist pupils in solving educational problems, find and fix bugs in tact utterances of others; pick up a convincing argument in favor of its position; openly demonstrate and uphold respect for the feelings and rights of the other person views their position, if necessary; ability to dramatic art. It is noted that an important part of the practical component of the rhetorical culture of the teacher is a speech technique. The characteristic features and voice quality technology are characterized. The author also draws attention to the teacher’s diction as an important element of culture. It is noted that the diction depends on the correct pronunciation of the degree of expressiveness in the pronunciation of words, syllables, sounds in conversation, teaching teacher training material, and therefore, understanding by the audience the content of verbal communication. Considerable attention is paid to self-presentation, because if the child does not like the teacher, or really likes, it has a bad effect on the perception of the meaning of their messages; it is difficult to establish pedagogical interaction with pupils and, as a consequence, it reduces the effectiveness of education and training. The article draws attention to the fact that one of the most important components of the rhetorical culture of pathologists is dramatic art, which involves mastering artistic skills by the students. It is noted that native pedagogy has a number of research works which concern the development of the personality by means of dramatic art. The idea of using the achievements of the art pedagogy in teacher’s training is not new. It is noted that reviewing the status of the research problem allows indicate that the problem of formation of the abilities of performing excellence in the field of professional training of future specialists, including the formation of their rhetorical culture in higher education is not sufficiently developed.
2
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Предикативное слово 'было' в современном русском языке. Норма выражения и границы нормы

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ШАПОШНИКОВ В. Н.
Studia Rossica Gedanensia
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2015
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issue 2
60–72
RU
Норма есть действительный показатель системы языка и место и роль единицы в языковой организации, воплощающейся каждой единицей в ее имманентной сущности и данности как фундаментальных качеств знака. Для типологического ряда знаков актуален вопрос о том, где и в чем именно отличие нормы языкового явления от не-нормы. Границы нормы определяются как сфера действия языковой единицы и пределы знака. Отмечаются аспекты нормы. В языковой структуре предикаты с осложняющим словом «было» и парадигматически соотнесенные средства выражения выдвигаются как объект специального рассмотрения, важный в плане развертывания мысли и развития связной речи. Анализируется лексическая, морфологическая и синтаксическая специфика предикативного выражения в их взаимосвязи. Фиксируются речевые изменения и их системно-структурные основания. Определяется норма языковой системы, новообразования и границы нормы.
EN
The norm constitutes a real indication of the language system and of the place and function of a unit in the structure of the language, which manifests itself in each unit in its immanent essence as fundamental feature of the sign. To a typological series of signs the question where and how the differences between a norm and its absence manifest themselves remains open. The boundaries of the norm are defined as the scope limit of a language unit and a sign. Attention has been paid at the aspects of the norm. Predicates with the complicating word 'bylo' demand special consideration as an important object in respect of the expansion of thought and development of coherent speech. Lexical, morphological and syntactic features specific of predicative expressions are analyzed in their different connections. The linguistic changes of 'bylo' and their systemic-structural foundations are accounted for. The norm of the language system, innovations and the boundaries of norm are defined.
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