“SPEECH ACT” AS A TEACHING METHOD, REFLECTING THE MORAL SIDE OF STUDENTS SPEECH BEHAVIOUR

Main Article Content

Andrey N. Kokhichko

Keywords

self-determination (identity), “getting through”the world, emotional and semantic experience, thought and speech act.

Abstract

The relevance of the presented study is due to the contradiction between the social order, which determines the strategic goal of modern domestic general education - spiritual and moral development and education of students based on fundamental national (all-Russian, civil, ethnic, Russian) values - and the uncertainty of the “speech act” as the leading teaching method reflecting the moral side of students speech behaviour.


The study purpose is to identify the “speech act” specifics that contribute to the self-determination of students’ personalities in the primary teaching of Russian as a native language. In scientific research, systematic, cultural (cultural-historical), and axiological approaches have been used, making it possible to comprehensively consider the problem of “speech act” as the most crucial factor in the self-determination of the preschoolers and younger students personalities in Russian society.


The study substantiated the need to isolate the application of the “speech act” method in the methodology of preschool and primary general education, reflecting the moral side of the speech behaviour of students. The statement was confirmed that the rapprochement of “speech action” with “speech act” testifies to the underestimation of the “speech act” moral aspect by researchers. The structure, stages and types of “speech act” are revealed.

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