Scholarly record

DIALOGICAL ORGANICS OF PEDAGOGICAL DISCOURSE: LINGUO-PRAGMATIC ASPECT

Tatiana Cherkashina, N. Novikova, G. Gubanova, T. Samosenkova, N. Romanova

Abstract

The relevance of the subject and the research problem is conditioned by the following needs: (1) in the sociocultural context, to convincingly substantiate the pedagogical effectiveness of the dialogue system of higher professional education; (2) in the theoretical context, to substantiate the dialogical organics of pedagogical discourse, the methodological provisions of the dialogue concept of education, and radically revise the educational goals and results of training professional managers in the face of increasing personalization of individuals, the demand for their creative freedom and self-worth; and (3) in the educational context, not to reduce professionally significant language training of students-economists to a simplified modification of the classical university model. The article discusses the basic dialogue properties; it is particularly emphasized that the problems of studying the text, discourse and language of the operationalterminological apparatus are connected with the discursive concept of dialogism. The authors presented the results of their experiment on developing dialogical competence, which they understand as the ability of a linguistic persona to speak from the positions of the Author, Listener and Expert. It is noted that the interest of the humanities in the problems of dialogue reflects the polysemy and depth of this phenomenon and proves the urgency of further scientific and practical searches.

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