DISCOURSE IN COMMUNICATION Текст научной статьи по специальности «Языкознание и литературоведение»

DISCOURSE IN COMMUNICATION

Aliyeva I.

PhD on Philology Baku, Azerbaijan

Abstract

Discourse, discourse analysis, its theory and different features with relevant aspects of linguistics are researched in the scientific thesis paper. Discourse is one of the actual parts of social linguistics that studies language tools involving written and oral text analysis. Therefore, in contrast to text, which is primarily a linguistic category, discourse is founded on a pragmatic category that solves a communicative issue. Furthermore, discourse is a communicative process that arises from a text - "the written or vocal product of a communicative activity" - at a given point.

Keywords: discourse analysis, communication theory, textual linguistics, genre concepts, pragmatic feature, communicative strategy

Introduction

The differences between discourse analysis and textual linguistics, style theory, and communication theory are most relevant in modern linguistics [2,4,5]. Thus, the issue of separation of text and discourse concepts, which is understood as a related phenomenon in modern linguistics, is approached differently in linguistic literature.

Text linguistics is a closely related field. The main difference between discourse analysis and text linguistics is that discourse analysis aims to reveal the social-psychological characteristics of a person, not the structure of the text. Discourse analysis includes written texts, lectures, written speech lists etc., as it can be an analysis of any text, while conversation analysis is a subset that examines two or more people in a conversation. The text referenced any written material that can be read.

Discourse is the use of language in a social context. This is the decisive difference between text and discourse. Discourse analysis is sometimes defined as an analysis of a "trans-sentence" language. ... discourse analysts study them as larger languages flow together. Some discourse analysts examine the larger discourse context to understand how it affects the meaning of a sentence. In general, discourse theory deals with human expressions, often in the form of language. It shows how such expressions relate to human knowledge. ... in other words, discourse theory deals with the issue of power, often the issue of institutional hierarchy.

Text analysis is the analysis of text to extract machine-readable facts from the text. The purpose of text analysis is to create structured data from free text content. This process can be imagined as splitting a heap of unstructured heterogeneous documents into data that is easy to manage and interpret.

Study analysis

The transition to the study of discourse is associated with the transition of research interests beyond the analysis of the structure of the text or to super-textual relations, the processes of creation and interpretation of meaning and texts [2, 85]. "Interpretive approach" (V.Z. Demyankov's term) is associated with the understanding of the conversation "in front of the mind of the translator" (expressed in the form of speech or text) [2,

95]. Linguistic analysis of the text includes intra-textual relations, inter-level relations, etc. discourse analysis also includes the analysis of external communicative conditions that influence the formation, implementation, and interpretation of discourse. As a result of the interpretation of the discourse, taking into account not only internal but also extralinguistic factors, "the meaning of the reference is eliminated, the communicative purpose of each sentence is determined and all the spoken dramaturgy is clarified step by step".

Given the communicative and pragmatic features of the poetic avant-garde, it is important to emphasize the key parameters that make it possible to distinguish between discourse and text, such as active influence discourses. The main differences between discourse and text are based on the fact that discourse is based on a pragmatic category that solves a communicative situation, in contrast to the text, which is mainly a linguistic category. For this reason, discourse is a text that has sunk into a state of communication [4; 54] that is, it is understood as a text related to various extralinguistic factors: socio-political, cultural, psychological, etc.

Many researchers claim that a cause-and-effect relationship is established between debate and text: discourse is a communicative process that emerges at a certain stage as a result of a text - "the written or oral product of a communicative action" [1, 4, 6].

Yu.S. Stepanov notes the inviolability of a functional style of discourse, its extreme genre and its extreme style [9, 38]. In the middle of the twentieth century, in parallel with the transition from the structural to the communicative-functional, speech and anthropo-centric paradigm of linguistics, new linguistic trends emerged: pragmatic, psycholinguistic, functional grammar, discourse analysis, etc.

M.N. Numerous works, including research developed by Kojima under the guidance of functional sty-listics, have been devoted to the problem of distinguishing between discourse and functional style. It is possible to emphasize the main points of similarities and differences between these areas. Both directions are interdisciplinary (based on a set of different disciplines) and procedural (dynamic development of the process of speech thinking and its reflection in the structure of the

text and textual communication, forming the basis for the study of discourse and functional styles.

Differences in the separation of discourses and functional styles, the main categories of conversation analysis affecting communication and an unlimited number (political, economic, legal, medical, etc.). The main criteria of functional stylistics are "the various forms of the objective world and social life that arise in the process of practical activity, reflected in the minds of people" [8, 15]. These criteria led to the development of a limited classification of objects of study of functional stylistics (according to the classification of G. Ya. Solganik daily, scientific, official, journalistic and artistic [3, 56]). According to A. A. Kibrik, functional style, genre, mode and some other categories can be used as parameters for the classification of discourses. This theory seems fruitful because it allows us to solve the problem of determining the basis for the classification of discourses that remain open in modern linguistics. A.A. Kibrik noted that typical functional styles can be distinguished as discourse prototypes (scientific, journalistic or other characters), emphasizing that functional style is a prototype, not an invariant of expression [5, 13].

Another important issue related to the modern humanities is the difference between discourse and genre. In the study mentioned above, A.A. Kibrik suggests using the genre as a classification parameter in discourse theory, offering several ways to distinguish the genre (extralinguistic, structural, and lexico-grammatical). The problem of using language criteria for the selection of genres according to Kibrik is "within the boundaries of fixed morphosyntactic and lexical features, not with whole discourses, but with presentation types or transition types, ie different lexical and grammatical models.

I.V. Silantyev, who understands this type as "a type of speech in a certain conversation." Silantyev proposes an approach to grouping conversations into genres based on the definition of communicative and textual features [7, 55]. The communicative features of the type cover the deliberate diversity and unity of utterances, and (by P.F. Strauss) the intentional and conditional components are chosen in the communicative aspect. The textual characteristics of the genre characterize an expression in terms of the structure/composition of the text (this seems more appropriate for "higherlevel discourses", such as trade or commerce). Based on the importance of individual communication strategies (e.g., forms of direct exchange of current information typical of everyday conversation and communicative strategy of a daily community of people through fatal communicative acts), communicative strategy ". Thus, the main intentions of lectures, seminars, course-work (direct transmission of new information, exchange of ideas, performance of professional tasks) are a genre and are part of the communicative strategy of such educational discourse.

V. I. Tyupa distinguishes between the concepts of genre and discourse and points to the two meanings of the word "discourse": Discourse II is, as a rule, a space of intertextual communication of different genres, field structure, limited by the regulatory boundaries of socio-cultural practices "[6, 40-41]. because it belongs to a

certain cultural paradigm) and can be explained in the language of rules. Although the genre is heuristic, it is a phenomenon of "creative memory in the process of literary development" (M. M. Bakhtin; cit. on [there 31]). both defining characteristics tend to be applied differently in the same proportion. The discourse that produces this text, in which participants "must take a sufficiently definite position and produce a very specific type of expression," is indeed constructed by a "complex constraint system" (M. Foucault); It is determined by the creative potential of unchanging opportunities. "

V.I. Karasik, participants, chronotype, goals, values, strategy, material, etc. In addition to defining, it also includes a component such as a genre, suggesting a way to describe the structure of institutional negotiations [5, 63]. M.M. Bakhtin characterizes "speech genre" as "certain, relatively stable, thematic, compositional and stylistic expressions" [3, 79]. Despite the long history of the genre term, G. Ya. Solanki notes some problems with the definition of genres at the current stage of development of communication. Referring to media genres, the scientist identifies the following problems: genres and criteria for determining their composition (some scientists identify about 400 types of newspapers); study of the developing modern genre system (disappearance of some traditional genres, penetration of genres, etc.) [4, 23].

Conclusion

Consequently, we should mention some differentiation between discourse and further fields of linguistics such as textual analysis, concepts of genre and communication circumstances. Discourse analysis differs from text linguistics in that it focuses on revealing a person's social-psychological qualities rather than the structure of the text. A discourse community is a collection of people who share a set of discourses, which can be thought of as core values and assumptions, as well as ways of communicating those values and beliefs. Discourse communities, according to linguist John Swales, are "groups that have goals or purposes and employ communication to attain these aims." The term "genre" refers to a group of texts that are similar in structure and function. They are not pre-defined categories, rather they have evolved as the most efficient means of achieving a goal. There are at least three streams of discourse theory: post-structuralist, normative-deliberative, and critical-realist discourse theories. Post-structuralist discourse theory frequently emphasizes the importance of language and communication in determining what is real in a particular society.

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ASSESSMENT OF THE QUALITY OF EDUCATION AT SCHOOL IN THE CONDITIONS OF

DISTANCE LEARNING

Mukhpulova R.,

UIB master degree student #57 school Tuzelbaeva D.

UIB teacher

Abstract

The article discusses the organization of distance learning at school during the quarantine period. Remote technologies that were used in the classroom were a necessary measure, but on the other hand, they require development, on the other hand, they can only serve as an additional educational technology in school education.

Keywords: distance learning, teacher, pupil, school

In recent years, the education system of developed countries has undergone significant structural changes, which are due to the overall impact of scientific and technological progress on the development of society. Currently, a colossal transformation of the education system is taking place abroad due to the introduction of new technologies and the informatization of society. This is due to the fact that widespread traditional curricula can be implemented using distance learning technologies.

The widespread use of distance learning can be presented either as a natural demand of consumers, or as a dictate of the time itself. Distance education turns out to be not just a lucky find of providers who used modern information technologies to meet consumer demand, but a national priority - a reliable tool for the policy of educational expansion, used as a political resource. The state of emergency in Kazakhstan was introduced on March 16, 2020, its terms were extended twice, and this regime was in effect until May 11. Restrictive measures to prevent the spread of coronavirus infection in different volumes and borders of regions continued to operate until the end of 2020 and were extended for several months in 2021. In the first days of quarantine, measures were taken to organize the completion of the third quarter in schools and the transition to distance learning with the start of the fourth quarter of the 2019/20 academic year. The regulatory framework for these measures was the order of the Minister of Education and Science of the Republic of Kazakhstan dated March 14 "On strengthening restrictive

measures to prevent the coronavirus infection COVID-19 in educational organizations during the pandemic."

The next step was the transition to distance learning from the beginning of the fourth quarter. It should be noted right away that a more precise definition is officially used - "organization of training using distance learning technologies", since distance learning is not a legally defined form of education. The transition to this form of education was carried out in all educational organizations, except for remote small-scale schools (with the number of students from 5 to 80), in which traditional education continued. Distance learning was introduced through 1) Internet platforms, 2) TV lessons, 3) a pre-prepared lesson plan on paper (via post offices or courier). The asynchronous version of distance learning was mainly used. Synchronous online learning has been implemented, according to experts, only in 20% of schools, mostly private. The duration of the lessons was set at 30 minutes, TV lessons - 10 minutes. To organize the broadcast of video lessons, various streaming platforms were used: bilimland.kz, daryn.online.kz, etc., as well as TV channels.

For the elementary school, at the request of the parents, there were so-called duty classes in the amount of no more than 15 students. It was in such classes that, in agreement with parents and teachers, a small number of children were tested offline.

In schools with duty classes, computer rooms were prepared with responsible coordinators who noted the level of digital literacy of second-grade students. To reduce the number of contacts, the children completed the