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LINGUISTIC CHARACTERISTICS OF HUMOR IN SPEECH OF TEACHERS (ON THE BASIS OF MATERIALS OF ENGLISH ANECDOTES) Dubeiko E.E. (Russian Federation)
Dubeiko Elizaveta Evgenevna - English Teacher, ENGLISH LANGUAGE SCHOOL - SKYENG, TYUMEN
Abstract: the article discusses the concept of humor, which is used as one of the tools of pedagogical influence on the process of learning English by students. For the analysis of humor in the teacher's speech, the characteristics and properties of the expression of humor, isolated from English-language anecdotes, were described. For the analysis, we have identified research methods in linguistics and their features. Having studied the possible research methods, we were able to analyze the anecdotes using the method of semantic definitions and contextual analysis.
Keywords: humor, irony, anecdote, speech of teachers, linguistic means, speech acts, metaphors, method, trope, semantic analysis, contextual analysis.
ЛИНГВИСТИЧЕСКИЕ ХАРАКТЕРИСТИКИ ЮМОРА В РЕЧИ ПРЕПОДАВАТЕЛЯ (НА МАТЕРИАЛЕ АНГЛИЙСКИХ АНЕКДОТОВ) Дубейко Е.Е. (Российская Федерация)
Дубейко Елизавета Евгеньевна - учитель английского языка, Школа английского языка Skyeng, г. Тюмень
Аннотация: в статье рассмотрен концепт юмора, который используется как один из инструментов педагогического воздействия на освоение студентами английского языка. Для анализа юмора в речи преподавателя были описаны характеристики и свойства выражения юмора, выделенные из англоязычных анекдотов. Для проведения анализа нами были определены методы исследования в лингвистике и их особенности. Изучив возможные методы исследования, мы смогли проанализировать анекдоты с помощью метода семантических дефиниций и контекстуального анализа. Ключевые слова: юмор, ирония, анекдот, речь преподавателя, лингвистические средства, речевой акт, метафоры, метод, тропы, семантический анализ, контекстуальный анализ.
Humor is the intellectual ability of people to notice their unusual sides in phenomena, which develops their openness to other thoughts and feelings, experience, and knowledge. My scientific research is devoted to the study of the linguistic characteristics of humor in the speech of teachers. The need for this study is due to the peculiarity of the teaching profession, where humor is a way to increase the motivation of students to learn, their intellectual activity during the lesson. In the opinion of V.A. [Sukhomlinsky]
The problem of the research is that, despite the need of the modern education system for high motivation of students to master knowledge, the elaboration of the problem of linguistic characteristics of humor as a pedagogical tool that ensures the realization of this need remains poorly researched. The identification of this problem determined the topic of the study, the purpose of which is to identify the linguistic characteristics of humor in the teacher's speech. The object of the research is humor as an integral means of pedagogical influence. The subject of the research is the linguistic characteristics of the expression of humor in the teacher's speech.
Research objectives:
1) to highlight the main provisions that make up the theoretical basis of humor as a means of pedagogical influence, to compose the conceptual apparatus of the research;
2) systematize and present a description of the characteristics of humor in English linguistic culture;
3) describe the linguistic means of expressing humor in the teacher's speech and identify their main characteristics.
The research material was 72 microcontext from the collection of English anecdotes "Inglex" [Inglex], where the interaction of the teacher and students is central to the plot, and humor plays an important role in revealing the meaning of the anecdote. The total volume of material is 468 clauses, including 1786 lexical units and grammatical structures. As a result of using the method of semantic definitions and contextual analysis, it was found that the main linguistic means of expressing humor are such tropes as metaphors (227-57%), 48% of which contain irony. Comparison is a little less common (126-26%), the comparison of objects lying in distant spheres from each other turns out to be unexpected and creates a comic effect. Antonyms are even rarer (5111%).
In conclusion, based on the analysis and the revealed correlation of tropes, we can say that for English linguistic culture, the expression of humor in the teacher's speech is conveyed using linguistic means containing irony.
References / Список литературы
1. Inglex, Back to school: English jokes about school. [Electronic Resource]. URL: http://englex.ru/back-to-school-1-st-of-september-jokes/ (date accessed: 15.04.2018) [in Russian].
2. Karasik V.I. Linguistic circle: personality, concepts, discourse. Volgograd: Change, 2002. P. 304 [in Russian].
3. Koroteeva O. V. Definition in pedagogical discourse: dissertation: Volgograd, 1999. P. 208 [in Russian].
4. Osinovskaya Lyudmila Mikhailovna (Candidate of Pedagogical Sciences, Associate Professor). Features of pedagogical discourse in Russian and American linguocultures / L.M. Osinovskaya // Bulletin of Moscow University. Ed. 19, Linguistics and Intercultural Communication, 2012. № 1. P. 154-163. Bibliography. in subline note. Bibliography: P. 163. ISSN 0201-7385. Page 157 [in Russian].
5. Samkova M.A. Features of the structural organization of educational and pedagogical discourse. Bulletin of the Chelyabinsk State University, 2013. № 24 (315). Philology. Art criticism. Issue 82. P. 143 [in Russian].
6. Sukhomlinsky V.A. 'Wise Power of the Collective'. Moscow: Young Guard, 1975 [in Russian].
