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ON THE PROBLEM OF TEXT CLASSIFICATION AS A COGNITIVE SPEECH
STRUCTURE
Z.M. Sabiralieva, Senior Lecturer S.S. Seyitbekova, Associate Professor G.S. Baytikova, Associate Professor Osh State University (Kyrgyzstan, Osh)
DOI:10.24412/2500-1000-2022-12-4-178-183
Abstract. The article is devoted to the discussion of the problems of text theory. The relevance of her topic lies in the lack of coordination and consistency of the general provisions of the theory of text in linguistics, in the need to synthesize its ideas, principles and methods from a single linguistic position. The article aims to consider the general theory and the main features of the text as an integral mental-speech formation and, on their basis, propose a new and more motivated definition of it.
Keywords: text, text theory, text linguistics, cognitive speech work, text features, principles of text classification, discourse, text pragmatics.
Text theory is a relatively new branch of linguistics. It took shape as a scientific discipline in the second half of the twentieth century and, having emerged at the intersection of textual science, text linguistics, poetics, rhetoric, pragmatics, semiotics and hermeneu-tics, acquired its own ontological status.
The main object of its study is a verbal text that has two main properties-coherence and integrity.
Text theory considers its object from several angles and aspects.In accordance with this, the following are distinguished:
- text linguistics;
- text typology;
- grammar (syntax) text;
- text formation (text derivatology);
- text style;
- text semantics;
- text pragmatics;
- textsemiotics, etc.
It is known that in linguistics the terms "text theory", "textual studies" and "textolo-gy" are often used as interchangeable names (E E. Anisimova [1, p. 3-4], V.I. Koduhov [5, p. 117-121], S.Dj. Musaev [7, p. 503-505; 8, p. 185] and others).
In this aspect, all linguistic problems associated with the text are analyzed: the general theory of the text, its methodological foundations, methods and techniques, principles and categories.
Text is a communicative unit consisting of lexical and grammatical means and mental and cognitive elements. The text covers not only linguistic levels, but also logical-semantic, compositional-constructive, cognitive, communicative, ethnocultural, social and other principles.
Therefore, the theory of text is called the integral or integrating branch of the science of language [1, p. 156; 6, p. 3-7].
If we take the principle "from simple to complex", "from bottom to top" as a basis for describing the text, then a simple sentence as a communicative unit is included in a more complex unit - a complex sentence, and a complex sentence is included in more complex communicative-speech formations.
This integrity is ensured by the unity of the theme, content, composition, style, means of communication (conjunctions, particles, pronouns, introductory words, word order, figures) and other signs. Therefore, similar to the term "word formation" such terms as "text formation" or "text derivatology" are also suggested [4, p. 5-138]. From this point of view, the text is defined as a work and the result of a speech action.
Relevance of the problem, purpose and methods of research. Despite the fact that many aspects of text theory have been thoroughly studied by linguists, some properties of its object remain insufficiently illuminated,
which is the reason for the lack of a complete definition of the text and setting a goal - to offer an exhaustively holistic model of it based on integral-descriptive and comparative-comparative methods.
Scientists give different definitions to the text, which differ from each other in volume, completeness of the features reflected in them, persuasiveness. Integrating the provisions of text theory contained in investigations of I.R. Galperin [2], E.E. Anisimova [1], S.G. Ilyenko [5], V.I. Kodukhova [6], S.J. Musaeva [9], T.S. Marazykov [7] and other linguists,we define a text as a mentalspeech work, designed by means of alphanumeric characters of one language, with a common theme, purpose and content, as well as coherence, holistic organization, semantic-stylistic unity, intended for storage, transmission and dissemination of information, having a volume of one sentence to a major piece.
This definition includes the following features of the text: 1) formalization in oral and written form; 2) coherence, organization; 3) the hierarchy of the structure of the parts; 4) thematic unity; 5) functional and style uniformity; 6) integrity of structure and meaning; 7) purposefulness, subordination of the content to one goal and topic; 8) information content; 9) the ability to store and transmit information; 10) symbolism, design through the alphanumeric signs of one language, etc.
The latter can sometimes be violated in a bilingual environment, which can be seen in advertisements, signboards, dictionary articles, translations, constitutional texts, laws and other documents.
Research materials. The typology of the text is carried out according to certain criteria:
1) in accordance with the volume: a) micro-texts, b) medium-sized texts, c) macro-texts;
2) by type of performance: a) description, b) narration, c) reasoning;
3) by the content of information: a) low-informative texts, b) medium-informative texts, c) highly informative texts;
4) as they become known: a) familiar texts, b) more or less familiar texts, c) unfamiliar texts: ca) unread texts, cb) texts in Latin, cc) hieroglyphic texts, cd) texts in Armenian,
Georgian, Arabic ,brahmi, devanagari and other graphics, ce) pictography, cf) petro-glyphs, etc .;
5) by sphere of use: a) scientific texts: aa) actually scientific, ab) popular science texts, ac) educational and scientific; b) artistic: ba) prose, bb) poetry, bc) drama; c) journalistic texts: ca) communiqué, cb) interviews, etc .;
6) texts with additional meanings and purposes: a) magic texts, b) religious texts, c) advertising texts, d) cipher texts, e) educational texts, etc .;
7) by language: a) texts in the native language, b) texts in a second language, c) monolingual texts, d) dialingual texts, e) polylingual texts, etc.;
8) by the style of performance: a) national and dialectally limited (local, regional), b) in literary and colloquial (vernacular) language, c) international (intercultural) and ethnic (nationally limited), etc. [2, p. 26-27; 3, p. 775779; 10, p. 204-206; 11, p. 3-4, 9-11].
9) by the time of creation, they differ a) texts in ancient dead languages; b) texts of ancient, still functioning languages; c) texts in modern languages [3, p. 26-27; 4, p. 775-779; 10, p. 204-206; 12, p. 3-4, 9-11].
So, the text has many different kinds and types. It is classified by volume, purpose, style and other parameters. It cannot be classified according to one criterion. The text -amulet is limited in volume, has a secret meaning and magical power. Its content is unknown to the addressee, but it inspires the owner, instills confidence and optimism in his consciousness. The content of the text is known only to its creator.
The texts of reference books, encyclopedias and other publications differ from those in textbooks for first grade students, for example, from the Primer.Children's thinking simply will not accept the scientific-reference and concise informative style of presentation. For young children, small texts with a plot are attractive, with easily imaginable characters and understandable words, with repetitions and comparisons, with humor that causes fun and laughter.
This is how V. Suteev's fairy tale "The Duck" seems to us, which 6-7-year-old children are happy to read and remember: A duck with ducklings, a hen with chickens went for
a walk. They walked and walked to the river. A duck with ducklings could swim, but a hen and chickens could not. What to do? They thought-thought and got it! They swam river in exactly half a minute: a chick on a duckling, a chick on a duckling, and a hen on a duck!
As you can see, the text is not large, available for perception, comprehension, memorization and retelling. A fairy tale has all the features of the text - the title (theme), idea, plot, integrity, compositional completeness, stylistic unity, etc. Assimilation of its content develops speech, memory, imagination of children.
The texts are not the same from the point of view of the recipients. A first-grade student does not choose the text on his own, he is obliged to read the text offered to him, but the recipient chooses the article in the encyclopedia himself. The texts are also different in volume. The volume classification is different from other classifications.
Minimum texts consist only of sentences, for example, advertising texts, announcements, proverbs and sayings, small and medium texts - from paragraphs, or several sentences, for example, anecdotes, vellerisms, riddles, mini fables. Large texts may consist of several parts, chapters and volumes.
Depending on the functionality of the presentation style and scope, the texts are divided into the following types: colloquial everyday, literary and artistic, scientific, journalistic, production-technical and official-business. Internally, they are further subdivided into small genres and subgenres.
The texts differ from each other by the nature of the relationship between the addressee and the addresser. In dialogue, they exchange remarks, opinions. The drama texts are also organized in the form of dialogue. Dialogue is usually an unprepared type of oral speech.
The text of dialogical speech is short, spontaneous, discontinuous, with a broken word order. It contains common words, elliptical formations, phraseological units, accompanied by extralinguistic means and techniques (facial expressions, gestures, pause, highlighting sounds and syllables, etc.).
For example, a special type of dialogue text is a riddle. The riddle is a minitext. It
does not have the property of being unprepared. The riddle involves the participation of two parties: one of them makes a guess or asks a riddle, the other solves the riddle or puzzle.
Here's an example: Green at the top, // Red at the bottom, // It has grown into the ground. The text is incomplete. This is just the first part of it that needs to be continued. The second part is an answer that allows for variance (carrots or beets) or double answers (carrots and beets).
The riddle has all the properties of the text - the definiteness of the topic and idea, the integrity of the content, structuredness, information content, hierarchical organization, functional and stylistic uniformity, the presence of pragmatism, etc.The participants in the game are unequal, since the first party knows the subject of the conversation, and the second party, which may also consist of several participants, logically reasoning, must name the envisioned object.
In addition, the unity of the parts of speech is provided by various forms of parallelism -alliterative single speech (v / v / v / v), rhyme (green / red, top / bottom), extended assonance (red / ingrown), interweaving of various "sound scales" (ve-ze-le-ze; ze-zu-ze; le-lu-lo; no-no-no; ra-ro; hu-zu), semantic parallelism (in the first two lines).
Monologue-the text is mainly based on literary, artistic, scientific or journalistic vocabulary, has in its composition complete, common, complex sentences, is built strictly according to the standard and in accordance with the generally accepted norms of speech production.
The monologue has no specific target. In a polylogue, the exchange of information is carried out by several participants who exchange views under the same conditions.
According to the type of exposition, texts are divided into three types: descriptive, narrative, and text-reasoning.
The narration contains a presentation of information about the event that occurred. The text-description determines the characteristics, properties of objects, their commonality-difference in color, volume, structure, etc. Such texts are found in various spheres of
communication, especially in fiction. They distinguish and characterize the properties of people, animals and things.
There are entire layers of words in a language that are used for descriptive purposes. For example, "portrait", "landscape" vocabulary of the language is specialized precisely for characterizing and assessing a person's appearance, for depicting the state and beauty of natural objects.
Here is an passage from the story of I.S. Turgenev "Bezhin lug": The second boy, Pavlusha, had tousled hair, black, gray eyes, wide cheekbones, a pale face, pockmarked, a large mouth, but correct, the whole head was huge, as they say, the size of a beer kettle, the body was squat, clumsy ... The fellow was unsightly - to be sure! - but nevertheless I liked him: he looked very intelligently and directly, and in his voice there sounded strength. He could not flaunt his clothes: it all consisted of a simple manly shirt and patched ports.
This fragment has all the characteristics of a text. It concentrates on the portrait words of the Russian language that characterize the character's appearance and are designed in the form of typical predicative formations: 1) the hair was tousled, black; 2) gray eyes; 3) wide cheekbones; 4) the face is pale, pockmarked; 5) the mouth is large, but correct; 6) the whole head is huge, as they say, the size of a beer kettle; 7) the body is squat, clumsy; 8) the small one was unsightly.
Each of these simple sentences is a propo-sitional element of the portrait of a boy and characterizes the properties of his appearance from a new angle. The physiological traits of the hero are revealed in eight predicates. They are complemented by the verbal-adverbial combination (he looked very cleverly and directly), emphasizing the intellectual-volitional features of the character, and the verbalnominal phrases nominating his old clothes (the last non-union sentence).
In proverbial sayings, even individual "portrait" words are often signs of general and deep properties of people and animals. For example, the Kyrgyz say Boyu kyskanyn oyu kiska which means "He who is small in height has a short mind", Buka muyuz uidun SYtYzhok, inek muyYz bukanyn kYchuzhok
with the meaning "A cow with bull horns has no milk, and a bull with cow horns has no strength", Kochkor boloor kozunun tumshuk eti dong bolot, aigyr boloor kulundun zhaak eti chong bolot - "the lamb that can become a ram-producer has large muzzle muscles, and the foal that can become a stallion-producer has large jaw muscles", etc.
Each of these proverbs has signs of text, they contain elements of description. The signs of people and animals are highlighted, which signal the hidden physiological properties of animals and the intellectual characteristics of people. Of course, the content of the first proverb is controversial, disputable, for we know the names of many outstanding personalities of short stature, distinguished by great talent and abilities. In this case, it rather means the sometimes noticed feeling of awkwardness of the subject, caused by his small height.
The basis of the text-reasoning is the formulation and solution of the problem, the definition of the outcome, essence, reason for the appearance, the relationship of objects and laws of nature and society.
These three types of text can be used in all styles of speech. For example, a car motor can be the topic of a story (When did it appear? Who is the inventor? How was the design improved ?, etc.), descriptions (What parts does it consist of? What function does each detail perform ?, etc.), and text-reasoning (What is the principle of the motor? Howdoesitdrivethe mechanism? Whereisi-tused? etc.).
Therefore, the idea that description and narration are peculiar only to artistic style [11, p. 13]seems to be a one-sided, biased judgment.
These three types of text are mainly found in monologue speech, so they can be considered as types of monologue.
The text can be understood, misunderstood, not understood at all. In some cases, the text serves as a means of international speech communication. The language of the text intended for reading or listening, the language of the author and the recipient (listener / student) are different. The language of the text may not be the author's one if it is trans-
lated from another language. It can be foreign to both the speaker and the listener.
The language of the text can be native to the recipient, but the recipient can translate it into the native language of the addressee. There may be texts in two or three languages. The texts of Russian television programs are addressed not only to Russians. They are understood and watched by both Russians (Yakuts, Evenks, Mordovians, Buryats, Chechens...) and non-Russians (Kyrgyzs, Uzbeks, Georgians, Estonians, Kazakhs...).
Muslim call to prayer - text. It is not familiar and understandable for many listeners.
So, the text can be grouped according to several criteria. Features of the addresserand the addressee are relevant. In the use, understanding and explanation of the text, the role of the linguistic personality is high. The language of personality occupies a central role in the system "subject - object - speech process -set of circumstances".
S.E. Nikitina, for example, writes: «... speaking about the linguistic consciousness of an individual, we should keep in mind those features of the individual's speech behavior, which are determined by the communicative situation, his linguistic and cultural status, social belonging, age, mental type, worldview, biography features and others constants and variable parameters of personality» [9, p. 34].
The speech of an individual is characterized by such stable and unstable indicators of the communicative situation as linguistic and cultural status, social status, gender, age, mental type, look, biography of the participants in communication.
These indicators, to one degree or another, are realized in the speech of the individual and his speech activity. The text as a speech formation reflects and takes into account the quality of the speaker-writer, as well as the goals-requirements of the listener-reader, therefore it performs the function of a subjective individual speech work.
Results and conclusions. In the process of studying the problems of the text and generalizing the views of textual scientists we proposed a new and most complete definition of the text. In this regard, we came to the conclusion that:
1) the text is a complex, multifaceted cognitive-speech work;
2) it allows for detailed classification, analysis and description from various positions;
3) the ideas and principles introduced into the research can serve as a basis for a versatile and integral typological study of the text, for a complete presentation of its logical-semantic, compositional-constructive, communicative-speech, cognitive-linguistic, pragmatic and other properties.
References
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К ПРОБЛЕМЕ КЛАССИФИКАЦИИ ТЕКСТА КАК КОГНИТИВНОЙ СТРУКТУРЫ
РЕЧИ
З.М. Сабиралиева, старший преподаватель С.С. Сейитбекова, доцент Г.С. Байтикова, доцент Ошский государственный университет (Кыргызстан, г. Ош)
Аннотация. Статья посвящена обсуждению проблем теории текста. Актуальность ее темы заключается в несогласованности и непротиворечивости общих положений теории текста в лингвистике, в необходимости синтеза ее идей, принципов и методов с единой лингвистической позиции. Цель статьи - рассмотреть общую теорию и основные признаки текста как целостного ментально-речевого образования и на их основе предложить новое и более мотивированное его определение.
Ключевые слова: текст, теория текста, лингвистика текста, когнитивная работа с речью, особенности текста, принципы классификации текста, дискурс, прагматика текста.
