XIII Международная студенческая научная конференция Студенческий научный форум - 2021

The article deals with research results supplying the communicative linguistics with proper characteristics, explaining its main concepts and giving proofs of impact on teaching techniques in foreign language learning process. In the course of the research it was shown that communicative linguistics is a relatively young scientific discipline dealing with language unites used under different communicative conditions communicative linguistics has become the backbone of the communicative approach in language teaching sphere. The approach implies the closest connection with natural communication.

Communication is an important condition for human life. Carried out in the form of social contacts and interactions, communication promotes the establishment of connections and relationships between individuals, social groups, classes, communities.

Human communication is a highly complex and multifaceted phenomenon. At the present stage, a great contribution to the understanding of the concept of "communication" has been made by communicative linguistics, which studies the general laws of communication between people and the means of language code. The discoveries made by this science contributed to the emergence of a new approach to teaching a foreign language.

The purpose of our research is to characterize such a direction of modern linguistics as communicative linguistics, to consider its basic concepts and to determine what impact communicative linguistics has had on the methodology of teaching a foreign language. Theoretical analysis of linguistic literature on a given topic and systematization of information were used as research methods.

As a science, communicative linguistics was formed in the second half of the twentieth century in the United States and Europe. This discipline considers communication as an activity carried out by a person in certain social and interpersonal conditions, with certain motives and goals, using special language tools [4]. Communicative linguistics analyzes the language units used in the context of specific communicative acts, examines the differences in the functioning of language units in different communicative conditions [7].

Communication is a purposeful exchange of thoughts and information within the framework of a person's social activity. The addressee strives to ensure that the addressee understands it and thus the main purpose of communication would be realized, which may consist in transmitting information, personal attitude and assessment of the addressee for joint actions in the labor and social spheres of human life, as well as for changing the behavior, state or level of knowledge of the addressee [5].

Communicative linguistics is represented by several areas: the theory of speech acts, procedural semantics, communicative syntax, text linguistics, various areas of paralinguistics, the theory of communicative behavior, the theory of speech genres, the theory of intercultural communication. The most widespread theory in modern communicative linguistics is the theory of speech acts, which was proposed and developed by J. Searle and J. R. R. Tolkien. Austin. The theory of speech acts analyzes speech in the context of human life [7].

A speech act is a "purposeful speech action performed in accordance with the principles and rules of speech behavior adopted in a given society" [10]. A speech act is a way for a speaker to achieve a certain communicative goal, which determines the selection of the necessary language means [8].

The speech act includes the following components:

locative act, which is associated with the utterance of an ordered series of phonetic, morphological and syntactic units and correlates it with the subject situation;

an illocutionary act containing the purpose of the utterance;

perlocutionary act, that is, the effect on the interlocutor, the result of a speech act.

All three aspects of a speech utterance form a single whole within a single utterance [9].

Linguistic scholars distinguish five basic types of speech acts:

communicative linguistics methodology of teaching English

Representatives are speech acts that describe a certain state of affairs. Representatives include speech acts of communication, statements, descriptions, statements, denials, responses, and objections.

Directives are speech acts used by the speaker to encourage the listener to perform some action. Directives include speech acts of an order, order, demand, request, plea, invitation, advice, recommendation, permission. Questions are a special case of directives, since they are attempts on the part of the speaker to make the listener respond, that is, to produce some speech act.

Commissaries are speech acts that impose an obligation on the speaker to perform a certain act. Commis-sives include speech acts of promises, oaths, assurances, warnings, threats, and offers.

Expressive-speech acts that express the psychological and emotional state of the speaker, for example, speech acts of apology, gratitude, congratulations, condolences, reproach, surprise, indignation. Expressions also include formulas of social etiquette.

Declaratives are acts whose defining property is that their implementation establishes a correspondence between propositional content and reality. The success of these speech acts guarantees their truth. Declaratives include speech acts of announcement, acts, sentencing, appointment to a position, issuing a decree, conferring a title, etc. [9].

In the process of communication, speech acts are realized not only in individual statements, but also in a whole series of statements united by the topic and situation of communication. Such a sequence of speech acts that make up a coherent speech is called a discourse. In the discourse, not only linguistic factors are important, but also extralinguistic ones [1].

Communicative linguistics has had a great influence on the methodology of teaching foreign languages. On the basis of the provisions put forward by this discipline, situational-conditioned training in oral types of speech activity, the widespread use of role-playing games came to the fore, and communicative-oriented exercises began to be developed. Communicative linguistics was the impetus for the emergence of a communicative approach to teaching a foreign language, in which the learning process is as close as possible to the communication process [3].

With the communicative approach, the goal of training is to master students in various types of speech activities: speaking, reading, listening and writing. These types of speech activities are a means of communication. At the same time, the purpose of communication is to solve problems related to relationships, that is, to change them.

Effective teaching of foreign language speaking involves the presence of various ways of communication:

interactive, when there is interaction based on any activity other than educational;

perceptual, when people understand and know each other;

information, when students exchange their thoughts, ideas, feelings.

If the student retells the text just for the sake of retelling (when everyone in the class knows its content) or utters any non-situational, nowhere-oriented sentences, then communication cannot take place. Such speaking is only educational speech, and there is no true communication [6]. Proponents of the communicative approach consider communication and communicative space as a condition that increases the effectiveness of teaching a foreign language.

Communicative linguistics was the reason for the appearance of the following principles in the methodology of teaching foreign languages:

language acquisition implies the formation of a student's communicative competence, that is, the ability to use the language in accordance with different communication situations;

the unit of communication and training are various speech acts: message, greeting, request, question, objection, gratitude, etc.

the speaker's speech intention meaningfully organizes and regulates speech behavior;

the use of language is determined by the situation of communication, and therefore the possibility of the existence of isolated statements created outside the communicative context is excluded. Consequently, learning a foreign language takes place within the framework of specially selected communication situations, which serve as a stimulus for the appearance of speech intent in students and for performing speech acts [2].

Thus, in the course of the study, it was revealed that communicative linguistics is a relatively young discipline that deals with the analysis of language units used in various communicative conditions. The main concepts of communicative linguistics include "speech act", "communication","discourse". Communicative linguistics was the impetus for the emergence of a communicative approach to teaching a foreign language. This approach recognizes the need for the teacher to create communication situations that motivate students to perform speech acts, that is, the learning process is as close as possible to the communication process.

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