THE PROBLEM-BASED WORD OF A TEACHER OF THE RUSSIAN LANGUAGE AS A PROFESSIONALLY SIGNIFICANT GENRE: STRUCTURAL AND LINGUISTIC ASPECTS
The article deals with the formal organization of problem-based words as a genre of teacher’s eloquence: the specificity of the problem-based words as a kind of oral scientific monologue, its structural-compositional model and characteristics of the language implementation. On the basis of examples from the real educational and speech situations at the Russian language lessons, the author presents the characteristic of the considered genre as an oral dialogue-based monologue utterances on a training subject that has a special structure and arrangement with a specific set of constructive components. The author studies the specificity of a variety of techniques and tools (verbal, paralinguistic), which give the word of the teacher problem-based features and make it imaginary and emotional. The usage of linguistic resources of the problem-based words promotes accurate data transmission and effects the students’ attention and cognitive activity.