UDC

81

Authors

Arkadiy P. Sedykh
Belgorod National Research University;
ul. Pobedy 85, Belgorod, 308000, Russian Federation;
e-mail: sedykh@bsu.edu.ru
Lyudmila M. Buzinova
Belgorod National Research University; ul. Pobedy 85, Belgorod, 308000, Russian Federation;
e-mail: sedykh@bsu.edu.ru

Abstract

This paper describes the category of the teacher’s communicative image based on the material of French linguistic and communicative culture. This article aimed to describe the essential features of professional discourse and communication of French teachers in terms of cognitive and semiotic modelling and reconstruction of the teacher’s authentic philological activity. Semiotic analysis was chosen as the basic methodological principle of the research. This approach allows us not only to take into account linguistic facts, but also study them in correlation with pragmatic, ethnocultural, thematic, and cognitive factors. Professional pedagogical discourse is a key element for the formation of the teacher’s communicative image. The speech portrait of the teacher includes not only linguistic and communicative aspects of discourse, but also means of verbalization of national concepts, as well as phraseology and spatiotemporal characteristics of communication. The teacher’s linguistic identity is described as a collective image of a number of semiotic subsystems, including both linguistic and extralinguistic parameters of this identity type. The teacher’s communicative image is seen as a certain type of linguistic identity, functioning in the framework of specific ways of exchanging communication information. Important components of the teacher’s communicative speech image are stereotypes about this profession, which include: confidence in oneself and in what is being said; communicative self-control; resoluteness when choosing linguistic material for statements; psychological and speech flexibility; cognitive and discursive authority. Universal and national-cultural means of personality verbalization correlate with a certain type of categorization of reality. The authors believe that further research into the means of communicative image verbalization can be conducted within the framework of a comprehensive analysis of communicative behaviour, based on the multidisciplinary approach. This technique can help identify additional parameters for any type of communicative image.

Keywords

communicative image, linguistic identity of a teacher, communicative behaviour, professional discourse, cognition and communication semiotics, linguistic worldview, etiquette

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