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Умение определять коммуникативное намерение автора и замысел высказывания, представленный в заголовке
ЛР данного типа рассчитана на то, чтобы научить студентов видеть, какое воздействие автор хотел оказать на слушающих, т.е. что он хотел заставить их понять, почувствовать, над чем задуматься и каким образом он этого достигает. Умение выявить цель высказывания — определяющий этап в процессе проникновения в коммуникативное намерение автора высказывания, представляющее собой производное мотива и цели, а также в замысел, представляющий собой реализацию коммуникативного намерения в подборе способов детализации объекта и уточнении хода развития мысли.
Определение этих компонентов мотивационно-побудительного комплекса базируется на предыдущих умениях — на способах определять отношение автора к объекту высказывания и цель автора, но требует не просто выделения эмоционально окрашенных признаков, а установления иерархии признаков, главный из которых обычно представлен в так называемом ключевом предложении.
Примечание:
На первом курсе целесообразно давать тексты, где основной признак был бы представлен эксплицитно.
Таким образом, структура этого типа ЛР определяется необходимостью совершенствовать предыдущие умения и на основе выделенных признаков устанавливать их соподчинение.
ЛР данного типа предназначена для выполнения в аудиторное время, во-первых, потому, что выявление коммуникативного намерения и замысла автора требует обсуждения, а во-вторых, потому, что этап выявления иерархического соподчинения признаков не требует работы с техническими средствами.
Структура ЛР:
1. Определение коммуникативного намерения автора:
1) прослушивание текстов и выписывание нейтральных и эмоционально окрашенных характеристик. Множественный выбор формулировки отношения автора к объекту высказывания;
2) перераспределение выписанных характеристик в иерархическом порядке;
3) подбор формулировки коммуникативного намерения автора.
2. Соотнесение мотивационно-побудительного комплекса высказывания с возможными вариантами заголовков:
1) определение объекта высказывания и отношения к нему автора;
2) выделение центрального признака объекта;
3) формулировка цели высказывания (множественный выбор);
4) выбор заголовка на основе составления схемы мотивационно-побудительных компонентов, представленных в заголовке.
Рекомендуемое задание, вытекающее из структуры данной ЛР:
«Разверните предложенную иерархическую схему характеристик объекта в линейный текст. Дополните его деталями, соответствующими замыслу автора». ЛР данного типа является аудиторной, аудиовизуальной, письменной (или устно-письменной, при наличии устного обсуждения).
Labwork 19: Anaysing the tite of the text to determine the author's conception
Part 1. Rationae and Directions:
The author's conception is the way the author pans to deveop his intention in the inear sequence of sentences and paragraphs. The author pans the strategies of infuencing the istener, he or she seects the necessary detais and pans the order in which these detais wi appear. The seection and arrangement of detais is guided by the author's idea and his attitude to the object of discourse. So the istener must understand why the author resorts to certain expressive means, how he wants to infuence the istener, what emotions are caused by the picture produced in the istener's mind. The starting point of anaysis is istening to the inear sequence of characteristics and defining the author's attitude to the object.
Listen to the text and write out the characteristics into two coumns:
1) factua, that is, objective;
2) emotionay-cooured (subjective).
Then isten to the text again and underine the factua characteristics which acquire an emotiona coouring in the given context. Then ook through the mutipe choices and tick the phrase which best defines the author's attitude to the object.
Tapescript
It was just growing dark as aura shut their garden gates. A big dog ran by ike a shadow. The road geamed white, and down beow the itte cottages were deep in shade. How quiet it seemed after the afternoon! Here she was going down the hi to somewhere where a man ay dead, and she coudn't reaize it. Why coudn't she? She stopped a minute, and tried to reaize her emotions. And it seemed to her that kisses, voices, aughter, the sme of grass were somehow inside her. She had no room for anything ESE. How strange! She ooked up at the pae sky and a she thought was: "Yes, it was the most ', successfu party.
Comment:
The gir's emotiona state is presented indirecty. Things and phenomena are given through her perception, which is cooured by her present mood. That is why aj the detais that are more or ess objective acquire an emotiona coouring.
The author's intention is to make the istener share the mood of his character.
The gir:
1) is afraid of waking aong that deserted road and wishes she coud go back to the comfortabe word she lives ia;
2) is vaguey aware of sorrow and pain, which she never experienced and is unabe to share;
3) is awed by the utimate mystery of death and reaizes the shaowness of her joys and desires.
Note that the objective detais are reated to darkness, sience, death, whie the subjective detais are connected with the gir's festive mood! Her happy recoections do not ony baance the somber beginning of the text, but dominate over them. The fina statement is the strongest: Yes, it was the most successfu party. The gir is unwiing to part with her happy mood.
Tapescript
Standing, Sir Arnod was of ess than midde height, but, sitting, he was not noticeaby sma; and, like many short men he cared a ot about his persona appearance, which resuted in a sort of permanent compensation. His dark beard was so carefuy cut as to remind one of those trees to which the gardeners give the shape of peacocks and dragons. He wore his hair neither ong nor short, but the siky hair was carefuy parted in the midde and combed back in rich dark waves. There was something amost irritating in its unnatura neatness and in his perfect sef-satisfaction.
Note the characteristic irritating, which points to the speaker's disapprova. It is aso rendered by the foowing characteristics: sef-satisfaction, unnatura neatness, cod eyes. The anaogy with a peacock aso betrays the speaker's sarcasm and emphasizes the character's sef-satisfaction.
Part 2. Directions:
When we try to understand the speaker's attitude to the object, w perceive the object as a set of characteristics given in a inear sequence. This is usuay sufficient. But to understand the impied message, we have to see how these detais are reated to one another, which is the eading characteristic and how it is enhanced by the others. In a word, we must see the detais as a hierarchy instead of a inear sequence.
Listen to the first text again, ook at the characteristics you have written down and ook at the sampe, which presents them as a hierarchy.
The hierarchy refected in the scheme heps to decide more objectivey what the speaker's message was. A dead man somewhere and strange are the most essentia detais. They sum up the meaning of a the other descriptive detais in each respective group. Moreover, the contextua meaning of strange is carified by a dead man somewhere. The two characteristics form a unified whoe, though the eft-hand part of the scheme is opposed to the right-hand part. Thus we get a summarizing statement: How strange that there was no room for anything ese (besides the kisses, voices, aughter...) athough there was a dead man somewhere. In a word, the speaker's intention is to counterbaance the mysterious and sorrowfu atmosphere of the dying day and the festive and atmosphere of the party, the very joy of ife. The story is a esson in empathy. The passage shows that sharing other peope's suffering is not an inborn taent. It comes with experience, and it is a sign of maturity.
Now, isten to the second text and draw a simiar scheme. Consut the key to verify it.
Part 3. Directions:
Look at the characteristics you have written down from the text about Sir Arnod. Seect the most important ones and tick the right choice to indicate the author's purpose.
Mutipe Choices:
1. To emphasize the attractive appearance of the character that woud serve as a background in order to expose the shaowness of his dreams and aspirations.
2. To show that annoying excess of attention to one's appearance and cothes can be a sign of an inferiority compex that degenerates into absurd smugness.
3. To bring out the attention the character paid to his appearance in order to show that persona attractiveness does not whoy depend on God-given good ooks.
Part 4. Rationae and Directions:
The tite of a text is in a very strong position. It arrests the attention of the reader or the istener because it usuay sums up the object and purpose of the utterance. Tites channe the istener's attention. In other words, they refect the speaker's purpose and attitude to the object, so that the istener coud easiy formuate them. Inventing a tite is a way to comprehension. For one thing, it tests your abiity to get into the speaker's mood and see the purpose of the utterance. Besides, it teaches you to anticipate the purpose and the content of the text judging by its tite. And third, it wi enabe you to think of the most suitabe tites when compiing your own descriptive or narrative texts, especiay in writing, which requires carefu panning.
So, isten to the texts and tick the right choice of the object and the author's attitude to it. No sampe is necessary: you know how to do such things.
Part 5. Directions:
Listen to each of the texts again and singe out the most important characteristic feature of the object.
Part 6. Directions:
Now, that you have istened to each text twice, think of the author's purpose. You shoud be guided by the author's attitude to the object and the main characteristics of the object. Consider the options given in writing and tick the right choice.
Extending the Activities:
Look at the foowing scheme, which presents the structure of a descriptive text. Deveop it into a linear sequence and suppy appropriate additiona detais.
Think of the best tite for each text, judging by the purpose of the utterance, the centra characteristic of the object and the mood expressed in the text. You don't have to isten to the texts again. Instead, ook at the worksheet and anayse the given tites according to the scheme beow. Decide whether this or that tite refects the object of the utterance, the author's attitude to it, the main characteristic feature of the object, and the author's purpose. First anayse the text "It was a fine October day You are given a choice of five tites. The first option is anaysed as a sampe. Do the same with the other four.
Text 1
Mutipe Choices of the Tite
1. An October Day.
2. A Fine October Day.
3. The ast Banquet of Goodbye.
4. Nature Gets Prepared for Winter.
5. The Cam Beauty of Nature in Autumn.
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