Features of psychological and psycholinguistic characteristics of communicative-speech activities of future teachers

Abstract

The article presents the results of the analysis of some scientific approaches to the study and defining the main psychological and psycho-linguistic characteristics of communicative-speech activities as activities of verbal communication, which is directly related to communicative activities, with the semantic interaction of its subjects. It is shown that the study of the speech psychology peculiarities is based on the understanding of the notion of speech activities as a special form of verbal communication that can be used in other types of activities as well as act as an independent activity with a specific motivation, while remaining self-sufficient. The communicative-speech activities are considered as a multidimensional phenomenon, as a way of organizing purposeful speaking and listening and mutually related with other psychic processes. It is found out that communicative-speech activities are the highest form of communication with a conscious communicative motive-purpose of the expression and understanding of personal senses and meanings. It is substantiated that the main subject of the analysis of teacher’s communicative-speech activity is the audition of its public expression as a set of communicative-speech actions aimed at the semantic perception and understanding of its content by pupils capable of providing speech influence and feedback. It is concluded that communicative-speech activities act as an important element of the future teachers’ professional training and promote the development of their personality.

Keywords

• future teacher
• professional formation
• language
• speech
• communication
• speech activities
• communicative-speech activities
• speech effect
• verbal communication.