ACTUAL FEATURES OF POLYLOGUE IN EDUCATIONAL DISCOURSE DEUTSCH ALS FREMDSPRACHE

Abstract

The article highlights the current changes in verbal interaction between communication participants in German language textbooks. The discursive approach to the description of texts is based on dynamic models of textuality with their main features — contextuality, intentionality, processality and dialogicality. Educational discourse is a cognitive and communicative space that quickly reacts to changing cultural and social conditions. The textbooks for learning German, published by the leading German publishers Hueber and Klett, demonstrate the significant influence of the communicative approach in language learning on building a dialogue in the text. The basic principles of communicative approach include, firstly, the definition of speech action as a central competence, secondly, the definition of the status of a student as a central value of educational discourse; thirdly, an explicit representation of each step in learning a foreign language for all participants. The textbook is a complex polylogue by the authors of textbooks and two addressees — students and teachers. The article shows the influence of the principles of the communicative approach on the choice of polylogue generation strategies. To this end, the article describes: a) current ways of presenting speech actions in textbooks as central competencies, b) strategies for “transparent” representation of competencies for the addressee, in particular in the composition of textbooks, c) the boundaries of the application of established strategies. Special attention is paid to language tools that make it possible to actualize the perspective of the addressee-student in the text.

Keywords:

dialogue, educational discourse, competences, German as a foreign language, speech act, discursive strategies