Linguistic aspect of communication. "linguistic aspect of intercultural communication"

Without communication, neither an individual nor human society as a whole can exist. Communication for a person is his habitat. Without communication, it is impossible to form a person's personality, his upbringing, intellectual development, adaptation to life. Communication is necessary for people both in the process of joint work, and to maintain interpersonal relationships, recreation, emotional relief, intellectual and artistic creativity.

The ability to communicate is both a natural quality of every person, given by nature, and a difficult art, involving constant improvement.

Communication is a process of interaction between individuals and social groups, in which there is an exchange of activities, information, experience, skills and results of activities.

In the process of communication:

transmitted and received social experience;

there is a change in the structure and essence of interacting subjects;

a variety of human personalities is formed;

socialization takes place.

Communication exists not only by virtue of social necessity, but also by the personal necessity of individuals for each other.

In communication, an individual receives not only rational information, forms ways of mental activity, but also, through imitation and borrowing, empathy and identification, assimilates human emotions, moods, and behaviors.

As a result of communication, the necessary organization and unity of actions of individuals in the group is achieved, rational, emotional and volitional interaction of individuals is carried out, a commonality of feelings, thoughts and views is formed, mutual understanding and coordination of actions are achieved that characterize collective activity.

Since communication is a rather complex and multifaceted process, it is studied by representatives of various sciences - philosophers, sociologists, culturologists, psychologists and linguists.

Philosophers study the place of communication in human life and society, the role of communication in human development.

Sociologists explore the forms of communication within different social groups and between groups, differences in the types of communication caused by social causes.

Psychologists consider it as a form of human activity and behavior, consider individual psychotypical features of communication, as well as the place of communication in the structure of individual consciousness.

Culturologists establish relationships between types of cultures and forms of communication.

Linguists explore the linguistic and speech nature of social and interpersonal communication.

The social nature of communication

The social nature of human communication is manifested in its following qualities:

historical connection of acts of communication with each other;

the ability of communication to be a spokesman for public consciousness;

the ability to communicate to shape and use culture.

Professor Yu.V. Rozhdestvensky writes about it this way: "Historical connection with social production, the ability to express social consciousness and be a bearer of culture constitute the social qualities of the language, which are manifested only in articulate speech" (Rozhdestvensky Yu.V. Lectures on General Linguistics. M., Dobrosvet, 2000 pp. 33). Articulation of speech, according to the scientist, "is a social feature of the act of communication, since it allows building new statements from the material of the previous ones and thereby satisfying the need for the growth of culture, changes in social consciousness and the organization of production" (ibid.).

Any act of communication is included in the historical sequence of other acts of social speech activity, and individual statements are correlated with others in form and content. People understand statements because they contain historical continuity.

The external cause of acts of communication are public relations people who are established and developed through language.

The division of labor and the exchange of its products, the organization of the collective life of social groups and the whole society are not possible without verbal communication.

With the help of acts of speech, one can describe and predict the properties of objects, report on the state of affairs, agree on collective actions with things, establish a commonality of thoughts and direct feelings. This determines the important role of verbal communication in the life of society. It is no coincidence that the words communication and society are of the same root.

In many acts of communication, there is an exchange of information that is new only for the participants in these acts, but in a number of speech acts there is an increase in information that is fundamentally new for the whole society. Such acts of communication have a general cultural significance.

The social aspect of verbal communication includes:

statutory and role differences between people;

social standards and requirements for certain forms of speech behavior;

social differences between speakers in their attitude to their own and others' models of speech behavior;

social differences between speakers in their attitude to the choice of language means;

social significance of speech acts.

The psychological nature of communication

Communication is not only a social, but also a psychological phenomenon, it is closely related to the structure of a person's individual consciousness. The process of communication itself is impossible without the participation of psychological mechanisms for the generation and perception of speech.

Communication as a psychological phenomenon is defined by:

general patterns of the structure of the human mental system and the psychophysiology of speech;

ethnopsychic features of the nation;

socio-psychological characteristics of the social group;

individual psychological characteristics of the individual.

Considering the psychological nature of communication, it is necessary to take into account that:

1) communication is a form of mental activity;

2) communication is a form of human behavior;

3) communication is an interpersonal interaction of individuals;

4) in communication, the psychological properties of the personality, its temperament and other psychological and typological characteristics are manifested;

5) a person's personality is formed in the process of communication.

1. Communication as a form of mental activity. Communication as an activity is regulated by motives and goals.

A motive is a reason that motivates a person to a certain activity. The general motive of speech activity is the need to establish informational and emotional contact with other people.

The goals of speech activity include maintaining social and personal relationships, organizing work, life and leisure of a person.

Like any other activity, speech activity has a hierarchical structure, including leading and background levels.

The leading level is made up of the main actions that direct all activities towards the realization of the goal, the background level includes additional actions that ensure the implementation of the main ones.

The actions of the background level are most often characterized by automaticity. In communication, the leading actions consist in the formation and perception of the content side of statements, and the background ones are mental operations of voicing and perception of statements. Speech activity in the native language is normally characterized by a very high degree of automatism.

The structure of activity also includes the image of the result and the regulation of intermediate stages of activity.

The image of the result is a mental model of the realized goal of the activity.

Regulation involves conscious control over the performance of individual actions and their compliance with the ultimate goal of the activity.

2. Communication as behavior. Communication as behavior is a type of organization of speech interaction with others chosen by a person, corresponding to the worldview and mental characteristics of the person.

Speech behavior includes such phenomena as:

imitation (conscious and unconscious) of the speech of other people;

emotional "infection";

subordination of individual behavior to group norms and role prescriptions or violation of these norms;

leadership in communication or a tendency to passively participate in communication.

3. Interpersonal interaction. Interpersonal interaction in communication is characterized both by objective data, indicating the influence of interlocutor relations on the nature of communication and speech actions on the development of these relations, and by the subjective perception of each other's speech actions by participants in communication.

Therefore, the psychology of communication studies the following areas of influence:

interpersonal relations > the nature of communication;

the nature of speech actions > the development of personal relationships;

perception of the speech of the interlocutor > choice of further speech behavior and change (preservation) of the psychological attitude towards it;

perception of the personality of the interlocutor > attitude to the speech of the interlocutor.

4. Psychological characteristics of personality. The psychological characteristics of a person, such as temperament, significantly affect the nature of a person's speech behavior. The psychological aspect of communication, depending on the typological characteristics of the personality of the speakers, was studied in detail in the work of E.Yu. Chebotareva, V.N. Denisenko and A.I. Krupnova "Psycholinguistic analysis of speech actions" (Moscow: Publishing house of RUDN University, 1998).

In this work, the following components of the psychological aspect of speech actions are distinguished:

Operational-dynamic component, which includes the following indicators:

the volume of the statement;

pace (speed of speaking);

lexical variability;

syntactic variability;

refusal of communicative intention;

long pauses.

Motivational component, which is characterized by such indicators as:

the number of phrases containing an appeal to the interlocutor;

curtailment (incompleteness) of phrases.

A cognitive component that contains the following parameters:

the number of phrases containing appraisal;

the number of phrases containing the match;

the presence of titles of message topics;

the number of phrases containing generalizations;

expression of causal relationships;

descriptions of appearance;

descriptions of actions.

The effective component, which is characterized by the following indicators:

understandability;

expressiveness;

the number of topics covered;

the number of described people;

grammatical correctness;

phonetic correctness;

use of rhetorical devices.

Emotional component, which is a characteristic of the degree of emotional expressiveness of the statement and the number and emotionally colored lexical units.

The regulatory component, which is characterized by the number of such speech actions as:

clarifications;

self-interrupting;

short pauses;

(Chebotareva E.Yu. and others, op. cit., p. 70).

5. The role of communication in the formation of personality. The role of communication in the formation of personality is enormous. Speech communication in all its forms and genres allows a person to get ready-made social experience, meaningful and systematized by previous generations. In communication, there is a mastery of spiritual, intellectual and material culture, a person's knowledge of the world and himself, and as a result of this - the socialization of the individual and the adjustment of human behavior.

"According to psychologists, it is verbal interaction with adults that is of decisive importance both for the child's mastery of the world around him and for mastering his ways of thinking. Verbal interaction is carried out with the help of speech communication skills, which, in turn, are developed and improved in speech activity" (Sokolova VV Culture of speech and culture of communication, Moscow: Prosveshchenie, 1995, p. 65).

Communicating with adults, the child not only learns the names of certain objects of the world around him, but also how to deal with various subjects how the world works, how to treat people and how to communicate with people. Outside the language environment, the child cannot develop either intellectually or morally.

As V.V. Sokolova, "the speech of others, their speech behavior, the sounding word addressed to the child from the first months of his life is the basis for the development, formation of the personality. And what kind of speech it is, what qualities, properties it has, what content it carries - to a certain extent sets the direction for the cultural and spiritual development of the individual and the social prosperity of the citizen" (ibid., p. 72).

Cultural features of communication

Speech behavior in a particular national-cultural community is a complex phenomenon that requires comprehensive consideration. The specificity of speech behavior in such a community is largely determined by its cultural traditions.

Cultural features of communication include the following:

distance between interlocutors;

activity in use non-verbal means communication;

using intonation to express emotions;

stability of a set of speech formulas and non-verbal signs for situations of everyday communication;

intensity of use of stereotypical speech formulas;

the degree of activity of the addresser and addressee;

tendency towards individualization of standard speech means;

the role of the speaker in the process of communication;

attitude towards the interlocutor;

a typical degree of politeness in the community.

Linguistic aspects of communication

Linguistic aspects of communication are related to the internal structure of the language and its functions in human speech activity.

Linguistic aspects include:

phonetic, which characterizes the sound side of speech: pronunciation, stress, intonation;

the grammatical aspect, which consists in the language rules for constructing word forms and sentences;

semantic aspect, which consists in correlating linguistic signs with semantic content.

In the psycholinguistic analysis of speech actions, three levels are distinguished:

the language level, which includes the volume of statements, lexical saturation and variability, fullness, correctness;

the speech level, which includes the connection between parts of sentences and between parts of the text, the complexity of statements with syntactically complex constructions and isolated phrases, expressiveness, the use of quotations and phraseological units, the use of non-informative words;

Semantic representativeness

This problem implies an approach that excludes the traditional imposition of a certain representation model (for example, production or frame) on the expert, and, on the contrary, forces the knowledge engineer to consistently recreate the expert’s world model using both informal methods and mathematical tools, such as multidimensional scaling [Petrenko, 1988; Voinov and Gavrilova, 1996]. The problem of semantic representativeness is focused on achieving cognitive adequacy of the field of knowledge and the conceptual model. At the moment, it can be formulated as the problem of a "broken phone" [Gavrilova, Chervinskaya, 1992] (see section 2.1, rice. 2.4) - possible transformations and losses in the information transmission chain.

The linguistic aspect concerns the study of language problems, since language is the main means of communication in the process of extracting knowledge.

It should immediately be noted that since the lecture is devoted to the development of ES, the area of development of natural language interfaces and the whole range of problems associated with it - lexical, syntactic, semantic, pragmatic, etc. [Malkovsky, 1985; Popov, 1982] is not considered.

In knowledge engineering, three layers of linguistic problems can be distinguished (Fig. 2.11):

Ø "general code";

Ø conceptual structure;

Ø user dictionary.

Rice. 2.11. Linguistic aspect of knowledge extraction

"Common code"

The "common code" solves the problem of language scissors between the professional terminology of an expert and the ordinary literary speech of a knowledge engineer and includes the following components:

Ø general scientific terminology;

Ø special concepts from professional literature;

Ø elements of everyday language;

Ø neologisms formed during the joint work;

Ø professional jargon, etc.

Detailing the scheme of communication (see Fig. 2.8), we can imagine the means of communication as two streams [Gorelov, 1987], consisting of components V 1 and V 2- respectively the languages spoken by the analyst and the expert (V 1 ' and V2'- non-verbal components). Language differences V 1 and V 2 and causes a "language barrier" or "language scissors" in the communication between a knowledge engineer and an expert.

These two languages are a reflection of the "inner speech" of an expert and analyst, since most psychologists and linguists believe that language is the main means of thinking, along with other sign systems of "internal use" (universal semantic code - USC [Martynov. 1977], languages "meaning" [Mel'chuk, 1974], conceptual languages [Shenk, 1980], etc.).

Analytics language V 1 consists of three components:

Ø general scientific terminology from his "theoretical baggage";

Ø terms of the subject area, which he learned from the special literature during the preparation period;

Ø everyday colloquial language used by the analyst.

Expert language V 2 includes:

Ø general scientific terminology;

Ø special terminology adopted in the subject area;

Ø household language;

Ø neologisms created by an expert during his work, i.e. his professional jargon.

If we assume that the everyday and general scientific language of the two participants in communication approximately coincides (although in reality the volume of the second component of the expert is much larger), then some common language or code that partners need to develop for successful interaction will consist of the flows shown in Fig. 2.12.

In the future, this general code is transformed into a certain conceptual (semantic) network, which is a prototype of the knowledge field of the subject area.

The development of a common code begins with the analyst writing down all the terms used by the expert and clarifying their meaning. In fact, this is the compilation of a dictionary of the subject area. Then follows the grouping of terms and the choice of synonyms (words that mean the same thing). The development of a common code ends with the compilation of a dictionary of domain terms with their preliminary grouping by meaning, i.e. by conceptual proximity (this is already the first step in structuring knowledge).

At this stage, the analyst should pay great attention to all special terms, trying to get the most out of the essence of the problems being solved and the terminology. Mastering the domain language by an analyst is the first frontier on the way to creating an adequate knowledge base.

Rice. 2.12. Structure of the shared code

Rice. 2.13 gives an idea of the process of ambiguity in the interpretation of terms by two specialists. In semiotics, the science of sign systems, the problem of interpretation is one of the central ones. Interpretation connects the "sign" and the "signified object". It is only in interpretation that the sign gains meaning. So, in fig. 2.13 the words "device X" for an expert mean some specific circuit that corresponds to the circuit of the original device, and in the head of a novice analyst the words "device X" evoke an empty image or some black box with handles

Rice. 2.13. Ambiguity of interpretation

Attention to the linguistic aspect of the problem of knowledge extraction contributes to the convergence of image 1 with image 2 and interpretation I1 with the interpretation of I2, and the words "device X" will go into a truly "general" code.

"What culture are we actually dealing with?" - this question is constantly asked today by a variety of people who communicate with representatives of other countries and other cultural areas, and this communication can take place in a variety of areas: official business, scientific, economic, private, etc. It is no coincidence that the popular book in Germany about the cultural specifics of Russia, written by A. Baumgart and B. Eneke, begins with this very question. It sounds today much more often than before, due to the intensive development of the globalization process, which vividly characterizes the world community at the end of the 20th century. The general public is trying to find the answer to it in reference books such as those published in the "Culture Shock" series. Each of the editions of this series is dedicated to any one country that is culturally very different from the countries of Western Europe: Japan, India, China, Mexico, Russia.

It is essential that the importance of individual, interpersonal communication in all areas practical activities is especially acute today. Intercultural communication is always interpersonal communication, in which very importance has a cultural environment in which communicants were formed, emphasizes F.L. Kasmir. Specialists in the ICC explain this as a departure from "hierarchical-institutional social relations in favor of democratic, or participatory, relations". Today, we can talk about a kind of social order for research on the problems of the ICC, since many people encounter problems of intercultural misunderstanding due to differences in culturally specific norms of communication. This misunderstanding causes partners to feel insecure and afraid make a mistake, fall into the "communicative trap".

Many sciences deal with the problems of ICC: anthropology, ethnography, communication theory, linguistics, psychology, ethnopsychoanalysis, ethno-rhetoric/egnohermeneutics, ethnography of speech. The interest of so many sciences in IWC may be due to the fuzzy boundaries of the very concepts of culture and communication. There are already more than 300 definitions of culture, each of which is focused on a range of problems developed by a given branch of knowledge, including linguistics). For this review, the definitions given by Yu.M. Logman, as well as Yu.M. Lotman and B.A. Uspensky.

As FL rightly points out. Kasmir, this system, which also includes certain concepts, ideas about values and rules, is not something immutable, given once and for all, but is constantly changing in the process of adapting human society to the surrounding world. Actually, culture is an expression of human ability to adapt to the surrounding reality, which is why culture is primarily a dynamic phenomenon. As S. Kammhuber successfully formulated it, "culture is not so much a noun as a verb." Many authors emphasize their understanding of culture as a communicative process, but this approach does not exclude the consideration of culture in a static aspect, i.e. as a set of statements, symbolic rows serving various purposes of communication, means of communication.

With such a high degree of interest of many sciences in the development of problems of culture and IWC, it is not surprising that many terms are interpreted ambiguously. In this review, it seems appropriate to clarify the scope of such key concepts as "cultural concept" and "cultural standard". In cognitive linguistics, the concept is usually understood as "an operational meaningful unit of memory, mental lexicon, conceptual system and language of the brain, the whole picture of the world reflected in the human psyche." Many researchers emphasize the importance of cultural factors in the formation of concepts, i.e. consider the concept as "a multidimensional culturally significant socio-psychological formation in the collective consciousness, objectified in one or another linguistic form." Thus, the concept is a culturally colored phenomenon by its nature. Yu.S. Stepanov defines it as "a clot of culture in the mind of a person: that in the form of which culture enters the mental world of a person." The concept presents evaluative norms and stereotypes, models of behavior and generalized schemes of situations. Cultural concepts determine the speech behavior of a linguistic personality as a representative of a particular nation, i.e. concepts reflect cultural standards. According to S. Kammhuber, a cultural standard is a kind of mental system based on the norms and ideas traditional for a given culture and serving the individual for his orientation in the world around him.

The peculiarity of national and cultural standards is especially keenly felt in the ICC when a person is faced with an unexpected situation / behavior of interlocutors. In order to understand the reason for unexpectedly arising communicative situations, and even more so in order to master a cultural standard alien to oneself, it is necessary to find an answer to the question: why do people of a different culture adhere to precisely such rules of behavior and respect precisely such values. S. Kammhuber gives the following illustrative example - how it is customary for the Chinese to begin a scientific report: "Before starting my message, I would like to say that I have not yet thoroughly and deeply studied this problem. I would only like to report observations, which may well turn out to be incorrect. I ask you to take a critical look at the shortcomings and errors in my report and express your suggestions."

From the point of view of the European rhetorical tradition, it would be better for an author who apologizes in advance for what he wrote and wants to say not to make a report at all. In China, however, such an introduction will in no way reduce the interest of the audience in the report and will not seem strange. On the contrary, the German manner of opening a report with a casual joke, a brief enumeration of the issues that will be raised in the speech, and a clear argumentation will leave the Chinese listeners with the impression of absolute impoliteness and bad manners of the speaker. In the above example, the following important attitude for the Chinese is updated: "Having the opportunity to make a report, I have already found myself in a more preferable situation than the rest of the members of my group. It may happen that my report will not be successful, and I will be subjected to public criticism. This will lead me to a loss of face and generally destroy the harmony of the social situation.So: behave modestly, as this is an important criterion for evaluating your listeners, underestimate yourself and your merits.Thus, you will prevent criticism and save the face of your listeners as well, namely, lifting them up." Another researcher, A. Thomas, also agrees with S. Kammhuber that the desire to maintain social harmony, to save face is the Chinese cultural standard.

According to S. Kammhuber, the cultural standard exists against the background of a certain zone of tolerance, within which actions, including speech, are perceived as normal. Therefore, the German way of starting a scientific report, following the principle of "gop-la, here I am", does not fit into the zone of tolerance familiar to the Chinese cultural tradition and may entail social sanctions.

As the practice of the ICC shows, most people perceive their native cultural standard as the only possible and correct one. This position is called ethnocentrism. As G. Malecke notes, the following two features are characteristic of ethnocentrism: 1) native culture is taken for granted; 2) the native culture is perceived as obviously superior to the cultures of other peoples. Thus, ethnocentrism is associated with a sense of one's own cultural superiority.

Since ethnocentrism, the exaltation of one's own cultural standard, contradicts the main thesis of modern social and political ethics - the thesis of the equality of all people, a counter concept has appeared in the theory of the ICC - "cultural relativism", according to which there are no highly developed and underdeveloped cultures: cultures cannot be subjected to evaluative comparison. Cultural relativism, as a very desirable characteristic of a linguistic personality, creates the necessary initial prerequisites for mutual understanding in the ICC process, although it makes very high demands on the average person, since it deprives him of his usual value orientations. Since the interlocutors are far from always able and willing to give up their cultural prejudices associated with their cultural standards, mutual misunderstanding arises. In addition, it can also arise due to insufficient cultural preparedness of the communicants, even with all their desire to meet each other halfway.

The practice of the ICC also shows that misunderstanding can also arise with a sufficiently high level of linguistic competence of the speakers, if competence is understood as mastery of the rules of grammar. Actually, the linguistic analysis of the ICC is not limited, however, to the level analysis of the language units used in oral and written texts generated in the process of intercultural communication. A much more complete and linguistically promising approach to ICC can be offered by the ethnography of speech, which studies the patterns and rules of communication in various speech communities. The ethnographic approach to speech combines the methods of anthropological analysis and sociolinguistics. This approach allows us to explore the linguistic and cultural aspects of communication in close relationship and interdependence. At the same time, it should be borne in mind that these two aspects are so intertwined with each other that separating them for analysis is more of a methodological technique. Given this quality of the ICC, O.A. Leontovich considers it expedient to study the cultural and linguistic code as a complex and multicomponent structure. The author proceeds from the presence of two codes in communication - the linguistic and cultural ones. "If the codes match, communication channels are opened, if they do not match, these channels are blocked. Blocking can be complete and partial. With complete blocking, communication participants are usually aware of the difficulties that have arisen and include feedback. With partial blocking, there is an illusion of communication when at least one of the participants seems In the terminology of T. M. Dridze, in this case, "pseudo-communication" takes place: elements of one code penetrating into another code become the cause of partial or complete blocking of communication channels.

This phenomenon underlies a number of ICC paradoxes. So, for example, the penetration of elements of the cultural code into the language takes place in the ICC process when filling in the gaps in the frame structure on the basis of one's own national and cultural experience, which can lead to the construction of erroneous logical chains. Words selected under the influence of a national-cultural-specific frame cause associations that are unjustified in another code, which leads to misunderstanding.

If the redundancy of information when communicating in the context of one culture slows down the communication process, then when different cultures come into contact, the opposite situation may arise, caused by a "frame conflict". In such cases, the success of communication is ensured precisely by some redundancy of information with the obligatory implementation of feedback.

If in ordinary, monocultural communication scenario frames serve as a cognitive basis for the formation of links between already accumulated experience and new ones obtained in the process of communication, then in ICC there may be a mismatch of scripts in different cultures, which again can lead to a communicative failure.

And finally, such a seemingly paradoxical situation is possible in the ICC process: the more likely the failure occurs, the closer the cultures are to each other, i.e. with a significant commonality of cultures and behaviors.

Communicative acts fit into the situation, which is built in accordance with certain socio-cultural behavior patterns. The interaction of the main parameters of this model is reflected in the cultural model proposed by E. Oksaar:

nonverbal extraverbal paralinguistic means

facial expressions time words

gesture space

body movements proxemics

Z. Luchtenberg pays special attention to the lexical aspect of the ICC, pointing out that taboo words and related stylistic changes play a special role in intercultural communication.

The main communicative abilities of a person are formed in the context of a multicultural society, i.e. a society in which people from different cultures live in close contact. Australia, as a classic country of emigration, has extensive experience in developing such communication skills. The policy in the field of education pursued in this country is based on the recognition that the sociocultural situation in it is determined by multilingualism and multiculturalism. In this regard, in Australia, training aimed at forming types of communicative competence traditional for Western countries is carried out taking into account the tasks of the ICC, carried out primarily in the business sphere, in the workplace. In this situation, such communicative abilities of the individual are demanded, which will ensure successful communication with colleagues belonging to different cultural and linguistic areas. Produced products and services must also be suitable for people of different cultural and linguistic backgrounds, the lack of the necessary types of communicative competence is assessed as a neglect of the interests of a part of Australian society, as well as an unacceptable refusal to use the language and cultural resources of one's country. In accordance with the specifics of Australian society before educational institutions In 1993, the country was given the task of developing another type of communicative competence among students - intercultural understanding / culture of negotiation.

It should be emphasized that the formation of intercultural communicative competence is not just an expansion of linguistic communicative competence as such, but its fundamental construction on an extralinguistic basis. This means that a person must build his communication with other people, people from other cultures, based on knowledge of the specifics of these cultures. The purpose of this approach to the formation of communicative competence is to prevent possible misunderstandings, discrimination and the emergence of cultural stereotypes. B. Cope and M. Kalantsiz even believe that life and work in a multicultural society require a very special kind of communicative competence - "civil competence", which implies a readiness for dialogue based on mutual recognition of cultural differences.

The success of communication in a monocultural environment is achieved by the compliance of the speech behavior of the participants in communication with the following communicative rules, known as the postulates of G.P. Grice:

1) the rule of quantity - the statement must be sufficiently informative: a) the message must be informative, as far as necessary; b) the message should not be overly informative;

2) the rule of quality - the statement should not be false:

a) do not say what you think is wrong; b) do not say what you do not know well;

3) the rule of relevance - the statement must be to the point;

4) the rule of modality - the statement should be clear, unambiguous, short and orderly: a) avoid ambiguity;

b) avoid ambiguity; c) be brief; d) speak in order.

The question arises: how applicable are these postulates of G.P. Grisac MKK?

M. Kline comes to the conclusion that if compliance with the rule of quantity and related requirements for utterance does not pose big problems in terms of the ICC, then compliance with the rule of quality regarding the truth of the utterance can lead to intercultural conflicts, since it affects issues of politeness, harmony or sympathy to a communication partner. The relevance rule concerns the very topic of communication, so it is difficult to give any assessment of this rule in terms of its adaptation to the specifics of the ICC. The rule of modality is especially culture-specific, since ambiguity can lead to "losing face" of the speaker, which is especially important in some cultures. M. Kline corrects the rules of G.P. Grice:

1) the rule of quantity: formulate the statement as informatively as possible, while observing the rules of discourse and the norms of this culture;

2) rule of quality: formulate the statement in such a way that you can protect it in terms of compliance with the norms of your culture; do not say anything that would be contrary to your idea of cultural norms of truth, harmony, compassion and/or respect; don't say what you don't know well enough;

3) the rule of modality: do not complicate mutual understanding more than this may be required by the interests of "saving face" and authority; avoid ambiguity, even if it is necessary for reasons of politeness or to preserve basic cultural values, such as harmony; formulate a statement of such length as is dictated by the purpose of the conversation and the discursive rules of your culture; structure the statement according to the rules of your culture.

In addition, M. Kline adds the following rules to the rules of G.P. Grice:

1) take into account in your statement everything that you know or can assume about the communicative expectations of your interlocutor:

2) clarify your communication goals as much as the rules of politeness allow.

The growing influence of globalization on all aspects of modern life, and above all on its business sphere, is also noted by E. Slambeck. researching speech communication in labor collectives and taking into account the relevance of their members to two different types of culture - individualistic and collectivist.

In general, verbal communication at work is determined by common goals- coordination of processes and solution of tasks. This applies equally to both individualistic and collectivist cultures. At the same time, in the former, individual needs, values, and goals are valued higher than in collectivist cultures. In the latter, the interests of the group are in the foreground. However, these two types of cultures differ from each other in the way they find solutions to problems.

Individualist cultures measure the effectiveness of decisions primarily by their utility, quality, and correctness. How this decision was made no longer plays a significant role, since in the foreground in group speech communication there is a common task and a variant of its solution. The speech process itself, i.e. how the options for the decision were discussed and adopted, what were the relations between the participants in the discussion, whether respect was respected for each other, whether the minority had the right to vote - all this is considered insignificant in individualist cultures, attention is not fixed on this.

In collectivist cultures, "efficiency" means something else. The quality of the decision taken is evaluated, first of all, by its "relevance", i.e. by the nature of the decision-making process itself and the perception of its participants, as well as those whom the decision concerns. "Relevance" implies an equal degree of participation of all members of the working group, the agreement of the participants and finding a consensus. The whole process of verbal communication requires much more time than is customary in Western cultures. E. Slambeck notes that the consensus principle of decision-making provides greater efficiency in individualistic cultures than the traditional principle of decision-making in accordance with the opinion of the majority. If the working group consists of representatives of cultures various types, then a fundamental question arises about the performance of such a group, since it is necessary to find a way to resolve conflicts and choose the optimal speech style for this. There are three styles of speech behavior in conflict situation: 1) avoidance of conflict as such; 2) integrative style - the idea and proposals for solving the problem are brought to the fore, and not personal goals; "ideological" and not personal differentiation of the participants in the conflict is carried out; 3) rivalry is the most unproductive style, as it aims to maintain personal positions and protect personal interests.

It follows from this that the integrative style of speech behavior is the most acceptable for multicultural working groups in a conflict situation.

In conclusion, the review should emphasize the following: the problem of ICC, which attracted close attention of linguists at the end of the 20th century, belongs to the range of problems whose sociocultural potential is so great that this problem will undoubtedly be developed in the next century.

Bibliography

1 Astafurova T.N. Variation of speech activity in intercultural business communication // Abstracts of reports. scientific conf. "Linguistic Personality: Genre Speech Activity", Volgograd, 6-8 Dec. 1998 - Volgograd. 1998. - S. 6-7.

2 Babaeva E.V. Lexical meanings of a word as a way of expressing a cultural and linguistic concept // Linguistic Personality: Cultural Concepts. - Volgograd; Arkhangelsk. 2002. - S. 25-33.

3. Vodak R. Language. Discourse. Politics. - Volgograd: Change, 2007. - 139 p.

4. Dridze T.M. Social communication as a textual activity in semiosocial psychology // Social sciences and modernity. - M, 1999. -S. 138-150.

5. Kagan M.S. Philosophy of culture. - St. Petersburg: Petropolis, 1996. - 416 p.

6. Karasik V.I. Cultural Dominants in Language // Linguistic Personality: Cultural Concepts. - Volgograd-Arkhangelsk, 2002. - S. 3-16.

"According to psychologists, it is verbal interaction with adults that is of decisive importance both for the child's mastery of the world around him and for mastering his ways of thinking. Verbal interaction is carried out with the help of speech communication skills, which in turn are developed and improved in speech activity.

Communicating with adults, the child not only learns the names of those or objects of the surrounding world, but also how to handle various objects, how the world works, how to relate to people and how to communicate with people. Outside the language environment, the child cannot develop either intellectually or morally.

As V.V. Sokolova writes, “the speech of others, their speech behavior, the sounding word addressed to the child from the first months of his life is the basis for the development, formation of the personality. And what kind of speech is it, what qualities, properties it has, what it carries content - to a certain extent sets the direction of the cultural and spiritual development of the individual and the social prosperity of the citizen "(ibid., p. 72).

Linguistic aspects of communication

Linguistic aspects of communication are associated with the internal structure of the language and its functions in human speech activity.

Linguistic aspects include:

phonetic, which characterizes the sound side of speech: pronunciation, stress, intonation;
the grammatical aspect, which consists in the language rules for constructing word forms and sentences;
semantic aspect, which consists in correlating linguistic signs with semantic content.

In the psycholinguistic analysis of speech actions, three levels are distinguished:

the language level, which includes the volume of statements, lexical saturation and variability, fullness, correctness;
the speech level, which includes the connection between parts of sentences and between parts of the text, the complexity of statements with syntactically complex constructions and isolated phrases, expressiveness, the use of quotations and phraseological units, the use of non-informative words;
content-semantic level, the features of which are the number of issues raised, adherence to the topic, logic and consistency of presentation, as well as the severity of semantic categories.

Types and types of communication

There are several classifications of types of communication, each of which is based on some of its own features.

Narration is a story about events according to their sequence in time, a message about developing actions and states.

Description is a stating speech that gives an idea of the nature, composition and properties of an object.

Reasoning is a type of speech in which objects and phenomena are examined, their internal features are revealed, and some provisions are proved.

These functional-semantic types of speech can alternate and connect with each other within the same text.

Linguist A.A. Kholodovich, characterizing the speech behavior of a person, establishes the following five signs of a speech act:

a means of expressing a speech act (sound, written sign, gesture);
the degree of communicativeness of the speech act (from communicativeness to lack of communicativeness);
orientation of the speech act (whether there is an expectation of an answer);
the number of participants in the speech act;
contact of the speech act.

On the basis of the first of the listed signs, oral and written communication are distinguished.

Based on the fourth feature, such types of communication as dialogue (a conversation between two participants) and a polylogue (a conversation with more than two participants) are distinguished.

Depending on the social status and personal relations of the participants in communication, formal and informal communication, horizontal and vertical communication are distinguished.

When characterizing the psychological goals and properties of communication, some authors distinguish the following types of communication:

"Contact of masks" - formal communication that does not aim to understand and take into account the personality of the interlocutor;
primitive communication, which is established depending on practical necessity;
formal-role communication, the content and means of which are regulated social roles;
business communication, which involves taking into account both the interests of the case and personal interests;
spiritual interpersonal communication of friends;
manipulative communication aimed at extracting benefits from the interlocutor;
secular communication aimed at maintaining relationships, pointless in content.

In the psycholinguistic analysis of speech actions, three types of statements are distinguished:

a formalized type, which is characterized by high rates in terms of the design of the statement and low rates in terms of content;
verbose type, characterized by the average expression of all indicators and at the same time a large volume and fullness of phrases;
information type, which is characterized by a large number of errors, a low level of complexity and a high level of coherence. Statements of this type have high content scores and low design scores.

Knowledge of the types and types of communication is necessary for the correct construction of the text and understanding the goals of the interlocutor's speech actions.

Conclusion

"... When the parts prepared for the construction of some colossus lie especially and some of the actions determined by themselves are not mutually communicated to each other, then their entire existence is vain and useless. Similarly, if each member of the human race could not explain his concepts to another, it would not only be deprived of this
a stream that is in harmony with the general affairs, which is controlled by the union of our thoughts, but
if only we were worse than wild animals ... "M.V. Lomonosov

in linguistics

"Linguistic aspect of intercultural communication"

It is essential that the importance of individual, interpersonal communication in all spheres of practical activity is realized today with particular acuteness. Intercultural communication is always interpersonal communication, in which the cultural environment in which the communicants were formed is very important, emphasizes F.L. Kasmir. ICC experts explain this as a shift away from "hierarchical-institutional social relations in favor of democratic, or participatory, relations." Today we can talk about a kind of social order for research on the problems of the ICC, since many people encounter problems of intercultural misunderstanding due to differences in culture-specific norms of communication. This misunderstanding causes partners to feel insecure and afraid to make a mistake, to fall into a "communicative trap".

How does semantic analysis work?

Linguistic aspect of communication. "linguistic aspect of intercultural communication"

Linguistic aspects of communication

Types and types of communication

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