XXI CENTURY RENAISSANCE IN THE PARADIGM OF SCIENCE,
EDUCATION AND TECHNOLOGY INNOVATIONS
48
RHETORIC IN THE PROFESSIONAL WORK OF A TEACHER
Seytjanova L.T.
Nukus, Uzbekistan
Berdakh Karakalpak State University
The Department of the English Language and Literature
Shakurova F.
Nukus, Uzbekistan
4
th
year Student, English Language and Literature Department, Berdakh KSU
Abstract:
The rhetoric in the professional work of a teacher is presented in the article.
Specific features of the pedagogical speech are described.
Keywords:
rhetoric, pedagogical, speech, publicity, audiovisual, improvisation.
Rhetoric is the art of persuasion, which along with grammar and logic (or dialectic
– see Martianus Capella), is one of the three ancient arts of discourse. Rhetoric aims to
study the capacities of writers or speakers needed to inform, persuade, or motivate
particular audiences in specific situations [1]. Aristotle defines rhetoric as “the faculty of
observing in any given case the available means of persuasion” and since mastery of the
art was necessary for victory in a case at law; or for passage of proposals in the assembly;
or for fame as a speaker in civic ceremonies; he calls it “a combination of the science of
logic and of the ethical branch of politics” [2].
Rhetoric typically provides heuristics for understanding, discovering, and
developing arguments for particular situations, such as Aristotle’s three persuasive
audience appeals: logos, pathos, and ethos. The five canons of rhetoric or phases of
developing a persuasive speech were first codified in classical Rome: invention,
arrangement, style, memory, and delivery.
From Ancient Greece to the late 19th century, rhetoric played a central role in
Western education in training orators, lawyers, counsellors, historians, statesmen, and
poets.
The possession of effective speech communication skills is the key to successful
professional self-realization of representatives of certain professions. Mikhalskaya A.K.
notes that workers in the areas of increased speech responsibility often undergo special
speech training through trainings that were developed exclusively for those professional
areas to which these workers belong. According to her point of view, every specialist
working in the field of increased speech responsibility should understand that “a word is
a professional tool that you also need to learn to master, like a surgeon with a scalpel and
an artist with a brush” [3]. In other words, the degree of effectiveness of professional
activity of representatives of professions with increased speech responsibility is directly
dependent on the quality of their speech behavior.
The teacher’s speech should be an example of a “rhetorical ideal” for students and
students, not only from the point of observance of linguistic norms, but also in terms of
following the rules of speech etiquette. Each teacher must carefully ensure that a friendly
XXI CENTURY RENAISSANCE IN THE PARADIGM OF SCIENCE,
EDUCATION AND TECHNOLOGY INNOVATIONS
49
and trustful contact is established between him and the student, and an atmosphere of
warmth and respect is created that will give the student that very feeling of “social
security” that, according to psychologists, is necessary for comfortable life in modern
society.
It should be noted that pedagogical speech has its own specific features, as is a
phenomenon that independently exists in the professional activity of a teacher, and at the
same time, is a condition for the formation and development of pedagogical mastery. She
possesses some kind of distinctive properties and qualities that determine her pedagogical
essence and content. They include:
a) publicity, focus on the audience;
b) audiovisual;
c) improvisation.
Currently, the following characteristics of the rhetorical discourse are
distinguished:
1. An audience is an equal participant in rhetorical activity. The correlation of the
rhetorical tasks of the speaker with the interests and needs of the audience is a
prerequisite for ensuring effective interaction with his listeners.
2. Communicative contact is a key aspect of rhetorical activity. Means of contact
are aimed at optimizing the rhetorical impact.
3. The harmony of rhetorical discourse is based on the principles of cooperation
and the mutual disposition of the speaker and audience.
4. Dialogue is one of the important distinguishing features of public speaking. The
speaker provides feedback to the audience and, if necessary, transforms his rhetorical
activities depending on the reaction of the audience [4].
The publicity and orientation of pedagogical speech to the audience are its most
important specific feature and determine the fulfillment of the following necessary
provisions:
1) the teacher’s comprehensive knowledge of the personal characteristics and
qualities of students, as well as the characteristics of the collective in this class;
2) the ability to predict in advance the degree of influence of your words on all
students in general and on each student in particular;
3) the personal attitude of the teacher to what he is talking about, i.e. personal
coloring of statements;
4) the skills of organizing and building dialogue (to achieve dialogicity, the
teacher can use such utterances as “let’s imagine” or “as you remember”, etc., as well as
all kinds of emotionally expressive words and rhetorical questions.
Another specific feature of pedagogical speech is its audio-visual. This means that
what the teacher is talking about at the moment should be perceived by students not only
by ear, but also through visual channels of perception. Through hearing, students
perceive the word, its main meaning and intonation (linguistic and paralinguistic sign
system of pedagogical speech). Visually, in the process of pedagogical speech activity,
students perceive the teacher’s facial expressions, as well as the expressiveness of the
emotional component of his behavior, accompanying the statement (kinetic form of the
teacher’s speech system).
XXI CENTURY RENAISSANCE IN THE PARADIGM OF SCIENCE,
EDUCATION AND TECHNOLOGY INNOVATIONS
50
This feature sets the teacher with the requirement to develop the ability to control
his appearance in the process of speech activity and communication with students, as
well as adequately perceive the reaction of students (the ability of social perception).
The teacher’s speech improvisation is a rather ambiguous concept, therefore there
are several points of view on determining its meaning:
1) this is not literal reproduction of the educational material, but, on the contrary,
its free presentation on the basis of detailed preliminary preparation, which provides for
the selection of the content component, deliberation of the volume and logical sequence
of the statement, determination of the nature of the general tone of statements, certain
intonational moments, tempo and rhythm of speech ;
2) this is an unplanned speech that occurs instantly, i.e. born directly in the process
of the teacher; this is an immediate reaction of the teacher at the time of communication
with students to their specific words and actions.
According to the revealed essence, functions, forms and features of pedagogical
speech as the most important tool and means of professional activity of a teacher, the
following requirements are defined for it:
a) literacy of speech and its lexical richness;
b) substantive content (the teacher’s speech should be sufficiently informative,
rich in factual scientific material related to life and enriching the personal experience of
students);
c) the relevance of speech (the teacher’s knowledge of the audience, understanding
of its features and circumstances in which speech activity is carried out, involves the
selection of the content of speech, language tools, certain communicative actions);
d) logic and accessibility (accessibility of speech here is understood not only in
terms of accuracy and transparency of the teacher’s statements, but also refers to the
ability to adapt them to the age and individual characteristics of students);
e) prosodic expressiveness, emotionality and figurativeness of speech, which is
characterized by the ability to create visual and sensual images, pictures of objects and
phenomena of the surrounding reality (the teacher must learn to speak in such a way that
students “see” what is being discussed, for this it is necessary to master figurative
linguistic means, it is appropriate and free to use epithets, comparisons, metaphors,
personifications, etc.;
f) literature and following speech etiquette (exclusion of parasitic words and
vulgarisms) - the necessary requirements for the speech of the teacher; they also include
the use of sustainable communication formulas;
g) technical refinement (optimal pace and rhythm of speech, delivery of breath and
voice, clear diction) [5].
It is quite obvious that one can speak about the high degree of effectiveness of
public speech of representatives of professions with increased speech responsibility only
when the speaker, using the entire arsenal of linguistic and paralinguistic tools available
to him, fully realizes his professional goals. Thus, the goal of each professional public
speaking is, as a rule, directly related to the general, global goal of the speaker’s
professional activity, which, in turn, determines the content and structure of speech, and
also has a direct impact on the way of oral presentation.
XXI CENTURY RENAISSANCE IN THE PARADIGM OF SCIENCE,
EDUCATION AND TECHNOLOGY INNOVATIONS
51
REFERENCE:
1.
Corbett, E.P.J. (1990). Classical rhetoric for the modern student. New York:
Oxford University Press., p. 1.
2.
Young, R.E., Becker, A.L., & Pike, K.L. (1970). Rhetoric: discovery and change.
New York: Harcourt Brace & World. p. & nbsp:1.
3.
Aristotle’s Rhetoric, Book I, Chapter 2, Section 1359 (trans. W. Rhys
Roberts)[https://web.archive.org/web/20080916083515/http://www.public.iastate.edu/~h
oneyl/Rhetoric/rhet1-4.html Archived 16 September 2008 at the Wayback Machine;
Aristotle, Rhetoric 1.2.1, «Archived copy»
. Archived from
the original
on 15 April 2012
.
4.
Михальская А.К. Основы риторики: Мысль и слово. М.: Просвещение, 1996.
- 416 с.
5.
Фрейдина Е.Л. Публичная речь и её просодия. Монография. – М.:
«Прометей» МПГУ, 2005. – 192с.
6.
Зимняя И.А. Речевая деятельность и речевое поведение в обучении
иностранному языку // Сб. науч. тр. МГПИИЯ им. М. Тореза. М., 1984.
7.
Садуллаева Альфия Низамаддиновна СТИЛИСТИЧЕСКИЙ АНАЛИЗ
КОНЦЕПТА «МУҲАББАТ» (ЛЮБОВЬ) В ПРОИЗВЕДЕНИИ «ТЕРБЕНБЕС» //
European
journal
of
literature
and
linguistics.
2023.
№2.
URL:
https://cyberleninka.ru/article/n/stilisticheskiy-analiz-kontsepta-mu-abbat-lyubov-v-
proizvedenii-terbenbes (дата обращения: 16.11.2023).
8.
Nizamaddinovna
S.
A.
VERBALISATION
OF
THE
CONCEPT
“MUHABBAT”(LOVE) IN THE WORKS OF KARAKALPAK POET AJINIYAZ
QOSIBAY ULY //
湖南大学学
报
(
自然科学版
). – 2022. – Т. 49. – №. 07.
9.
Nizamaddinovna S. A. Verbalization of the concept “love/muhabbat” in the
proverbs of English and Karakalpak languages //METHODS. – 2022. – Т. 3. – С. 30.
