Workshop “Speech aggression. Forms of manifestation of verbal aggression in a newspaper text

Annotation: This article talks about verbal aggression.

The definition of aggression is given, the types and conditions of its manifestation are described. The attention of teachers, parents and children is drawn to the problems of speech behavior and speech aggression.

"Tell me how you talk and I'll tell you who you are"

We all complain that there is more and more aggression in the life around us. Aggression usually refers to some kind of action. And if we were insulted, we were threatened, what is it?

In fact, there are two types of aggression: physical and verbal. Very often they do not live one without the other. Sometimes it seems that the air is saturated with it. These feelings are not far from the truth. We can leave the house in a great mood, but gradually the speech of others changes our feelings, irritation and harshness appear.

We hear:

- "Get away from here!"

- “I can’t stand you!”; "You get on my nerves!"

- "Black Sheep", "Stupid Chicken".

Unfortunately, this is not an "invention" of our century. This feature of scolding was noted by Aristotle:

“From the habit of swearing in one way or another, a tendency to commit evil deeds develops.”

No wonder it is believed that a person’s speech is his self-characteristic, and, paraphrasing a well-known saying, it is quite possible to say: “Tell me how you speak, and I will tell you who you are.”

Although the use of vulgarism and abuse is not necessarily a manifestation of verbal aggression, nevertheless, they show us bad manners, tactlessness of the speaker. And it creates a general hostile environment.

Speech aggression- offensive communication; verbal expression of negative emotions, feelings or intentions in an offensive, rude, unacceptable form in a given speech situation.

verbal aggression is two kinds:

1. As a reaction to external and internal environmental stimuli.

It is an expression of negative emotions and feelings (anger, irritation, resentment, discontent, disgust, contempt, etc.).

For example, we were rude in a store, stepped on our feet on the bus, denied some request.

2. As a special intention, that is, the speaker's purposeful desire to harm the addressee (humiliate, insult, ridicule, etc.).

We encounter this everywhere, we get verbal aggression, which we did not provoke (in the registry of a polyclinic, at an appointment with an official ...).

We hear how children greet each other: "Hey morel" or "Hello tall" (and this is a belittling of physical data).

Often, in such a “forbidden” way, people realize some of their needs (self-affirmation, self-defense, self-realization, etc.). You automatically “become” better, smarter, taller.

It is this kind of speech aggression “in itself”, aggression “in its purest form” that is the most dangerous, because it is a thoughtful, planned, prepared speech act. It is precisely this kind of aggression: planned, thought out, for the sake of one's own pleasure, that only a person is capable of. Since aggression in the animal world is present when an animal obtains food, protects itself or its cub, i.e. For life.

Conditions for the manifestation of verbal aggression:

- as a negative communicative intention of the speaker (for example, to humiliate the addressee, to express negative feelings and emotions). The situation is typical boss - subordinate (“You won’t expect anything smart from you”);

- as a discrepancy between the statement and the nature of communication and the “image of the addressee” (for example, familiar address in an official setting;

Appeal to only one interlocutor in group communication, offensive hints to the interlocutor);

- as negative emotional reactions to this statement (resentment, anger, irritation). We were told only one word, and everything boils inside us. We feel insulted. There are reflective response remarks (So we talked!);

It is important to note that both verbal and physical aggression have similar verbal and mental operations. We plan both utterance and physical action with the help of inner speech, which, as you know, is formed from external speech. Closely related to her. Such similarity in verbal and mental activity often leads to the fact that verbal aggression is a precursor to physical aggression or follows it.

Therefore, it is necessary for a person to control his own speech actions.

Can we consider verbal aggression as a typical phenomenon in modern society?

Yes we can.

With the change of the state system, the speech and behavioral stereotypes characteristic of it left. They were replaced by new ones, in which the modern generation (our children) was formed. With the tacit encouragement of public consciousness, verbal aggression is an integral part of the code of speech behavior of a "modern", "strong", "self-confident" personality.

Reasons for the manifestation of verbal aggression:

• social,
• psychological,
• sociocultural,
• actually communicative.

Let's consider each separately.

1. Social:

Political, economic and cultural instability of modern society, which determines the decline in living standards.

Propaganda of violence in the mass media, mass media, and above all television, themselves act as a source of verbal aggression. Corresponding models of speech behavior of characters, verbal clichés are given. Computer games and music also contribute to this.

In addition, speech aggression is peculiarly "stimulated" by an unhealthy interest in the details of crimes presented in many modern printed publications.

It can also be seen that many media outlets cultivate the unjustified use of swear words and expressions with a clear decrease in censorship control.

The social reasons also include the loss or weakening of the mechanisms that traditionally restrained manifestations of verbal aggression.

2. Sociocultural:

The attitude of society towards aggression itself and the degree of its condemnation.

In modern European society, there is practically no strict legal control over the manifestations of verbal aggression.

In Russian administrative legislation, “obscene language in public places, offensive harassment of citizens” is qualified as “petty hooliganism”.

Can we recall cases of prosecution under this article?

Unfortunately, this turns out to be quite difficult, because many prefer not to notice verbal aggression in their address, not to respond to verbal attacks or respond with retaliatory aggression.

3. Communicative:

These are the attitudes of parents, which are expressed mainly in such verbal patterns: “always hit back”, “be the best”, “justify parental hopes at any cost”, etc.

Most often, this implies verbal rather than physical aggression. Insufficient attention to the speech of the child in the family, a decrease in the general culture in society also contributes.

4. Psychological:

These include age-related crises and instability of the emotional regulation system in adolescence. In addition, in a modern children's team, the environment itself is very aggressive.

The main danger of verbal aggression in social terms lies in the underestimation of its danger by public consciousness. Today, rudeness is often seen as a natural form of responding to a conflict situation, and politeness as a weakness or something "too difficult" to resolve the conflict. Norm and antinorm are reversed.

Research on this topic was carried out among schoolchildren. Those of them who demonstrated a high level of readiness for verbal aggression did not assess their verbal behavior as aggressive. For them, it's just a habit.

One of the reasons for this behavior is the low level of speech culture, the poverty of the vocabulary, the lack of the ability to express one's thoughts and feelings in the literary language and the elementary inability to communicate.

Sometimes a person seeks in this way to demonstrate "knowledge" of profanity, to show his "adulthood", "emancipation", "originality".

At the same time, verbal aggression makes it difficult to fully exchange information, inhibits the perception and understanding of each other by interlocutors. She is the companion of almost any quarrel.

According to the results of a survey of adolescents, often the only source for the formation of effective speech communication skills that do not allow rudeness and tactlessness is a teacher. In general, the teacher has to confront society, the family, the media, literature, and art.

Rough and harsh treatment closes all doors and all hearts before us.

S. Smiles

The tasks of studying the topic:

- to reveal the causes and consequences of the manifestation of verbal aggression in modern society as a whole and in specific conditions of communication;

- learn to distinguish between similar, but not identical, negative emotional states (for example, anger, hatred, rage) and determine the degree (strong - moderate - weak) of their manifestation in situations of verbal aggression;

- to develop the ability to correctly understand and correctly choose language (lexical, phraseological) means to assess negative emotional states that cause verbal aggression.

* Is it possible to consider verbal aggression as a typical phenomenon for modern society? Justify your answer. In what spheres of life of modern society does verbal aggression manifest itself most often? Consider why this is happening.

The question of the causes and consequences of the manifestation of verbal aggression involves many aspects for consideration. Therefore, within the framework of this textbook, we will only briefly list the most important causes and outline the most obvious consequences of the wide spread of this negative phenomenon in modern society, in particular, in the children's speech environment and in pedagogical communication.

Reasons for the manifestation of verbal aggression can be grouped into the following groups: social, psychological, sociocultural, proper communicative.

Speaking about human aggression and especially about its verbal manifestations, it must be recognized that the emergence and development of aggressiveness depends mainly on social conditions, which include the social formation as a whole, and the nearest social environment, a small group - family, school, company of friends, etc. . P.

Among social The reasons for the widespread use of verbal aggression can be identified as follows.

1. The general (political, economic, cultural) instability of modern society, which determines the decline in the standard of living with an increase in the level of crime, cases of antisocial behavior, and, as a result, the tendency for the public consciousness to tacitly encourage verbal aggression as an integral part of the code of speech behavior of the "modern", "strong", "self-confident" personality.

2. Promotion of violence in the media.

The mass media, and above all television, act as a source of verbal aggression.

The popularity of the action movie and thriller genres in modern literature and cinema with the corresponding models of speech behavior of characters and a set of verbal clichés, as well as computer games and aggressive music, also contribute to the peculiar cultivation and inculcation of verbal aggression.

In addition, verbal aggression is peculiarly "stimulated" by an obviously unhealthy interest in the details of crimes and the form of their presentation in many modern printed publications. Let us give just one specific example (italics are ours): “An hour and a half before the murder of my father son with a penknife had already managed to seriously injure the drinking buddy with whom he whiled away the Christmas evening. Same with a knife they decided native papulku "(“I stabbed ... dad”, Chimes, 1993, No. 5).

You can also notice that in the last seven to ten years, many media have been cultivating the so-called. "invectivization of speech" - the unjustified use of swear words and expressions with a clear decrease in censorship control.

3. Loss or weakening of the mechanisms that traditionally restrained manifestations of verbal aggression.

In the domestic speech culture of past centuries, such a role was played by:

– religious ideas, in particular, the attitude to the Word in Christian ethics (“In the beginning was the Word, and the Word was with God, and the Word was God…”, John. I, 1-5);

- folk beliefs (for example, being afraid of the devil, they did not swear in the forest; among Russian peasants it was considered dangerous to scold children, because in the next world they would turn away from their parents; according to legend, demons penetrate into a house where people swear and swear;

– censorship control;

- strict observance of the norms of speech etiquette;

sociocultural factors that determine a greater or lesser degree of manifestation of verbal aggression in society are the following:

1. Attitude towards this form of aggression, the degree of its condemnation in the given logosphere, speech-thinking culture.

So, for example, a significant degree of social loyalty to verbal aggression in Russian society, obviously, allows us to agree that “this phenomenon occurs in our society much more often and is more diverse than, say, in Japanese culture, where verbal aggression meets active public condemnation".

2. Traditional for this society form of suppression, prevention of physical aggression.

In almost any modern society, physical aggression is replaced by socially more acceptable ways of releasing negative emotions: either in the form of invective - through the use of swear words and expressions in speech; or in the form of politeness - with the help of carefully developed rules of etiquette, a variety of verbal rituals, etc. At the same time, paradoxically, "politeness is completely similar to invective, it allows us to regard itself as a kind of substitute for physical aggressiveness" .

If we consider the Russian speech tradition in this respect, then for it, as well as for European culture as a whole, invective and verbal aggression are certainly more typical.

Therefore, in modern European society, there is practically no strict legal control over manifestations of verbal aggression - a well-thought-out and actually operating system of laws and regulations.

For example, in the United States fines for blasphemy and foul language in public places have been abolished.

In Russian administrative legislation, “obscene language in public places, offensive harassment of citizens” is qualified as “petty hooliganism” and entails a fine in the amount of 5 to 15 times the minimum wage or administrative arrest for up to fifteen days (Article 20.1 “Petty hooliganism” of the “Code of the Russian Federation on Administrative Offenses” as of September 1, 2002). However, in reality, bringing to justice under this article turns out to be quite difficult, primarily because many people prefer not to notice verbal aggression against them, not to respond to verbal attacks, or to solve this problem on their own - most often with the help of retaliatory aggression.

Among actually communicative The reasons for the spread of verbal aggression in the modern world include the following:

1. A number of stereotypical communicative attitudes of parents who are afraid that their child will not easily adapt to a "cruel" world. These attitudes are expressed mainly in the following verbal patterns: “always hit back”, “be the best”, “justify parental hopes at any cost”, etc. Moreover, most often this means precisely verbal (as less condemned by public consciousness), and not physical aggression.

2. Clearly insufficient attention to the speech culture of the child in the family and the lack of targeted training in communication skills at school.

3. Pathogenic communicative environment in the modern children's team, in which a negative personal experience of verbal communication of a particular child is formed (see the theory of social learning; topic 1).

The most general model of negative verbal contact in the children's team is embodied in communicative intentions such as "arguing", "mocking", "ridicule" and "hanging verbal labels" (for example, "sneak", "liar", "imagined", etc. ).

Finally, speaking of psychological causes of aggression in children's speech, it is necessary to take into account the following psychological characteristics of children and adolescents:

1. Age-related psychological crises (1 year, 3 years, 7 years, adolescence crisis, etc.), marked, as you know, by an increased manifestation of aggression in general, and speech - especially.

2. Exacerbation of psychological discomfort in adolescence when getting into a situation of frustration and more frequent creation of such situations (topic 1).

3. Temporary hyperfunction (increase) or hypofunction (decrease) of one of the levels of the emotional regulation system.

For example, with hyperfunction of the level stereotypes which is “responsible” for the emergence of standards of behavioral reactions, the coloring of emotional experiences with pleasure or displeasure, there is an “increase in activity in meeting needs and, as a result, fixation on negative impressions, their too acute experience” . It is clear that this can provoke verbal aggression.

At the level expansion there is a creation of the experience of successes and defeats, the perception of anger and aggression as a threat to a person’s existence, when “aggressive manifestations are part of the possible ways of affective adaptation to the environment” and take the form of more complex purposeful behavior. In the case of hyperfunction of this level, the need for dramatization of relations with the world increases and, consequently, the tendency to quarrels, conflicts, and aggressive statements.

Finally, with level hypofunction emotional control"responsible for resolving the complex ethological problems of organizing the life of an individual in society", establishing emotional interaction with other people, developing the ability to empathize with another person, there is a weakening of the influence of social acceptability, the correctness of behavior. This, in turn, also leads to verbal aggression, which begins to be perceived by the child as an adequate and acceptable response (for example, to a remark) or as a justified and expedient speech tactic (for example, in a situation of dispute, discussion).

We present the results of a general analysis of the causes of verbal aggression in the form of the following scheme (it can be offered as an independent task).

Considering the causes of the emergence and manifestation of verbal aggression, it is necessary to take into account the significant complexity and ambiguity of this problem, since the quantitative diversity and qualitative originality of speech situations marked by aggression determine specific aggressive motives and incentives characteristic of each individual situation.

* List the negative feelings and emotions you know. Which of them, in your opinion, can cause verbal aggression in specific situations of communication? Illustrate your reasoning with real-life examples of speech situations.

In specific situations of communication, verbal aggression occurs when the speaker (the initiator of aggression) feels the need for emotional release - the expression of negative emotions and feelings, the removal of psychological stress, the achievement of catharsis (topic 1).

Scientists have found that such emotions are primarily anger, disgust and contempt, which received a special name - " hostility triad" .

However, the concept of "negative emotions" is, of course, not limited to the "hostile triad". Offensive statements can occur in the speech of a person who experiences resentment, disappointment, indignation, despondency and other negative feelings and emotions.

Consider the "Hostile Triad" diagram. Tell her about the particular reasons for the manifestation of verbal aggression in specific situations of communication. Complete the diagram with your own examples.

Consequences of verbal aggression

* Think about how dangerous verbal aggression can be? What leads to hurtful communication? Can a harsh word sometimes have more serious consequences than a physical action, the use of force?

The very formulation of this problem is possible and necessary in two aspects: general social(verbal aggression as a social phenomenon) and actually communicative(verbal aggression as a speech phenomenon).

As we have already established, in modern society, verbal aggression is assessed as less destructive and only “fictitiously” dangerous than physical aggression. Meanwhile, abuse, rudeness, offensive statements, verbal pressure can often be perceived even more painfully than physical impact (push, hit).

In addition, verbal aggression creates a negative model of human behavior in general and thus is the basis for a stronger and, accordingly, socially unacceptable behavior - physical aggression. In other words, “having become stronger in the permissibility of verbal aggression, a person can extend this model to other areas of life that require, in his opinion, already physical aggression” .

Another problem is that very often in everyday life the aggression of the word is not recognized by the public consciousness as absolutely unacceptable and really dangerous. In this regard, this concept is replaced by unjustifiably softened or completely distorted definitions: “speech incontinence”, “sharpness of expressions”, etc.

The well-known researcher of aggression N.D. Levitov rightly notes that “in everyday life, including school life, there are often forms of rude violent behavior that undoubtedly relate to aggression, although they are not usually called by this term. They talk about "cockiness", "pugnaciousness", "embitterment" when they see aggressive behavior ... ".

Thus, we observe the widespread prevalence of verbal aggression with relative loyalty to this phenomenon on the part of modern society.

All of the above leads to the following important conclusion:

! The main danger of verbal aggression in social terms lies in the underestimation of its danger by public consciousness.

The immediate sphere of distribution of specific forms of verbal aggression is everyday verbal communication. What are the consequences of verbal aggression in communicative aspect?

A. A. Leontiev identifies three features of verbal communication: intentionality (the presence of a specific motive and purpose); effectiveness (coincidence of the achieved result with the intended goal); normativity (social control over the course and results of the act of communication).

As shown by our experimental data, as well as a theoretical study of this problem, in communication marked by certain manifestations of aggression, these conditions are either violated or not taken into account at all. So, in most cases of offensive communication, there is a weakening or complete absence of communicants' control over their own statements.

Evidence for this is the active use of the invective; violation of intonation, timbre, tempo and other phonological features of speech; lack of consideration of the “addressee factor” (constant interruption of the interlocutor, touching on “taboo” (forbidden) topics, etc.).

In addition, in a situation of verbal aggression, there is a rapid increase in emotional tension, which captures almost all (!) Participants in communication who do not even have aggressive verbal intentions. This is very accurately described in the family chronicle “Gymnasium students” by N.G. Garin-Mikhailovsky: “Kornev used to start scolding someone without ceremony, and Kartashov feels such humiliation, as if he were being scolded himself.”

Do you agree with this statement? Have you ever found yourself in the position of Kartashov? Describe this situation, tell about your feelings. Make a conclusion about the consequences of verbal aggression in specific communication conditions.

The situation of offensive communication, a characteristic feature of which is the extreme inaccuracy of the implementation of the goals of communication, also makes it impossible to fulfill the first two conditions for effective verbal communication - intentionality and effectiveness.

So, in the case of verbal aggression, a kind of substitution or distortion of the original communicative intention of one or more participants in communication occurs. For example, a discussion that initially has a positive communicative orientation - proof of one's point of view or a joint search for truth, easily develops into a quarrel, a verbal squabble, the purpose of which is to hurt the opponent. This happens as soon as in the speech of at least one of the opponents signs of verbal aggression are outlined: an increase in tone, a sharp categoricalness of judgments, a “transition to personalities”, etc. So, let's summarize our reasoning:

! Verbal aggression hinders the implementation of the main tasks of effective communication:

– makes it difficult to fully exchange information;

– inhibits the perception and understanding of the interlocutors of each other;

– makes it impossible to develop a common strategy of interaction.

Therefore, a comprehensive study of verbal aggression is a necessary condition for ensuring the communicative security of an individual and society as a whole.

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Introduction

The Russian language is characterized today, as many researchers note, by a decrease in the level of speech culture, vulgarization of speech, taboo vocabulary, and propaganda of violence in the media. All this is the result of increased aggressiveness of public consciousness. Society neglects the fact that verbal aggression is no less dangerous than physical aggression: it has a destructive effect on the consciousness of participants in communication, makes it difficult to fully exchange information, and reduces the possibility of mutual understanding between communicants. In this regard, in my opinion, every person today needs to have an idea of ​​​​what verbal aggression is in order to be able to deal with it.

Purpose: to give an idea of ​​​​speech aggression.

1. define verbal aggression;

2. identify the causes of speech aggression;

3. name the main ways to overcome it.

1. Different definitions of the concepts of verbal aggression

There are several definitions of the term "speech (verbal, verbal) aggression".

Speech (verbal) aggression is a verbal expression of negative emotions, feelings or intentions in an offensive, rude form.

Speech aggression is a multifaceted phenomenon that can affect almost all areas of human life due to the fact that communication appears in all these areas. That is why the concept of "speech aggression" is interpreted differently by researchers.

Speech aggression is an impact on the mind of the addressee, carried out by means of language, namely, the explicit and persistent imposition of a certain point of view on the interlocutor (reader), depriving him of the choice and the opportunity to draw his own conclusion, independently analyze the facts.

Speech aggression as “unargued at all or insufficiently reasoned open or hidden (latent) verbal impact on the addressee, aimed at changing his personal attitudes (mental, ideological, evaluative, etc.) or defeat in controversy.”

Speech aggression is the intentional targeting of insulting or harming a person through various speech methods.

Having drawn a conclusion from these definitions, I am inclined to the definition, since verbal aggression is carried out with the help of speech and affects the human mind. And changes in personal attitudes causing harm to a person is already a consequence of a negative impact on consciousness.

1.1 Types of speech aggression

Active direct aggression. Verbal humiliation of a person. This type of verbal aggression includes command statements. Characteristics: 1) requires immediate submission); 2) threatens with unpleasant consequences 3) uses verbal abuse or humiliation of another person (group of persons), shows sarcasm or ridicule.

Active indirect aggression - dissemination of incorrect information regarding the object of aggression (humiliation of a person behind his back, slander).

Passive direct aggression - a pronounced cessation of any conversations with an opponent (refusal to speak with a person).

Passive indirect aggression - refusal to give specific verbal explanations or explanations (refusal to speak out in defense of an undeserved criticized person).

According to the intensity of speech aggression, the following 2 types can be distinguished:

1) Strong verbal aggression - obvious abuse or swearing (this can often be seen in public discussions by V.V. Zhirinovsky), when the speaker does not hide his desire to offend the opponent.

2) Weak (erased) verbal aggression - aggression towards the opponent is observed, but all norms of politeness are observed (irony can be cited as an example)

According to the degree of purposefulness of speech aggression and its awareness:

1) Conscious, purposeful (deliberate, proactive) verbal aggression. This type of verbal aggression is characterized by the fact that the aggressor wanted to influence (insult) the opponent, and this was his main goal.

2) Unconscious or conscious insufficient verbal aggression. This verbal aggression is characterized by the fact that insulting or influencing the opponent is not the main goal of the involuntary aggressor (for example, this is used when the speaker tries to increase his self-esteem with his cue, assert himself, which can lead to insulting others). This point can be attributed to aggression as a way of protection (often observed in television discussions).

1.2 The reasonsmanifestationsverbal aggression

Verbal aggression caused by subjective reasons (for example, mental or mental disorders) is not the subject of study in the framework of this work. As for the objective reasons for the manifestation of verbal aggression in modern society, at least the following can be distinguished among them:

1. Biological;

2. Social;

3. Psychological;

4. Sociocultural;

5. Actually communicative.

Since this issue involves many aspects for consideration and may become the topic of a separate scientific study, in this paper we will only briefly list the most important reasons for the widespread use of verbal aggression in modern society, in particular, in the school speech environment.

Speaking about human aggression, in particular about its verbal manifestations, it must be recognized that the emergence and development of aggressiveness depends mainly on social conditions, which include both the social formation as a whole and the immediate social environment, a small group.

On this basis, among the social causes of verbal aggression (as the main and determining the degree and nature of its manifestation in a particular society), the following can be distinguished, first of all:

1. General social instability (especially at the present time in our country) and in connection with this - a steady increase in crime, cases of antisocial behavior, in particular, children and adolescents and, as a result, the emergence and steady increase in the number of microgroups where speech is cultivated aggression, where it acts as part of the code of speech behavior. At the same time, there is practically no strict legal control over the manifestations of verbal aggression in modern society - a well-thought-out and actually operating system of laws and regulations.

Meanwhile, in the hermeneutic concept of the French philosopher P. Ricoeur ("Triumph of language over violence. Hermeneutic approach to the philosophy of law"), as one of the possible oppositions to linguistic violence, a restraining mechanism, legal norms, process (trial - tribunal) are rightly considered as " regulated form of conflict", "legal processing of violence", the purpose of which is "to promote social peace through the triumph of language over violence". (71, p.34)

In addition, one of the reasons for the spread of verbal aggression in modern society is the distortion in the minds of our compatriots of the system of spiritual values ​​(the cult of power; the desire for power; the popularity of the idea of ​​an end that justifies the means, etc.) and the corresponding social attitudes (the idea of ​​the world as about cruel and full of violence, focus on achieving a high social position, the ideal of a successful and self-confident person as a person capable of "giving a verbal rebuff", etc.).

2. Promotion of violence in the media. Mass media, primarily television, act as a source of verbal aggression. (The mechanism of the impact of the media on the consciousness of the consumer, including his linguistic consciousness, is described in the article by O. Starova "Mass Media as a Source of Aggression".)

The spread of verbal aggression is also facilitated by the popularity of action and thriller genres in modern literature and cinema with the corresponding models of speech behavior of characters and a set of verbal clichés; computer games and aggressive music; unhealthy interest in the details of crimes related to aggression in the press, etc.

As rightly believes V.G. Kostomarov, "an element of play, looseness, familiarity penetrates the presentation of tragic events, testifying not only to the insolvency of the author, his bad individual taste and bad manners, but also to a triumphant stylistic trend." (27, p. 49) Example: "An hour and a half before the murder of his father, the son had already managed to seriously injure the drinking companion with whom he spent the Christmas evening with a penknife. With the same knife, he killed his own dad." ("Killed ... dad." Chimes, 1993, No. 5)

In addition, according to research by V.I. Zelvis, in the last five to seven years, not only foreign, but also Russian media have been "cultivating the invectivization of speech" (20, p.25) - the unjustified use of swear words and expressions. This position is also confirmed by the studies of V.G. Kostomarov. In his work "The Linguistic Taste of the Epoch" he cites numerous examples of how "the 'unprintable word' today simply bursts into the pages of a number of 'democratically free' independent newspapers" (27, p. 65). At the same time, one cannot but agree that "behind the taste for unlimited freedom of expression, behind the familiar swagger of tone that is in fashion, spiritual nihilism, the loss of historical memory and respect for the fatherland" are often hidden. (27, p. 31)

3. Loss or weakening due to long-term social upheavals of the mechanisms that traditionally restrained manifestations of verbal aggression. For example, in the Russian traditional culture of past centuries, such a role was played by:

a) religious ideas - on the one hand, the cult of the Word in Christian ethics ("In the beginning was the word, and the Word was with God, and the Word was God ...", John. I, 1-5); on the other hand, folk beliefs: for example, being afraid of the goblin, they did not swear in the forest; among Russian peasants it was considered dangerous to scold children, because in the next world they would turn away from their parents; according to legend, demons enter the house where people quarrel and swear, etc. (81, p.56);

b) stricter compliance with the norms of speech etiquette;

The latter had a particularly strong impact on linguistic consciousness, since, as A.K. Michalskaya, "by its very existence made verbal aggression ... so dangerous .. that, in general, rude and open forms of verbal aggression were used to a limited extent." (51, p.62) Yu.M. Lotman (43, pp. 164-169).

The social prerequisites for the wide spread of verbal aggression in the modern world largely determine the actual communicative reasons for the manifestation of this phenomenon, among which, in our opinion, it is first necessary to highlight the following:

1. Some trends in the development of the modern Russian literary language, which V.G. Kostomarov defines it thus:

- "If the normal development of the norm is ensured by the balance between the preservation of tradition and communicative expediency, then today the influence of the first is weakened, and the second is exaggerated and often misunderstood." (27, p. 229)

- "Rapprochement of the styles of the literary language, by its nature bookish even in the oral form of implementation, with relaxed colloquial speech ..." (27, p. 232)

This largely explains the fact that lately "journalists, especially in youth newspapers, ... are deliberately cultivating a "roughened Russian language", which "captivates with its realism" and "spreads the circle of readers" (27, p. 30)

2. A number of stereotypical communicative attitudes of parents who are afraid that their child will not be able to easily adapt in a "cruel" world, which are expressed in such verbal patterns as "fight back", "fend for oneself", "justify parental hopes at any cost", etc. .P. moreover, most often this implies precisely verbal (as less condemned), and not physical aggression!

As K. Byutner notes, "when sending their child" into the world ", parents are naturally concerned about whether and how he can protect his personality in all the collisions awaiting him." (4, p.19) At the same time, "even if in family education the emphasis is on cooperative and tolerant behavior, the hope remains in the foreground that their own child will be able to take one of the most prestigious places in life." (4, p.20)

3. Insufficient mastery of communication skills: insufficient attention to speech culture in the family and the lack of targeted training in communication skills at school.

4. Pathogenic communicative environment in the children's team, negative personal experience of verbal communication of a child who is not initially prone to verbal aggression (setting to negative verbal contact in the children's team, expressed in desires such as "arguing", "mocking" and hanging verbal labels, for example, "sneak", "liar", "imagined", etc.)

Sociocultural factors that determine a greater or lesser degree of manifestation of verbal aggression in a society include the following:

1. Attitude towards verbal aggression and the degree of its condemnation in a given society, culture. So, for example, a significant degree of social loyalty to verbal aggression in Russian society, obviously, suggests that "this phenomenon occurs in our society much more often and is more diverse than, say, in Japanese culture, where verbal aggression meets with active public condemnation" . (19, p. 20)

2. Traditional for this society form of sublimation of physical aggression. According to the research of V.I. Zelvis, based on a comparison of various speech cultures, physical aggression (as the most unacceptable form of aggression in almost any modern society) can be replaced by more socially acceptable ways of splashing negative emotions, namely: either in the form of invective - the use of swear words and expressions in speech; or in the form of politeness - carefully developed rules of etiquette, various verbal rituals, etc. At the same time, paradoxically, "politeness is quite similar to invective, it allows one to regard itself as a kind of substitute for physical aggressiveness." (19, p.104) If we talk about the Russian speech tradition in this aspect, then for it, as well as for European culture as a whole, according to V.I. Zelvis, more typically invective, verbal aggression.

Thus, we can conclude that the widespread occurrence of the phenomenon of verbal aggression is due to significant social loyalty to this type of aggression, as well as the attitude in modern Russian linguistic consciousness to verbal aggression as a possible, socially acceptable and adequate form of sublimation of physical aggression.

Speaking about the psychological reasons for the manifestation of verbal aggression in the studied speech environment, it is necessary, first of all, to take into account the following age-related psychological characteristics of middle and high school students:

1. The psychological crisis of adolescence, marked, as you know, by an increased manifestation of aggression in general and speech especially.

2. Exacerbation in adolescence of psychological discomfort when getting into a situation of frustration and more frequent creation of such situations (for details, see the analysis of the frustration concept of aggression).

3. Temporary hyperfunction or hypofunction of one of the levels of the basal system of emotional regulation:

Hyperfunction of the level of stereotypes, which is characterized by the emergence of primitive emotional selectivity in contact with the environment, the stereotype of behavioral reactions, the bright coloring of emotional experiences with pleasure or displeasure. With hyperfunction of this level, there is an "increase in activity in satisfying needs and, as a result, fixation on negative impressions, their too acute experience" (104, p. 50), which can provoke aggression, in particular verbal.

Hyperfunction of the level of expansion, the features of which are the development of the level of claims, the creation of the experience of success and defeat, the perception of anger and aggression as a threat to the existence of the subject. It is at this level that "aggressive manifestations are part of the possible ways of affective adaptation to the environment" (104, p. 152) and take the form of a more complex purposeful behavior. Therefore, in the case of hyperfunction of this level, the need for dramatization of relations with the world increases and, consequently, the tendency to quarrels, conflicts, and aggressive statements.

Hypofunction of the level of emotional control, "responsible for resolving complex ethological problems of organizing the life of an individual in society" (104, p. 25), establishing emotional interaction with other people, developing the ability to empathize with another person (empathic). With a weakening of this level, there is also a weakening of the influence of social acceptability, the correctness of forms of behavior, which, in turn, also leads to manifestations of verbal aggression, which begins to be perceived by the speaker as an adequate reaction (for example, to a remark) or as a justified and expedient speech tactic (for example, in a situation of dispute, discussion).

1.3 Consequences of speechaggression

The very formulation of this problem is possible and necessary in two aspects: general social (verbal aggression as a social phenomenon) and actually communicative (verbal aggression as a speech phenomenon).

In modern society, verbal aggression is assessed as less destructive and only "fictitiously" dangerous than physical aggression. Meanwhile, abuse, rudeness, offensive statements, verbal pressure can often be perceived even more painfully than physical impact (push, hit).

In addition, verbal aggression creates a negative model of human behavior in general and thus is the basis for a stronger and, accordingly, socially unacceptable behavior - physical aggression. In other words, "having become stronger in the permissibility of verbal aggression, a person can extend this model to other areas of life that require, in his opinion, already physical aggression"

Another problem is that very often in everyday life the aggression of the word is not recognized by the public consciousness as absolutely unacceptable and really dangerous. In this regard, this concept is replaced by unjustifiably softened or completely distorted definitions: "speech incontinence", "sharpness of expression", etc.

The well-known researcher of aggression N.D. Levitov rightly notes that “in everyday life, including school life, there are often forms of rude violent behavior that undoubtedly relate to aggression, although they are not usually called by this term. when they see aggressive behavior…"

Thus, we observe the widespread prevalence of verbal aggression with relative loyalty to this phenomenon on the part of modern society.

All of the above allows us to make the following important conclusion:

The main danger of verbal aggression in social terms lies in the underestimation of its danger by public consciousness.

The immediate sphere of distribution of specific forms of verbal aggression is everyday verbal communication. What are the consequences of verbal aggression in the communicative aspect?

In communication marked by certain manifestations of aggression, these conditions are either violated or not taken into account at all. So, in most cases of offensive communication, there is a weakening or complete lack of control of the communicants over their own statements.

The evidence for this is the active use of the invective; violation of intonation, timbre, tempo and other phonological features of speech; lack of consideration of the "addressee factor" (constant interruption of the interlocutor, touching on "taboo" (forbidden) topics, etc.).

In addition, in a situation of verbal aggression, there is a rapid increase in emotional tension, which captures almost all (!), even those who do not have aggressive verbal intentions of the participants in communication.

The situation of offensive communication, a characteristic feature of which is the extreme inaccuracy in the implementation of the goals of communication, also makes it impossible to fulfill the first two conditions for effective verbal communication - intentionality and effectiveness.

So, in the case of verbal aggression, a kind of substitution or distortion of the initial communicative intention of one or more participants in communication occurs. For example, a discussion that initially has a positive communicative orientation - proof of one's own point of view or a joint search for truth, easily develops into a quarrel, a verbal squabble, the purpose of which is to hurt the opponent. This happens as soon as in the speech of at least one of the opponents there are signs of verbal aggression: an increase in tone, a sharp categorical judgment, a "transition to personalities", etc.

Let's summarize the reasoning:

Speech aggression hinders the implementation of the main tasks of effective communication:

Makes it difficult to fully exchange information;

It slows down the perception and understanding of the interlocutors of each other;

Makes it impossible to develop a common strategy for interaction.

2 . Ways to overcome verbal aggression

How to counter verbal aggression?

Is it possible to eliminate aggression from our speech? How to avoid a quarrel? How to respond to offensive remarks of the interlocutor? How should teachers and educators behave in order to avoid verbal aggression in pedagogical communication? What can you advise parents whose children often use aggressive strategies and tactics of verbal communication?

First, we can talk about an innate tendency to aggression and, as a result, the inevitability of certain of its manifestations in our lives. The mental and psychological characteristics of the personality (the desire for dominance, the need for emotional release, the outburst of negative emotions, etc.) determine our internal readiness for verbal aggression or, at least, for the aggressive reflection of the interlocutor's verbal attack.

Secondly, the variety of causes and forms of manifestation of verbal aggression, as well as the spheres of its existence in the modern world, also does not allow to completely eradicate this negative phenomenon. Even if we imagine an ideal situation: you and I have learned to completely control our own verbal aggression, rudeness, hostility towards us will definitely manifest itself on the part of other people - bus passengers, sellers in the market, neighbors in the entrance, etc.

Thirdly, the loyalty of modern - especially Russian - society to verbal aggression. And as long as we refuse to objectively recognize the serious communicative danger of this phenomenon, as long as we consider it as the norm of communication, as long as we do not want to see our own tendency to verbal aggression, all attempts to control it will be meaningless.

Thus, it is impossible to completely eliminate verbal aggression from communication. However, you can learn to control it, restrain it, prevent it, without resorting to retaliatory aggression.

Trying to avoid offensive statements in one’s own speech and mastering the skills to respond correctly to the rudeness of the interlocutor, not to provoke him into offensive communication is a feasible task for every civilized person, and for a teacher whose profession involves increased responsibility for their speech actions, it is especially necessary.

Consider the following areas of control over verbal aggression:

I. Increasing the level of speech culture through self-observation and self-control, developing the ability for tolerance and empathy.

II. Mastering private psychological and pedagogical methods of preventing and eliminating verbal aggression in specific situations of communication.

III. Using means of speech etiquette to prevent verbal aggression.

2.1 Increasing the level of speech culture as a way to overcome speech aggression

1. Reflection (lat. reflexio - bending, turning) - reflection on one's internal state, a tendency to analyze one's experiences, introspection. Reflection involves self-observation and self-control over one's speech, systematic work to identify the shortcomings of one's own speech activity.

folk wisdom

Master of your anger is master of everything.

Do not give free rein to the tongue in a feast, and the heart in anger.

Hold your tongue, and squeeze your heart in a fist.

2. Empathy - the ability to empathize, compassion, the ability to understand another person. This skill is very important to prevent verbal aggression in a situation of disagreement, when it is possible to misunderstand the position of the interlocutor. To avoid offensive communication, it is often enough just to try to take the position of the interlocutor, to “be above” the quarrel.

It is necessary to pay special attention to the fact that this ability not only determines the benevolent tone and etiquette nature of speech communication, but is also the most important component of the communicative competence of the speaker and speech-thinking culture as a whole.

3. Tolerance (lat. tolerans - patiently enduring) - tolerance, indulgence. Tolerance implies the correctness of assessments, the ability to forgive another person for his harshness, intemperance in speech, recognition of the interlocutor's right to his own opinion.

This allows you to avoid verbal pressure on the addressee, to make communication friendly and equal.

A constant increase in the individual level of speech culture is the first step towards overcoming verbal aggression.

You need to remember the principle of "three Cs", which allows you to overcome the tendency to offensive communication:

introspection,

Empathy,

Condescension.

2.2 Private psychological and pedagogical methods of control over verbal aggression

Private psychological and pedagogical methods of controlling speech aggression are methods and methods of psychological and educational influence that allow preventing or eliminating speech aggression in specific situations of communication. Let's consider the main ones.

1. Ignoring verbal aggression (in psychology - the method of "extinguishing") suggests that a person does not react to verbal aggression in his address, as if he "does not notice" hostility from the interlocutor, does not respond with rudeness to rudeness. verbal aggression verbal verbal

Depending on the specific conditions of communication, ignoring can be embodied in various forms, both verbal and non-verbal:

Silence in response to an aggressive statement;

Refusal to continue communication (turn away, leave);

Continuation of communication in a calm, even tone.

The mechanism of action of this method is quite simple: very often communication in a situation of verbal aggression is based on the principle: “he gives me a word, and I give him ten”. So - word for word - and a quarrel breaks out, a verbal squabble, each participant of which tries to "talk" the enemy, trying to reserve the "last word".

Ignoring, on the other hand, is an alternative communication strategy, which, firstly, has a psychological impact on the “aggressor” (surprise effect); secondly, it destroys its "negative scenario" (the effect of deceived expectation).

This is a fairly effective measure against verbal aggression if the situation does not become acutely annoying and does not turn into openly offensive, unacceptable communication for you.

We emphasize that, on the one hand, this is the easiest way to avoid verbal aggression, since no special speech training or verbal ingenuity is required.

On the other hand, in order not to notice rudeness, one needs willpower, the ability to show patience, endurance, calmness - qualities that must be developed in oneself stubbornly and purposefully. Practical ways to develop these qualities are active participation in disputes, discussions; public performance; autotraining.

2. Switching attention - a way to resist verbal aggression, involving an attempt to change the hostile mood of the interlocutor, distract him from the aggressive intention or change his negative emotional state, transfer the conversation to another topic.

It should be especially noted that this technique requires the speaker to have sufficient communicative training, which involves the following speech skills:

Ability to manage the flow of a conversation;

Ability to quickly respond to the words of the interlocutor;

The ability to choose the most appropriate words for a given situation of communication.

Let's highlight the main ways to switch attention:

Ask the interlocutor an unexpected

question (“What do you think about ...?”; “How much time have we already spent on a quarrel?”, etc.);

Make an interesting proposal (“Let's go to the cinema!”; “Let's look for the answer to this question in the encyclopedia”, etc.);

In the process of pedagogical communication - to offer an interesting, unusual, exciting task (for example, a didactic or role-playing game, solving an educational crossword puzzle, using handouts, viewing an educational filmstrip, etc.);

In pedagogical communication - the alternation of various

types of speech activity: speaking, listening, reading, writing.

3. The method of projecting personal qualities and behavioral reactions necessary to eliminate verbal aggression assumes that the speaker initially sees the positive qualities of the addressee (kindness, responsiveness, modesty, etc.) and in a certain situation “projects” (actualizes, mentions) these quality with the help of statements of different content, which emphasize the unexpectedness and randomness of the misconduct.

Such expressions may take the form of:

Reminder (for example: “You are a smart, reasonable boy!”);

Expression of surprise (for example: “Could you really say that?”);

An expression of disappointment (for example: “But I thought you would do differently ...”), etc.

4. "Tactical doubt" (the method of "incitement") - a private version of the projection method - a means of targeted speech impact on the addressee by verbal "challenge" or "provocation": hurt pride, challenge, express feigned distrust.

For example, like this: “I thought you were a good boy, you probably made a mistake ...”; "Well, who is the most courageous - who will be the first to put up?"; "Can't you do without rude words?"; “It must be hard for you to show patience and endurance!” etc. (see task 9).

The mechanism of influence here is generally similar to the method of projection: the actualization in the mind of the child of a positive model of speech behavior with the help of verbal stimuli.

At the same time, the degree of effectiveness of speech influence depends on the speed of our reaction to an aggressive statement, the speed of “inclusion” in a speech situation and knowledge of the psychological characteristics of the addressee and his value preferences.

5. The use of positive evaluative statements - a verbal demonstration of approval, a friendly attitude towards the interlocutor, an expression of praise (cf. the behavioral term “positive reinforcement”, the term of the American psychoanalyst E. Berne “verbal strokes”). This contributes to the creation of a positive atmosphere of communication and prevents verbal aggression .

Especially important are positive evaluative statements in pedagogical communication, which, as is well known, is in itself a system of evaluative situations: in the form of a mark or verbal assessment, we express our attitude to the child's educational activity.

However, the opposite situation is very often observed, when the projection of the negative qualities of the child becomes a typical model of speech behavior of teachers, educators, and parents. We tend not to notice the positive aspects of his activities or deliberately, potentially blame him for what he could do badly, incorrectly, not in the way we would like. Thus, a “vicious circle” arises: in order to achieve obedience, we unconsciously provoke children to reciprocal verbal aggression - a protest, a rude refusal, a desire to do or say “out of spite”.

This vicious communication model was brilliantly reflected in the well-known anecdote "about Vovochka":

Vovochkina mother, addressing her daughter:

Zin, run and see what Little Johnny is doing there? Yes, tell him to stop immediately, otherwise I will ...

The mechanism of the impact of positive evaluative statements is that a positive assessment evokes in the child a sense of satisfaction, a feeling of self-confidence, which, by association, are each time perceived along with the memory of the action for which the reward was received. This, in turn, helps to successfully overcome the axiological barrier in the process of pedagogical communication.

This technique allows both to prevent possible verbal aggression and to eliminate some of its manifestations that have already arisen - first of all, obvious open transitional aggression in the form of hostile remarks, rude refusals.

Indicative in this regard can be considered an example of speech situation III, in which the teacher's verbal aggression provokes schoolchildren to ridicule a classmate. Meanwhile, it is quite obvious that the use by the teacher in this situation of “praise tactics” (mark good work, praise the most accurate students) instead of censure (in the form of an inappropriate proverb about an unsuccessfully written dictation and taunts against a student) could prevent subsequent verbal aggression. .

It is very important that positive evaluative statements be diverse in form.

Firstly, in this way the sincerity of the attitude of the teacher, who has taken the trouble to do without a stereotyped phrase, is manifested. Secondly, a variety of positive assessments implements an individual approach to each student, takes into account his personal characteristics and preferences. Thirdly, this is one of the most effective ways to attract attention, which allows you to maintain the interest of students not only in this approving statement of the teacher, but also in the whole subject of his speech as a whole.

Forms of positive evaluative statements can be not only the traditional expression of praise, encouragement (“Well done!”, “Clever!”, etc.), but also statements such as:

Referring to past successes (for example, “Last time you did a great job!”);

Expressions of consent, approval, gratitude, support for the opinion, action, undertaking of the child (for example: “I like how you completed this task”; “I completely share your opinion”; “Thank you for an interesting question”);

Quoting the most successful (interesting, accurate, original) statements, student answers, etc.

Thus, the formal and meaningful variety of positive evaluative statements contributes to the establishment of a closer communicative and emotional contact between the speaker and the addressee, thereby successfully preventing the manifestation of verbal aggression in communication.

6. Open verbal reprimand.

In the process of communication, situations often arise in which it is necessary to focus on the negativity of a misconduct (a kind of “negative reinforcement”. For example, you intend to emphasize that your interlocutor behaved tactlessly, acted dishonestly, spoke unfairly, etc.

The direct and immediate impact determines the purpose of this method - the elimination, first of all, of open, clearly expressed verbal aggression.

For example, the use of censure in speech situation XIII (Appendix 1) could be quite successful: in the teacher’s emphatically correct remark (“Be kind, be quiet, please!”), A false idea of ​​the content of communication is created (as a violation of silence in the lesson, and not insulting students towards a classmate). Such a statement contains a hint of flattery, the teacher's uncertainty in his actions. It would be more expedient to turn to specific students and directly condemn their verbal behavior, demand that insults be stopped. For example, like this: “Kolya and Petya, I make you a stern remark! Please don't insult Misha, now you will go to the blackboard" or "Guys, please stop swearing! You are behaving very ugly!”

At first glance, direct censure is the easiest way to counter verbal aggression. However, in real speech practice, it is not always effective, since direct verbal influence (most often in the form of a remark, sometimes a reproach, prohibition, demand, appeal) can naturally have the opposite result - cause retaliatory verbal aggression.

Reprimand should be very well thought out, because its inappropriate or untimely use can easily disrupt the harmony of communication, which from equal-friendly becomes unequal-moralizing and provokes verbal aggression (a hostile response, a rude refusal, etc.).

Finally, it should be emphasized:

Any reprimand must be expressed in a polite, correct form, with the obligatory use of speech etiquette, the necessary formulas of politeness.

7. Humor, joke.

The use of this technique to prevent and eliminate verbal aggression has a clear psychological and biological justification: humor and the laughter it causes are not compatible with open aggression.

Ethologists have established that our smile, like the grin in animals, is a way of ritualizing a reoriented threat. Human laughter “in its original form was a ceremony of appeasement or greeting. It is "an extremely powerful deterrent" that "delivers a palpable sense of social cohesion." “Laughing comments or actions often… just take the anger out of others.”

However, it should be noted that a joke is a very complex technique that requires a high level of speech training. Jokes of hostile and offensive content are no longer humor, but sarcasm: ridicule, mockery, “hairpins”. Such jokes offend, offend the addressee and, on the contrary, provoke reciprocal verbal aggression.

Let us single out the basic requirements for a joke, with the help of which it is possible to eliminate or prevent verbal aggression:

Harmlessness (should not hurt the dignity of the addressee);

Clarity (a joke, the meaning of which is unclear to the addressee, will further increase the mutual alienation, disunity of the communicants).

The joke shouldn't be offensive. Distinguish humor from irony and sarcasm

Humor - the ability to see and show the funny; condescendingly mocking attitude towards something; laughing at relatively harmless comic contradictions.

Irony is a subtle, hidden mockery, often expressing hostility, ill will, neglect, condemnation.

Sarcasm - caustic mockery, evil irony, indignant ridicule.

8. Persuasion - "explaining to children the rules of disciplined behavior in order to, on the basis of understanding and appropriate feelings, teach them to observe these rules."

Let us single out a number of requirements related to both the formal and the content side of a persuasive statement, the violation of which, firstly, makes persuasion ineffective; secondly, it can cause irritation, hostility of the addressee.

So, in order to avoid retaliatory verbal aggression, one should not:

Explain the obvious (for example, why you can’t insult another person), it’s better to correctly recall (for example: “Masha may be offended by these words”);

To moralize abstractly, to convince in the abstract (for example, that “you need to behave well”, “you need to be smart”, etc.);

To convince in the inaccessible (for example, that “you never have to quarrel again”, or that “it is always necessary to come to terms first”);

To raise the tone (to speak irritably or overly emotionally, snobbishly) - the tone should be calm, even, but confident;

Persuade casually (you should specifically choose a place and plan a time for persuasion - it is better immediately after the manifestation of verbal aggression and alone with the interlocutor).

Possible persuasion techniques to eliminate or prevent verbal aggression include the following:

a) start with a description of the addressee's merits (his positive qualities, achievements) in order to relieve emotional stress, set him up for positive communication, reduce the possibility of protest, disagreement;

b) use the technique of role reversal: verbal modeling of a situation in which the "aggressor" is in the place of the "victim", in order to achieve awareness of the incorrectness of speech behavior through empathy. The following expressions can be used for this:

Question (“And would you yourself be pleased to hear what you said to Sasha?” etc.);

Motivation (“Imagine that you were in the place of Sasha ...”, etc.);

Appeal (“Think about what you would do in Sasha’s place”, etc.), etc.;

c) use an argument in the form of a comparison, the obvious advantages of which are, firstly, that it leads the student to an objective assessment of his own behavior; secondly, it switches his attention and, consequently, inhibits verbal aggression.

For example, a student who is passionate about car business has just come to his senses after a stormy and harsh monologue. The teacher, who silently listened to him, says: “Imagine that you get into a car at a competition, but it has no brakes. Would you like to do business with her?" - "What's question!" - “Now you reminded her. And, you know, somehow I didn’t want to deal with you. ”

9. Suggestion - "a belief that takes on the character of indirect influence"

In many situations of pedagogical communication, suggestion is a more effective way to prevent or eliminate verbal aggression than persuasion, since such an impact is softer, hidden, less offensive to the addressee.

Suggestion can be expressed in various forms:

Advice (“In your place, it would be better to do so ...”);

Expression of opinion, attitude to misconduct (“I would have done it differently, but like this ...”);

An indication of the positive results of fulfilling the requirement and the negative consequences of not fulfilling it (“If you call names, no one will be friends with you”), etc.

10. Corrective and preventive conversation - a kind of oral dialogic form of pedagogical communication; can be seen as an extended form of persuasion.

For corrective and preventive purposes, two types of conversations are used.

Influencing (goal - in addition to explaining some phenomena, concepts, the impact on emotions, feelings);

Persuasive (the goal is to incite to some kind of activity, influencing not only the consciousness (informing), but also the will (reasoning) through the discussion of opinions, actions).

The conversation can be individual, if verbal aggression has already taken place, or collective - mainly of a preventive orientation. When preparing for an individual conversation with a child, it is necessary to pay attention to the following points:

It is advisable to conduct an individual conversation only if there has been a specific case of verbal aggression on the part of the child, and not because this child is generally prone to verbal aggression;

Take into account the circumstances of the manifestation of verbal aggression, its variety (restore the approximate content of the dialogue, consistently follow the development of the speech situation, determine the level of communication);

Know the individual personality characteristics of the child (character traits that contribute to / prevent the manifestation of verbal aggression, and the type of his linguistic personality). Most often, the conversation is combined with other methods of speech influence, for example, persuasion, suggestion, projection of personal qualities.

2.3 Speech etiquette as a means of preventing verbal aggression

Recall that the word "etiquette" comes from the Greek word "ethics" (ethos - custom, character) - the doctrine of morality, a system of norms of moral behavior. Speech etiquette establishes the rules of communication in a variety of situations, including conflict situations. Carefully developed rituals of appeals, requests, refusals, apologies are intended to prevent the quite possible discontent, irritation, disagreement of the addressee.

According to the ethological theory of aggression, etiquette in modern society can be viewed as a special form of ritual - a set of stereotypical, standardized actions, statements that are used in correct, polite communication. In relation to aggression, ritual is "a displaced action, a reorientation of the attack, directing aggression in a safe direction."

Thus, etiquette is one of the most powerful defense mechanisms against aggression, similar to those in the animal community.

In his famous book “Aggression (the so-called “evil”)”, K. Lorenz illustrates this with an example of ritual inciting in ducks: it rarely happens that a drake, under the influence of inciting a female, actually attacks the “enemy” indicated by her. As the excitement grows, the duck itself turns away from the "enemy" and eventually takes out its own tail with its beak. In ducks, baiting simply means a marriage proposal.

In addition, one of the main features of the rules of good manners is the obligation to fulfill them by all participants in the speech situation. One can recall many examples when a violation of the norms of speech etiquette by one of the participants in communication (for example, the use of “you” - an address in an official situation) leads to disunity, a violation of the harmony of speech.

Therefore, the importance of “good manners” also lies in the fact that they contribute to the unification of the participants in communication, the achievement of mutual understanding and agreement (integrating and regulating the functions of speech etiquette; cf.: “the function of constant mutual appeasement” - K. Lorenz; the meaning of “verbal stroking” - N.I. Formanovskaya).

So, it's important to remember:

Our speech should be exemplary not only in terms of the norms of the Russian literary language, but also the necessary rules of speech etiquette. Following the rules of politeness, courtesy allows you to avoid verbal aggression in the process of communication.

This is especially true of pedagogical communication, the speech of a teacher, educator, and parents. Communication with children implies increased speech responsibility and does not allow rudeness, tactlessness. Mastering the norms of speech etiquette is one of the most important components of the teacher's communicative competence. Consider the genres and specific means of speech etiquette aimed at preventing verbal aggression.

1. Apology. To apologize means to admit one's own wrong, to ask for forgiveness from the interlocutor, to express regret for one's wrong judgment, a rude statement addressed to him and thereby restore friendly ties, return the addressee's disposition, prevent the development of conflict, manifestations of verbal aggression.

Meanwhile, we can say that an apology "changes the sign" of the conflict situation - from negative to positive; it determines the general direction, the setting of communication: from disunity, alienation, hostility of communicants - to reconciliation, unity, reaching agreement, restoring the harmony of relations.

We clarify that the verbs “sorry” and “forgive” are very close in meaning, but their use differs depending on the seriousness of the offense committed.

2. Very often, verbal aggression occurs as a response to a rude demand, often caused not by a desire to offend the addressee, but by an elementary inability to formulate a request in a polite, correct form. We have already talked about what a polite request should be and how it differs from a rude demand. However, Russian speech etiquette involves many ways to politely express a request.

We pay special attention to the speech possibilities of indirect - indirect, hidden, mediated - expression of motivation:

The form of the question ("Could you ...?"; "Why don't you ...?", etc.); - the use of the subjunctive mood (for example, "Would you go to the store"); - the use of a hint - statements, meaning which is understood by guesswork (for example, “We don’t have bread…” = a request to go get some bread).

3. The use of appeals. It is well known that violation of the norms of the use of addresses (for example, the use of the form "you" in an official setting, when referring to an unfamiliar or unfamiliar, older person) leads to a violation of the harmony of communication, provokes objection, discontent, protest of the interlocutor. Meanwhile, polite and appropriate treatment is one of the main etiquette ways to demonstrate a benevolent, respectful attitude towards the addressee.

In Russian speech etiquette, the appeal "you" is accepted in the following situations:

To an unfamiliar (unfamiliar) addressee;

With a close long-term relationship of old acquaintances;

in a formal setting;

With an emphatically polite, restrained attitude towards the addressee; to an equal and older (by age, social status) addressee.

The appeal "you" is accepted:

To a well-known addressee;

In an informal setting of communication;

With a friendly, familiar, intimate attitude towards the addressee;

To an equal and junior addressee.

At the same time, it is necessary to take into account at the same time all the selected conditions for choosing treatment options: the purpose and nature of communication, the scope of use, the “image of the addressee”.

At the same time, the variation in the forms of appeals in conditions of conflict or offensive communication makes it possible to show a negative attitude towards the actions, deeds, words of the addressee and at the same time avoid rudeness, open aggression. For example, in order to correctly express a negative assessment, as well as demonstrate resentment, disagreement, it is sometimes enough to address a closely familiar and equal or younger interlocutor to “you”, using the full form of the name: “Maria, you are preventing me from teaching a lesson” - to a student ( cf "Masha, you're bothering me!"); “Maria, let's talk” - to a colleague (cf. “Masha, let's talk”), etc.

Thus, in a situation of conflict communication, the following should be considered:

Varying the forms of address is a fairly effective way to influence the addressee and avoids verbal aggression in resolving the conflict.

4. Polite expression of disagreement. Disagreement with the opinion of the interlocutor is often expressed by us rudely, sharply, which makes it offensive to the addressee, can provoke reciprocal verbal aggression, lead to a quarrel.

"What nonsense are you talking!"; "You're talking nonsense!"; "Your words are complete nonsense!"; “You are absolutely wrong!”, “I strongly disagree with you!” - typically aggressive ways of expressing disagreement.

5. A softened, etiquette version of reproach, condemnation, expression of dissatisfaction can be considered a form of regret. For example, instead of “You were late again!”, You can say: “What a pity that you were late!”, “I am sorry that we could not meet on time ".

6. A special place among the means of eliminating tactlessness and aggressiveness of speech is occupied by euphemisms (Greek eu - “good” + phemi - “I say”) - softer words or expressions instead of rude or obscene ones; "words that soften the impression."

The main techniques of euphemistic substitutions: - the use of descriptive turns of speech, paraphrasing (for example, "the person who appropriated something" instead of "thief");

Words with the prefix not - (for example, "not true", instead of "false");

Indirect information (the so-called metamessages): allusions, allusions, allegories (for example, "You acted like a dishonest person" instead of "scoundrel");

The “change of addressee” technique is the projection of the speech situation onto the third participant in the conversation (for example, “The other would have acted in this situation in this way ...”).

At the same time, the richness of our language, the variety of expressive means makes it possible to replace one rude word with several euphemistic variants. The choice of a synonym is determined by the specific speech situation, the real conditions of communication: the intention of the speaker, the relationship between the speaker and the addressee, the nature of communication (place, time), etc.

...

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Consideration of the theoretical aspects of speaking as a means of communication and a product of human speech activity. Characteristics of the concept and types of monologue and dialogic oral speech. Determining the role and place of speaking in English lessons.

You are holding an unusual textbook in your hands, which deals with verbal aggression - a phenomenon that has completely captured many spheres of the life of modern society and is increasingly noted in the speech of specific people - bus passengers and sellers in the market, school teachers and kindergarten teachers playing games. yard of children and parents watching them.

Verbal aggression hinders the implementation of the main tasks of effective verbal communication: it makes it difficult to fully exchange information, inhibits the perception and understanding of each other by interlocutors, and makes it impossible to develop a common interaction strategy. She is the companion of almost any quarrel and the most dangerous enemy of politeness. Therefore, a comprehensive study of verbal aggression is a necessary condition for ensuring the communicative security of an individual and society as a whole.

Aggression of the word actively participates in children's games and entertainment of adolescents, stays in our kitchens, sits at a school desk, "helps" teachers and parents "educate" children. In this regard, the creation of this manual is determined by the particular relevance of the problem of verbal aggression for the children's speech environment and pedagogical communication.

The formation of effective speech communication skills that do not allow rudeness, tactlessness, and training in the ability to prevent manifestations of aggression in children's speech is one of the primary tasks of the professional training of a modern teacher and the most important moment in raising a child in a family.

Finally, the relevance of the study of verbal aggression is determined by the lack of research into this problem in domestic science and on domestic material. Even at present, publications on this topic are few in our country and are mainly a review of foreign studies.

In the development of this manual, a systematic approach to the study of verbal aggression as a socio-psychological phenomenon and a pedagogical problem was used, which involves the use of the achievements of various sciences and interdisciplinary complexes: rhetoric, linguistics, psychology, pedagogy, ethics, philosophy, sociology, ethology, psycholinguistics, linguoethology.

The manual includes ten topics, each of which reveals one of the aspects of the study of verbal aggression as a social, pedagogical, speech problems. Of particular interest are sections 8-10, the purpose of which is the formation and development of the necessary communication skills that allow you to control, prevent, prevent verbal aggression in children's speech and in pedagogical communication.

Each section begins with setting goals and defining the objectives of the study and the formulation of problem orienting questions. Further, the necessary minimum of theoretical material on this problem is presented. At the end of the topic, tasks and exercises are presented that illustrate the theoretical provisions and are aimed at the formation and improvement of communication skills indicated in the tasks of studying the section. Assignments are accompanied by the necessary methodological commentary.

Fragments of works of art and models of specific speech situations are offered as the main didactic material for tasks and exercises. This allows us to demonstrate the variety of manifestations of verbal aggression in specific communication conditions and show the possibilities of using various communication strategies and tactics to overcome it. Special attention is paid to working with proverbs and aphorisms as genres that most accurately and succinctly reflect the norms of speech communication.

The manual ends with a list of references, which are referenced in the theoretical part of each section and which is recommended for additional study of topical problems of verbal aggression. Application materials contain:

- 20 speech situations marked by manifestations of verbal aggression of schoolchildren and teachers and obtained in the course of an ascertaining experiment conducted on the basis of several secondary schools in Moscow (Appendix 1);

- drawings of schoolchildren obtained as a result of using the projective technique "Drawing of a non-existent animal" (Appendix 2);

- mini-compositions of students of the 6th and 8th grades on the topic: “How do I imagine my rights and opportunities to punish another person for his wrong actions, words, deeds” (Appendix 3);

- thematic planning of classes for a special course for students of pedagogical universities "Speech aggression as a pedagogical problem" (Appendix 4). The textbook was developed on the material of the author's Ph.D. thesis "Verbal aggression in the school speech environment" (Moscow, 2002) and is addressed to the widest range of readers, primarily to students of pedagogical universities, teachers, educators, and parents.

In the process of studying the tutorial, you will come across the following conventions:

* - problematic questions and tasks that precede the study of the topic.

! - information that requires special attention, memorization.?

- generalizing tasks in the course of studying the theoretical material, drawing up diagrams, tables, formulating general conclusions).

♦ – methodological commentary on tasks.

A SMALL WORD CREATES A BIG OFFENSE

What is verbal aggression?

The tasks of studying the topic:

- to get acquainted with the concept of "speech aggression";

- to get acquainted with the main approaches to the study of aggression;

- learn to distinguish speech aggression from related and similar phenomena (vulgarisms, invectives, specific forms of speech behavior in children's and youth subculture);

- learn to identify verbal aggression in specific communication conditions.

* “For some people, speaking means offending: they are prickly and caustic, their speech is a mixture of bile and wormwood tincture; ridicule, mockery, insults flow from their lips like saliva. Are you familiar with what the French satirist-moralist of the 17th century writes about? Jean La Bruyère? How often do you encounter such communication in your daily life? Do you often show rudeness, tactlessness, aggression in your speech?

The terms "speech aggression", "verbal aggression" (Latin invectiva (oratio) - swear words) are widely used both in Russian and foreign scientific literature of recent decades.

What is verbal aggression? How to define this concept?

Speech aggression in its most general form can be defined as follows:

! Speech (verbal) aggression - offensive communication; verbal expression of negative emotions, feelings or intentions in an offensive, rude, unacceptable form in a given speech situation.

Let's consider this definition in more detail.

Speech aggression arises under the influence of various motives and acquires different ways of expression.

On the one hand, verbal aggression serves as an expression of negative emotions(reactions to external and internal environmental stimuli) and feelings(a special type of emotional experiences, characterized by comparative stability and arising on the basis of higher human social needs). Emotions and feelings that cause verbal aggression include anger, irritation, resentment, discontent, disgust, contempt, etc.

Such aggression occurs most often as a response to an external stimulus. For example, a person was rude in a store, stepped on a foot on a bus, denied a request, objected to a dispute - the answer to this physical or psychological discomfort can often be scolding, swearing, verbal attacks on the interlocutor, the main function of which is psychological relaxation, relieving nervous tension, getting rid of negative emotions.

Speech aggression, which is extremely common today in various types of communication, is a serious obstacle to effective communication. The term "speech aggression" in modern linguistic and psychological studies is used in relation to a variety of speech actions, very heterogeneous in terms of the motivation of the participants in the communicative act, situations of manifestation, forms of verbal embodiment and goals pursued by the interlocutors.

In its most general form, verbal aggression is understood as: 1) rude, offensive, offensive communication and 2) verbal expression of negative emotions, feelings or intentions in a form unacceptable in a given speech situation. Verbal aggression is manifested in insult, threat, rude demand, rude refusal, accusation, ridicule. Aggressive intentions can be hidden or indirectly expressed in various forms: from scoffing and scolding to denunciations and gossip.

Yu. V. Shcherbinina, a specialist in the field of verbal aggression, identifies several ways to classify verbal aggression:

By intensity: weak ("erased", "blurred") and strong ("maximum", "limit");

According to the degree of awareness of the actions of the speaker and the purpose of the impact: conscious and unconscious;

But the way of expression: the expression of aggression both in form and in content; the expression of aggression is purely formal; expression of aggression in the content;

By the number of participants: mass and socially closed (group, interpersonal).

If we are talking about interpersonal communication, then traditionally the following types of verbal aggression are distinguished in it.

1. Insult - this is a deliberate humiliation of honor and dignity, expressed in an indecent form. The structural formula of the insult is extremely simple: "(You are) X", where X- any emotionally evaluative word with a negative meaning. The second part of the insult (X) determines the semantic content of an offensive statement.

As the most common ways of insulting, Professor V. I. Zhelvis identifies the following: a) matching the addressee's name with dinner (obscene) names; b) metaphorical transfer of the name of the animal to the addressee (goat); c) an accusation of violating social norms (thief); d) the use of a reduced word or expression to demonstrate a negative attitude towards the addressee (he ate his face off).

2. The threat - this is a promise to cause harm or harm to the addressee if he does not perform or, conversely, performs any action. The structural formula of the threat is as follows: "If you (not) do X, then I will do something bad to you."

The threat has a variety of linguistic forms: a) an incentive sentence with a subordinate clause ("If you ..., then I ...!"); b) a complex sentence, one of the parts of which contains an imperative mood ("Do ..., otherwise ..."); c) a complex sentence with a subordinate clause ("Once again ..., (that) ...!"); d) a statement of the future fact ("You will dance with me!"). Hidden or indirect threats are also possible, which are embodied in the form of statements built on the technique of default or with the help of a hint.

3. Rough demand - this is a rude, expressed in a decisive, categorical form. A structurally rude demand is almost always formalized as a sentence that is motivating in terms of the purpose of the statement and exclamatory in terms of intonation, the semantic core of which contains the imperative form of the verb ("Step out of here!";

"Come on!") or the form of the indicative mood in the meaning of the imperative ("Quickly began to answer!"; "Shut up and sat down!", "Let's go quickly!").

4. Rough rejection - it is an inappropriately expressed negative response to a request or demand. Usually this form of verbal aggression does not contain the necessary politeness formulas (sorry, please), is accompanied by an increased top and does not contain an explanation of the reason for the refusal. The linguistic embodiment of a rude refusal can be different: from a simple non-common one ("You'll manage!"; "Run away!"; "Get off me!") to a complex sentence ("You need it - you do it!").

5. Hostile remark - this is a remark that comes down to expressing a negative position towards the addressee or others ("I can't stand you!"; "Your presence disgusts me!"; "You piss me off", etc.). A distinctive feature of a hostile remark should be recognized as its clichéd (frozen, unchangeable) linguistic form. So, according to the observations of teachers, such hostile remarks are typical for communication in the national secondary school: "Yes, you don't know anything!"; "Why is he climbing up to me?! Tired!"; "I am tired of you!"; "You're talking nonsense!"

A type of hostile remark is curse:"Damn you!", "May you die!", "May you fall through the ground!"

6. censure - it is an expression of disapproval, condemnation. According to the well-known linguist E. M. Vereshchagin, one can distinguish different types of censure depending on the degree of their impact on the addressee: reproaches, commensurately intense rebuke, excessively intense scolding".

Structurally, censure consists of addressing the addressee (usually "you", less often - "you") or calling him in the third person and an evaluative verb or a syntactically complete phrase ("You were rude to me!", "You are rude!"). Sometimes the censure takes the form of a rhetorical question-exclamation ("Are you completely crazy ?!").

7. mockery(taunt) is an offensive joke made to someone in order to tell the interlocutor something unpleasant, to subject him to ridicule. Mocking involves a special verbal sophistication and is very often built on subtext or an ironic discrepancy between what was said and the real. An example of causticity is the offer to seek advice from a person who is taken for a fool: "Let's hear what the smartest of us has to say!"

Speech aggression in mockery can manifest itself not only in the content of the statement, but also in its form, for example, in an ironic, sarcastic intonation or a special tempo of speech (with deliberate, exaggerated stretching of words, with artificial pauses, etc.).

8. Argument - This is a complex speech genre of interpersonal communication, in which verbal aggression is manifested to the greatest extent.

Structurally, the quarrel is set up as a dialogue in which there is a periodic change in the roles of the speaker and the listener. If one of the participants in such a dialogue claims a dominant role (most often - the "accuser"), then the quarrel becomes monologue. It is important to take revenge that quarrels do not arise from scratch: one of the participants in communication from the very beginning of the conversation already has some claims against the second participant and is ready in advance to realize his aggressive intentions.

The linguistic embodiment of the quarrel is diverse: it is no coincidence that dictionaries of Russian synonyms give an extended series of words similar in meaning: quarrel, disagreement, discord, discord, quarrel, strife, disagreement.

Psycholinguists I. N. Gorelov and K. F. Sedov identify the following tactics for deploying a quarrel.

1. Tactics of indignation - is used, as a rule, at the beginning of a quarrel as a negative emotional reaction to the act of the interlocutor.

2. Tactics of ridicule - most often built on the use of irony and can occur at any time of a quarrel.

3. Tactics of causticity - is based on an indirect expression of the speaker's intentions (hint, subtext).

4. Tactics of reproach - takes place at any stage of the development of a quarrel.

5. Tactics of demonstrating resentment - the speaker's dissatisfaction is expressed not about any action of the addressee, but about his speech behavior, which is considered offensive.

6. Tactics of insult - usually occurs at the culmination of a quarrel and involves the use of offensive language.

7. Threat tactics - occurs most often in the highest stages of a quarrel.

K. F. Sedov connects verbal aggression with personality type and identifies the so-called conflict aggressors(they are prone to quarrel, scandal, showdown) and conflict manipulators(they prefer to use speech genres of reprimand, moralizing, etc.).

It must be remembered that verbal aggression creates a negative model of human behavior and can serve as the basis for a stronger and socially unacceptable behavior - physical aggression. As V. I. Zhelvis writes, "having become stronger in the admissibility of verbal aggression, a person can extend this model to other areas of life that require, in his opinion, already physical aggression."

In addition to the considered types of speech aggression, which primarily characterize private, interpersonal communication, there is also mass speech aggression. Thus, a well-known specialist in the field of rhetoric A. K. Mikhalskaya highlights situations of verbal aggression in which "masses of people participate under the leadership of a leader", where "all participants unite in an act of verbal aggression against some common "enemy" represented / not represented in situations by a specific person/persons": "the leader directed and deliberately influences a special instinct ... "inspiration", "inspiring fighting impulse"". Mass events (political rally, football match, rock concert, etc.) can serve as examples of such situations.

A special manifestation of verbal aggression is such a phenomenon, characteristic of a number of mass media and some politicians, as hate speech(from English. hate speech), which includes the designations of any public "linguistic act", directly or indirectly contributing to the incitement of national, religious, social and / or other enmity.

It should be noted that the Committee of Ministers of the Council of Europe defines hate speech as all forms of self-expression that include dissemination, provocation, incitement or justification of racial hatred, xenophobia, anti-Semitism or other types of hatred based on intolerance, including intolerance in the form of aggressive nationalism or ethnocentrism, discrimination or hostility ii against minorities, migrants and people with immigrant backgrounds.

In Russia (as in most civilized countries of the world) there are quite strict administrative and criminal prohibitions on actions that incite racial, national and religious hatred, however, from time to time, direct or camouflaged manifestations of hate speech appear in the public space, which you need to be able to see and deal with. which, of course, should be fought.

Sociologists and linguists identify various forms of existence of hate speech, it is important to know the most common of them.

1. Calls for violence (for example, the declaration of violence as an acceptable means, including in the form of abstract appeals such as "All AIDS patients to a desert island!").

2. Calls for discrimination, including in the form of general slogans (for example, "Down with guest workers! Jobs only for locals!").

3. Veiled calls for violence and discrimination (propaganda of "positive", historical or contemporary examples of violence or discrimination, often framed as expressions like "It would be nice to do this and that with those", "It's high time... "and so on).

4. Creation of a negative image of ethnic, religious, age, gender, professional, etc. groups (not associated with specific accusations, but rather conveyed by the tone of the text "It is known that blondes are not distinguished by a high level of intelligence").

5. Justification of historical cases of violence and discrimination (expressions like "The Turks slaughtered the Armenians in 1915 in self-defense").

6. Publications and statements that question generally accepted historical facts of violence and discrimination (for example, the existence or extent of the Holocaust).

7. Statements about various types of inferiority (lack of culture, intellectual abilities, inability to constructive work, etc.) of a particular social or ethnic group as such (ideas like "Negroes are stupid", "village dwellers are ill-mannered").

8. Allegations of historical crimes of one or another ethnic or religious group as such (such as "Poles have always prepared provocations against Russians").

9. Allegations about the criminality of a particular ethnic or religious group (for example, "all Italians are mafiosi").

10. Allegations about the moral shortcomings of a particular ethnic or religious group ("Gypsies are deceivers").