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| 1 | The review of A. V. Bolotnov’s monograph “Textual activity as the reflation of communicative and cognitive styles network language personality” (Tomsk, 2015) contains the evaluation of the urgency and scientific research novelty, the importance of network language personality theory for the investigation of textual activity in IT epoch. The established by the author of the monograph complex method of idiostyle analysis ensured the development of a new typology of information and media language personalities (journalist, writer, blogger, politician, etc.) and a description of significant features for each type of verbal behavior. For the material of the study served the content posted on the site “Echo of Moscow” – the radio station, which clearly demonstrates the new trends in the Russian massmedia of the XXI century. There have been achievements A. V. Bolotnov related to the identification and interpretation of linguistic methods of media exposure and the Internet as a new channel of communication on the consciousness of society and the individual. It appreciates the contribution of the author in the development of a number of scientific fields: the linguistic theory of personality, communicative and cognitive linguistics, communicative stylistics, discourse theory, media linguistics. Theoretical depth of the monograph and large factual material cause undoubted practical value of the book for journalists and public relations professionals. Keywords: media communication, media text, media discourse, network language personality, language personality types, individual style, communicative style, cognitive style | 1563 | ||||
| 2 | The modern approaches to scientific text study are based on the theoretical and methodological principles of functional stylistics, which are related to the need to study the text in its systemic speech organization, due to extralinguistic factors of scientific communication. New promising approaches to the development of the theory of the scientific text are: activity, transdisciplinary, idiostylistic, cognitive-discursive and discursive-stylistic, evidencing the expansion of the problems of modern functional stylistics. The activity approach corresponds with the structure of the cognitive process reflected in the text, in the unity of the three elements: subject, object and cognitive activity of the subject. The transdisciplinary approach is conditioned by the interaction of stylistics with a number of related sciences: psychology, epistemology, logic, etc. This interaction makes it possible to reveal the mechanisms of the generation of a scientific text and its perception by the addressee. The idiostylistic approach is aimed at studying the individual style of the scientist, determined by the peculiarities of his thinking. For the cognitive-discursive approach, it is characteristic to identify text structures that represent the picture of the scientist’s world. The discourse-stylistic approach is expedient to use on the basis of similarity of concepts «style» and «discourse». The approaches considered provide new complementary knowledge about the scientific text. Keywords: scientific text, stylistics of scientific speech, new approaches to scientific text study, activity approach, transdisciplinary approach, idiostylistic approach, cognitive-discursive approach, discourse-stylistic approach | 2116 | ||||
| 3 | Introduction. From the functional-stylistic positions, the semantic structure of the scientific text is considered in the aspect of the expression of new knowledge in it. Results and discussion. Taking into account the extralinguistic conditionality of the diverse content of cognitive activity, a scientific text is defined as a system of subtexts. A subtext is a structural and semantic unit of a text that represents a certain aspect of an epistemic situation – ontological, methodological, axiological, communicative and pragmatic. The following types of subtexts are recorded in monographs and articles on various sciences: the new knowledge subtext, the old knowledge subtext, the methodological subtext, the evaluation subtext, the authorization subtext, the addressing subtext, and the peripheral subtext. The interaction of subtexts determines a special quality of the semantic structure of a scientific text – polytextuality. Polytextuality implies hierarchical relationships between subtexts. Two subtexts have the greatest communicative significance – the new knowledge subtext and the methodological subtext. It is these subtexts that represent the ontological content of the new knowledge, enclosed in the form of concepts, hypotheses, theorems, proofs, etc. Other subtexts form the epistemic context of the new knowledge. The subtext of new knowledge is the core of the semantic structure of a scientific text. The deployment of this subtext explicates the dynamics of scientific and cognitive activity of the author, represented by a sequence of stages of obtaining new knowledge. The cognitive stages include: problem situation, problem, idea or hypothesis, argument, conclusion. Due to the subtext of the new knowledge, the content of each of these stages receives a speech representation. In scientific communication has formed new knowledge stylistic standard, comprising the following composition units: problem or problem statement, characteristics of the studied object, a representation of the ideas or hypotheses, definition of concepts, reasoning or prove the hypothesis, explication of the results and conclusions. Variants of the deployment of the new knowledge subtext in academic texts on linguistics, mathematics, physics, chemistry, and philosophy are considered. Special attention is paid to the analysis of the compositional structure of the new knowledge subtext in the dissertation abstracts. The representation of new knowledge in this genre “mirrors” all stages of the author’s cognitive activity. Conclusion. Interpretation of the semantic structure of a scientific text as a polytextual structure with the dominant role of the subtext of new knowledge allows us to generalize the typical stylistic and speech organization of a scientific text. Keywords: scientific text, semantic structure of a scientific text, epistemic situation, subtexts of a scientific text, new knowledge subtext | 2152 | ||||
| 4 | Introduction. The contents and linguistic-didactic potential of the new linguistic trend are studied in the article from the viewpoint of functional-stylistics. Aim and objectives – developing the ideas of N. A. Kupina and T. V. Matveeva, the founders of creative stylistics, and extending of its problematic. Material and methods. M. N. Kozhyna, N. A. Kupina, T. V. Matveeva, M. P. Kotyurova and others served as the theoretical material for the article; fragments of texts, which represent the creativity of their authors, served as empirical material. The research uses functional-stylistic and interdisciplinary approaches that analyze speech creativity in its extralinguistic causality. Results and discussion. The article reveals that the rise of creative stylistics as an independent area of speech studies was caused by M. N. Kozhina’s ideas on the differentiation between linguistic and verbal expressions. The links of creative stylistics with a number of disciplines united by anthropocentric paradigm are discussed, that is: resource stylistics, linguistic-pragmatics, discourse theory, etc. The tasks of creative stylistics are specified with the authors taking into account N. A. Kupina’s and T. V. Matveyeva’s conception. In the article the authors present the specificity of creative component in functional varieties of written speech: artistic, media, scientific and official texts. The authors find that creativity relates not only to surface layer but also to the semantic layer of the text, that diversity of manifestation depends on the functional, stylistic and discursive parameters of speech. The authors provide the examples of both productive and non-productive use of creative media in the texts of network literature, media and advertising. The authors point out that creativity in scientific texts is connected with the nature of cognitive activity, that creativity manifests itself through intellectual expressiveness while presenting new knowledge, that the scientist’s individual speech style influences the presentation. In the official sphere, creativity is associated with the emergence of new interactive forms of communication between administration and community and it is found primarily in non-documentary genres. Based on the achievements of creative pedagogics, the objectives and contents of adjacent applied disciplines (didactics, speech culture etc.) are adjusted to the necessity of forming a creative linguistic personality (in demand in the modern society). It is stated that the complex approach to language teaching, including verbal-semantic, cognitive and pragmatic-stylistic components of didactics helps to respond to the challenge. Conclusion. The interpretation of creativity with extralinguistic and discursive factors of communication being taken into account fits in the paradigm of modern speech studies and provides wide opportunities for creative stylistics in the research of the creative component of speech activity in all its diversity. Keywords: speech creativity, creative linguistics, creative stylistics, creativity of functional styles, linguistic personality, linguistic didactics | 1299 | ||||
| 5 | The approaches to the interpretation of the concept of creativity in linguistics and related sciences are considered and the task of defining the criteria for evaluating a creative text is set. Creativity is understood as a meta-subject competence, which along with critical thinking, cooperation and communication abilities is part of the system of “soft skills”. Aim and objectives – to develop the evaluation scale for creativity of texts created by students in Russian language on the basis of functional stylistics, creative stylistics and linguistic personality theory. The question of creative writing evaluation criteria has been studied in an interdisciplinary context, i.e., in the light of related sciences (speech science, psychology, pedagogy, linguistic didactics, and Russian language teaching methods). The empirical material is represented by texts created by secondary school students as part of creative assignments in Russian language. In accordance with the postulates of functional stylistics the text is interpreted in the unity of the content and surface-speech sides. The notion of creative competence is defined based on the three-level structure of linguistic personality including verbal-semantic, pragmatic- stylistic and cognitive levels. In the development of the multyicriteria approach to the measurement of text creativity special attention is paid to the development of the creative speech behavior of a learner and motivation of his creative activity. Universal criteria for diagnosing text creativity have been established. As evaluation parameters it is proposed to take into account: 1) functional literacy of the author of the text; 2) presence of a general creative idea supported by facts and the author’s own position; 3) compositional and semantic correctness of the text (coherence and integrity); 4) nontrivial expressiveness of speech; 5) speech literacy. Formation of creative competences in the process of Russian language learning should be systematic and be conducted in unity with the formation of linguistic, linguistic, communicative and cultural competences. The main principles of assessing students’ creative works include multi-criteria approach to measuring the quality of creativity; prohibition of criticism that can provoke creative blockage; different forms of text assessment. Keywords: creativity, speech creativity, creative linguistics, creative stylistics, creative text, creative text evaluation | 1134 | ||||