Emphasis teaching based on texts in mechanical engineering

Abstract

The article describes features of the Russian emphatic models related to scientific style of speech and it is proved that they are able to develop several topics in the microtext, empower a phrase and convey its pragmatic content, form a certain emotional mood, set a communicative attitude to comprehend the utterance in a new perspective, focus recipient's attention on the emphatic segment, important in a particular situation for the perception of this or that information. The analysis allows us to conclude that emphatic models in the scientific style are communicatively dissected sentences, due to text links and having an existential meaning that creates an evaluative nomination. This emphase property makes it necessary to study it in a foreign audience in classes on the scientific style of speech and to master the skills of its use by foreign students. The correct perception of intonation or accentuation of a phrase segment (emphase) determines the level of development of foreign students’ monological speech skills which are necessary due to their communicative needs not only in the socio-cultural, but also in the educational and professional spheres. Complex syntagme scientific phrases cause a particular difficulty in perception: their understanding depends on accentuation of separate syntaxemes.

Formation of pragmatic thinking foreign students

“…The process of scientific and methodological interaction involves, on the part of the teacher of Russian as a foreign language, the formation of general linguistic skills in foreign students not only for understanding a specific topic, but also for laying the foundations for pragmatic thinking, which will be "useful" for a teacher of special disciplines when presenting scientific material to foreign speakers by different means in natural conditions of communication. The formation of pragmatic thinking, we believe, is facilitated by texts with pragmatic content, "by which we will understand a suggestive statement built to convince the addressee to accept the point of view of the author of the text" [1]. The task of teaching foreign students a pragmatic statement is one of the most relevant and at the same time insufficiently developed in the methodology of teaching Russian as a foreign language.…”