THE PROBLEM OF ORGANIZING THE FACILITATIVE INTERACTION AT THE PROCESS OF TEACHING PUPILS AT SECONDARY SCHOOLS

Хупавцева Н.О. (2019) THE PROBLEM OF ORGANIZING THE FACILITATIVE INTERACTION AT THE PROCESS OF TEACHING PUPILS AT SECONDARY SCHOOLS. Актуальні проблеми філології та методики викладання гуманітарних дисциплін, 2019. с. 164-171.

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Анотація

The author of the article explained the meaning of “argumentative discourse” from the point of view of cognitive psychology. It was shown that argumentative discourse was a complex of communicative phenomenon that included, in addition to the text, extra-linguistic factors (knowledge of the world, thoughts, settings, goals of the partner of communication) which were necessary for understanding the text.
In this research argumentative discourse was shown from the standpoint of cognitive psychology. The author highlighted three stages in people’s behavior: a situation, a discourse and argumentation of the first one. It was proved that argumentative discourse was a psychological implementation of a coded relevant constituent and recipient of information. It consists of three components: a plot, a dialect (oriented on geographical, time and social factors) and a dialogue-type (discourse field, discourse register, discursive modus and phases of discourse implementation, general design of phrases, structuring, content presentation, conclusions, evaluation, interactions). The latter indicates that argumentative discourse we can understand as a speech act.
The author of the article also identified three approaches to the concept of “argumentative discourse”. It was shown that the first approach, taken from the standpoint of cognitive psychology, defined discourse as two or more sentences connected in a content. The second approach provides a functional definition of argumentative discourse as “any other use of sense”. This approach determines the conditionality of the analysis of the functions of discourse by studying the functions of phrases in a broad socio-cultural context. The third approach defines argumentative discourse as the utterance and puts on the interaction of a form and functions of argumentation. In this case, argumentative discourse is understood not as a primitive set of isolated units of the linguistic structure “bigger than sentences”, but as an integral set of functionally organized, contextualized units of language use, which have their unique sense.
It was used psycho-diagnostic method of content-semantic analysis (CSA) of discursive thinking by I.Semenov with the purpose to study the levels of “argumentative discourse” of teenagers. It was shown that the CSA method was used to reconstruct and to analyze thought processes in situations of solving small creative tasks. The last the author of the article meant as psychological factor of effective facilitative interaction. It was proved that the process of solving a person’s creative task was meant as a problem-conflict situation. It was determined by the ambiguity of the conditions of the problem, which provoked the use of stereotyped means of solution that did not lead to the achievement of the result. At the same time, the problem arises in the process of meaningful transformation of the conditions of this problem, when the intellectual means of the individual, which are not enough for its solution, characterize the intellectual sphere of thinking. Cognitive dissonance characterizes the personal aspect of facilitative interaction and shows itself as a special emotional state of a person, which arises when it is a collision of the latter with a problem, which it can not be solved with the help of an existing means-stereotype. The person’s experience of inadequacy in a problem situation blocks his/her intellectual activity, so the result can not be achieved. On the other hand, the problem is the condition of active cognitive activity, and the conflict is the presence of contradictions.

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