Грамматические особенности задач-установок упражнений как дидактического дискурса (на материале немецкого языка)

Abstract

Статья посвящена исследованию особого вида дидактического дискурса – заданий-установок упражнений. При анализе формулировок заданий-установок упражнений, содержащихся в учебниках для начинающих изучать немецкий язык, установлено, что основными грамматическими средствами, служащими для реализации задач автора-составителя учебника по вовлечению в процесс коммуникации ученика/читателя при выполнении упражнений, являются форма повелительного наклонения и вопросительные конструкции разного вида. The article represents the grammatical study of exercise task-settings, which are regarded as a kind of the didactic discourse. The didactic discourse is understood as the discourse of text materials, contained in study books and teaching guides. It is treated as a written form of oral communication which includes a teacher (a sender) and a student (an addressee). The purpose of this article is to analyze lexical and grammatical features of the formulation of task-settings for exercises, which form the basis of the didactic discourse of study books and teaching guides from the point of view of their communicative orientation. The language material of the study has been represented by the formulation of task- settings for exercises, selected by a continuous sampling of study books in German intended for both schoolchildren and adults, who first begin to study German. The study book for schoolchildren was compiled by Russian-speaking authors, that for adults was compiled by German-speaking authors. One of the objectives of the study is to determine whether the authors will apply the same approach to the choice of certain lexical units and grammatical structures in the formulation of task-settings – key elements of communicative strategies of the didactic. The analysis of lexical and grammatical features of the formulation of task-settings for exercises contained in German study books for beginners of both Russian-speaking and German-speaking authors has revealed the predominance of imperative syntactic constructions and interrogative sentences addressed directly to students, thereby involving them in a dialogue and encouraging their speech action. These constructions are authentic speech patterns; they are easy to memorize and easy to use, which contributes to the efficient interaction of the author (a sender) and the student (an addressee) both during a particular speech situation and in the process of the didactic discourse as a whole.