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1. List of planned learning outcomes in the discipline, correlated with the planned results of mastering the educational program.. 4

2. The place of discipline in the structure of the educational program.. 5

3. The volume of discipline in credit units indicating the number of academic or astronomical hours allocated for contact work of students with a teacher (by type of training) and for independent work of students 5

5. The list of educational and methodological support for independent work of students in the discipline "Legal rhetoric". fourteen

6. Fund of assessment tools for conducting intermediate certification of students in the discipline. eighteen

7. List of basic and additional educational literature necessary for mastering the discipline.. 23

8. The list of resources of the information and telecommunication network "Internet", necessary for the development of the discipline.. 24

9. Guidelines for students on mastering
disciplines.. 25

10. A list of information technologies used in the implementation of the educational process in the discipline, including a list of software and information reference systems. 28

11. Description of the material and technical base necessary for the implementation of the educational process in the discipline "Legal rhetoric". thirty

1. List of planned learning outcomes
by discipline, correlated with the planned results
mastering the educational program

The purpose of development academic discipline"Legal rhetoric" is the formation of general cultural competence necessary for the practical knowledge of the Russian language in professional and scientific activities.

To achieve this goal, following tasks:

formation of basic theoretical knowledge in legal rhetoric;

development of practical skills in preparing public speaking professional orientation;

further expansion and deepening of communication skills and background knowledge of students, both in the field of professional activity and in a wide range of related problems; raising the level of their general culture, culture of thinking, communication and speech.

As a result of mastering the OOP, the student should master the following competencies:

Competency codes	The results of the development of the OOP	List of planned learning outcomes by discipline
OK-4	the ability to freely use Russian and foreign languages as a means of business communication	Know: features of oral and written communication in the scientific and business sphere of communication; requirements for the culture of speech, the main types of documents, the features of their composition, structure and design. Be able to: consciously approach the use of language units in the process of compiling the text of the document; correctly use legal vocabulary in oral and written business speech; observe the rules of courtesy and culture of behavior in professional activities. Own: the norms of the literary language in the professional field, the skills of preparing and delivering a public speech.

2. The place of discipline in the structure of the educational program

The discipline "Legal rhetoric" refers to the discipline of choice of the general scientific cycle (M.1.V.DV.2.2.) and is taught in the 1st semester in full-time and part-time forms of study.

The discipline "Legal Rhetoric" is based on the knowledge gained by students in the undergraduate program as part of the study of the discipline "Russian Language and Culture of Speech".

The input skills necessary for mastering this discipline are:

- classification of linguistic facts in order to designate various types of speech activity;

- assessment of linguistic facts from the point of view of normativity;

- the use of basic methods of information processing of the text;

- assessment of written statements in terms of language design, the effectiveness of achieving the set communicative tasks;

- creating your own speech statement in accordance with
with the assigned tasks; implementation of speech self-control.

Mastering this discipline is necessary as a previous one.
for disciplines of specialization, such as "Legal technique", "Pedagogy of higher education", "Research work", in which it is necessary to present the results of scientific research and solve practical problems in the field of business professional communication of lawyers.

The total labor intensity (volume) of the discipline is 2 credit units (CU), 72 academic hours.

3.1. The volume of discipline by type of training sessions (in hours)

3.2. Volume of discipline by semester (in academic hours)

Full-time form of education

Form of education - part-time

4.1. The structure of the discipline and the complexity of the types of training sessions
(in academic hours)

Educational and thematic plan

Full-time education

No. p / p	Topic name		Of these, auditorium	Independent work
Total hours	Lectures	Seminars	Practical lessons	Control
1.					-
2.					-
3.					-
4.
5.
6.
	offset
	Total:

Extramural studies

No. p / p	Topic name	Total curriculum hours	Of these, auditorium	Independent work
Total hours	Lectures	Seminars	Practical lessons	Control
Installation session
1.	Legal rhetoric, its relationship with legal disciplines				-	-	-
2.	Features of professional communication of a lawyer				-		-
	Total for the period of the installation session				-		-
1 semester
3.	Speech as a means of communication			-	-
4.	Distinctive features of monologue speech in court			-	-
5.	The composition of the speech of the court orator		-	-	-	-
6.	Features of Oral Communication of a Lawyer		-	-	-	-
	offset		-	-	-	-		-
	Total in 1 semester			-
	Total:				-

Topic 1. Legal rhetoric, its relationship with legal disciplines.

Aspects of legal rhetoric. Formation of legal rhetoric in a historical perspective.

Oral and written speech in the activities of a lawyer as indicators of professionalism.

Rhetoric and culture of speech of a lawyer. General concept of speech and its culture in the professional sphere. The culture of oral and written speech of a lawyer. Normative, communicative, ethical aspects of the lawyer's speech culture. Dialogue and monologue in the professional sphere. The culture of sounding the speech of a lawyer. Culture of thought and logic of speech. Ethos, logos, pathos in public speech.

The relationship of the speech culture of a lawyer with the culture of lawmaking and rulemaking.

Topic 2. Features of professional communication of a lawyer.

The content of the communicative component in the legal profession. Types of professional communications of a lawyer. The role and importance of communication in the professional development of a lawyer. The concepts of "communications", "professional communications", "interpersonal communications". Speech image of a lawyer and professional success. Professional speech of a lawyer, its social significance.

Legal communication. Information side of legal communication. A linguistic form that defines the rules of behavior of subjects, established by the rules of law. Interactive side of legal communication. Organizational forms of communicative interaction. The difference in the positions of the participants in legal communication as the basis of the dialogue. Interpersonal and group legal communication. Procedural and non-procedural forms of professional communication of a lawyer.

Used Books: , , , , .

The logical foundations of a lawyer's speech. The logic of persuasion in accordance with the basic laws of thinking (the law of identity, the law of contradiction, the law of the excluded middle, the law of sufficient reason). Persuasiveness as an indicator high level oratorical skills of a lawyer.

The logical operation of proof, which includes three elements: thesis, arguments, demonstration. Requirements for each of these elements. Direct and indirect evidence. Inductive
and deductive methods of proof, the method of analogy. The logical operation of refutation.

Language means expressing the logic of a legal statement (interrogative statements, periods).

Speech means of rational influence (reception of addressing, accuracy of word usage, evaluative terms).

Used Books: , , , , .

Rhetorical aspects of counseling, negotiation and interviews in the activities of lawyers. Speech as a means of communicative influence in the judicial and advisory spheres. Approaches to the formation of relationships between a lawyer and a citizen in the course of counseling. Types of questions during counseling. Negotiations as an important instrument of settlement business relations and conflicts. Types of negotiations. Structural elements of negotiations. Tactics in negotiation. Interviews. Interviewing skills necessary to obtain complete and reliable information. Communicative features of interview partners. Rhetorical ways of constructing an interview and its stages. Differences between counseling and interviewing.

Used Books: , , , , .

Full-time education

Topic number	Topic section titles	Content	Hours
1.		1. Goals and objectives of the discipline. 2. Regulatory documents regulating the study of the Russian language at the university. 3. Features of professional communication. 4. Culture of oral and written speech of a lawyer. 5. Requirements for the speech culture of a lawyer.
2.	Features of professional communication of a lawyer
	Speech as a means of communication	1. Speech etiquette and ethics in the work of a lawyer. 2. Etiquette of debate between procedural opponents. Culture of dispute and controversy in the legal sphere. 3. Rules for conducting a dialogue during the investigation. Tactics of speaking and listening in professional communication. Attention to the addressee as a principle of speech behavior. 4. Oral and written recorded dialogue of the parties in court. 5. Moral education of listeners present in the courtroom.

Extramural studies

not provided.

Full-time education

Topic number	Topic name	Content	Hours
	Speech culture of a lawyer, its relationship with legal disciplines	1. Requirements for the speech culture of a lawyer. 2. Features of professional communication. 3. Culture of oral and written speech of a lawyer.
	Features of professional communication of a lawyer	1. Ancient Greece as the birthplace of judicial eloquence. 2. Ancient Roman period of development of legal rhetoric. 3. The development of Russian and Soviet legal eloquence 4. Features of the rhetoric of modern lawyers, lawyers and jurists.
	Speech as a means of communication
	Distinctive features of monologue speech in court	1. Appointment of a judicial speech. 2. Accusatory and defensive speech. 3. Polemical sharpness of the judicial monologue. 4. Expressiveness and figurative speech of a lawyer. 5. Syntactic means of expression. 6. Phraseological units that increase the expressiveness of speech. 7. Correlation of judicial speech with book and written styles. Elements of conversational style as a means of influencing the addressee.
5.	The composition of the speech of the court orator	1. Persuasiveness as an indicator of a high level of oratory skills of a lawyer. 2. Thesis, arguments, demonstration as elements of the logic of speech. 3. Language means expressing the logic of a legal speech. 4. Speech means of rational influence.
6.	Features of Oral Communication of a Lawyer	1. Preparation and pronunciation of monologues, dialogues. 2. Rhetorical aspects of interviews, consulting, business negotiations. 3. The ethical aspect of legal rhetoric and its manifestation in interactive professional communication. 4. Speech etiquette and ethics in the work of a lawyer.

Extramural studies

Topic number	Topic name	Content	Hours
	Features of professional communication of a lawyer	1. Ancient Greece as the birthplace of judicial eloquence. 2. Ancient Roman period of development of legal rhetoric. 3. The development of Russian and Soviet legal eloquence 4. Features of the rhetoric of modern lawyers, lawyers and jurists.
	Speech as a means of communication	1. Oral and written recorded dialogue of the parties in court. 2. Moral education of listeners present in the courtroom. 3. Rules of speech etiquette and ethics in the activities of a lawyer. 4. The practice of conducting a dialogue during the investigation. Tactics of speaking and listening in professional communication. Attention to the addressee as a principle of speech behavior.
	Distinctive features of monologue speech in court	1. Appointment of a judicial speech. The polemical sharpness of the judicial monologue. 2. Expressiveness and figurativeness of a lawyer's speech. 3. Syntactic means of expression. 4. Phraseological units that increase the expressiveness of speech. 5. Correlation of judicial speech with book and written styles. Elements of conversational style as a means of influencing the addressee.

5. The list of educational and methodological support for independent work of students in the discipline

The labor intensity of independent work of students in the discipline "Legal rhetoric" is 42 hours for full-time education and 64 hours for part-time education.

In order to organize the independent work of students in the discipline, the following educational and methodological materials have been developed:

1. Methodological materials for conducting practical classes, including a list of training questions, topics of reports and messages, control questions and tasks, a list of recommended literature and guidelines to prepare for the lesson.

2. Guidelines for students of distance learning, including training questions for preparing for classes, questions submitted for independent study, control questions and tasks, a list of recommended literature and instructions for working with it.

3. Guidelines for the organization of independent work of students.

4. A list of questions for preparing for the test and methodological materials that determine the procedures for assessing knowledge, skills and abilities in the test.

5.1. Questions for self-study

Full-time education

Topic number	Topic name	Content	Hours
	Legal rhetoric, its relationship with legal disciplines	Russian language as a state language. Normative-legal documents regulating the study of the Russian language at the university. Features of professional communication.
	Features of professional communication of a lawyer	Basic concepts of discipline. Literary language and non-literary forms of language. The culture of speech of a lawyer. Non-literary forms of the language: jargon, vernacular, dialects, slang.
	Speech as a means of communication	Characteristics of the functional styles of the modern Russian literary language. Scientific style. Journalistic style. Language fiction. Speaking.
	Distinctive features of monologue speech in court	Features of monologue speech in court. Norms of oral and written speech. spelling rules. Lexical norms. Grammar rules. orthoepic norms.
5.	The composition of the speech of the court orator	Analysis of the composition of court speeches. Analysis of the origin and interpretation of legal concepts and terms. Linguistic meaning and legal interpretation of the term. Working with dictionaries.
6.	Features of Oral Communication of a Lawyer	Rhetorical aspects of counseling, negotiation and interviews in the activities of lawyers. Speech as a means of communicative influence in the judicial and advisory spheres. Approaches to the formation of relationships between a lawyer and a citizen in the course of counseling. Types of questions during counseling. Negotiations as an important tool for settling business relations and conflicts. Types of negotiations. Structural elements of negotiations. Tactics in negotiation. Interviews. Interviewing skills necessary to obtain complete and reliable information. Communicative features of interview partners. Rhetorical ways of constructing an interview and its stages. Differences between counseling and interviewing.
	offset
	Total

Extramural studies

Topic number	Topic name	Content	Hours
	Legal rhetoric, its relationship with legal disciplines	Russian language as a state language. Normative legal documents. Features of professional communication. Basic concepts of discipline. Masters of judicial speech about the Russian language.
	Features of professional communication of a lawyer	The culture of speech of a lawyer. Literary language and non-literary forms of language. Normative, communicative, ethical aspects of the lawyer's speech culture. The main qualities of a lawyer's speech: purity, clarity, intelligibility, intelligibility, accuracy, logicality, persuasiveness. Non-literary forms of language: jargon, vernacular, dialects, slang in the professional activities of a lawyer. Terms and colloquial words in a lawyer's speech. Dialogue, dispute, conversation in the legal professional field. Consulting, negotiations, judicial speech as types of professional communication of a lawyer.
	Speech as a means of communication	Characteristics of the functional styles of the modern Russian literary language. Functional varieties of legal speech. Speech etiquette and speech ethics as a means of communicative influence. The persuasiveness of a court speech. Theses, arguments, demonstration. Reasoning: thesis, definition, paraphrase, demonstration. Persuasion: evidence, argumentation, refutation.
	Distinctive features of monologue speech in court	The language of law, its features. Norms in judicial speech. The main qualities of judicial speech: persuasiveness, intelligibility, clarity, intelligibility, accuracy, consistency, relevance, purity, conciseness, expressiveness. The composition of the court speech. Proof, refutation, conviction in judicial speech. Means of communication in judicial speech. Interrogative constructions in judicial speech. Types of arguments in court speeches. Argument tactics. Eliminate contradictions.
5.	The composition of the speech of the court orator	Introduction, main part, conclusion as components of the speech, features of their content and construction. Establishing contact, methods of attracting attention. Norms of speech behavior of the speaker. Official speech situation. Speech ethics and speech etiquette in the speech of a judicial orator. The art of dispute in the professional activity of a lawyer. Origin and interpretation of terms. Linguistic meaning and legal interpretation of the term. Borrowed terms in the speeches of the court speaker.
6.	Features of Oral Communication of a Lawyer	Preparation and pronunciation of monologues, dialogues. Rhetorical aspects of interviews, consulting, business negotiations. The ethical aspect of legal rhetoric and its manifestation in interactive professional communication. Speech etiquette and ethics in the work of a lawyer. Rhetorical aspects of counseling, negotiation and interviews in the activities of lawyers. Speech as a means of communicative influence in the judicial and advisory spheres. Approaches to the formation of relationships between a lawyer and a citizen in the course of counseling. Types of questions during counseling. Negotiations as an important tool for settling business relations and conflicts. Types of negotiations. Structural elements of negotiations. Tactics in negotiation. Interviews. Interviewing skills necessary to obtain complete and reliable information. Communicative features of interview partners. Rhetorical ways of constructing an interview and its stages. Differences between counseling and interviewing.
	offset
	Total

6. Fund of assessment tools for conducting intermediate certification of students in the discipline

List of competencies and stages of their formation	Planned results and levels of development of competencies	Typical control tasks and materials necessary for assessing knowledge, skills and abilities
Numbers of questions to prepare for the test
OK-4 ability to freely use Russian and foreign languages as a means of business communication	Topic 1. Speech culture of a lawyer, its relationship with legal disciplines	know: features of oral and written communication in the scientific and business sphere of communication; requirements for the culture of speech, basic terms of legal rhetoric, types of arguments, features of the composition of judicial speech, methods of persuasion, rules for conducting disputes, discussions and polemics; be able to: prepare public speeches, put forward theses, use argumentation, conduct discussions and debates own: the norms of the Russian literary language in the professional field, the skills of preparing public speeches on general legal topics	8-12
Topic 2. Features of professional communication of a lawyer	13-16
Topic 3. Speech as a means of communicative influence	17-20
Topic 4. Distinctive features of monologue speech in court	21-29
Topic 5. Composition of the speech of the court speaker	21-22
Topic 6. Features of written communication of a lawyer	27-29

6.2. Description of indicators and criteria for assessing competencies
at various stages of their formation, description of assessment scales

The level and quality of students' competencies is determined by the knowledge, skills and abilities that are acquired at various stages of mastering the academic discipline and are the main indicators of the formation of general cultural competencies. Assessment of the degree and quality of competencies is carried out in the form of a test based on a level scale (can be used for any form of intermediate certification) and a competency assessment scale.

Criteria for evaluating competencies in the form of credit for the discipline

The “pass” mark is given to the student if he has mastered the program material, consistently, clearly and logically presents it, copes with tasks, questions and other types of application of knowledge, and the student’s educational achievements during the semester period had a positive trend.

The mark “not passed” is given to the student if he has not mastered the program material, does not cope with assignments, questions and other types of application of knowledge, and the student’s educational achievements during the semester period did not have positive dynamics.

When assessing the theoretical knowledge and practical skills of students in the test, the current progress in the discipline, participation in work in practical classes, the level of performance of written work provided for by them are also taken into account. curriculum. If necessary, the examiner may ask the student additional questions on the sections (topics) of the academic discipline in which his knowledge is in doubt (taking into account the results of current academic performance and attendance).

6.3. Standard control tasks or other materials necessary to assess knowledge, skills and (or) experience of activity that characterize the stages of formation of competencies in the process of mastering the educational program

Students can independently engage in research work under the guidance of a teacher. The content of the work, which consists in the form of preparing an abstract or presentation on the discipline, consists in analyzing and studying scientific literature on legal rhetoric, preparing an oral presentation or presentation in Russian, preparing articles and abstracts.

Approximate topics of abstracts, presentations

1. Types of business communication in judicial practice: interviewing, negotiations, consulting.

2. Fine- means of expression language in the speech of a lawyer.

4. The art of speech in court: a historical retrospective.

5. The art of dispute in the professional activity of a lawyer.

6. Logical foundations of the persuasiveness of judicial speech.

7. New in professional legal terminology.

8. Norms of the Russian literary language in the field of law.

9. Features of judicial speech.

10. Polemical orientation of judicial speech.

11. Ways and means of overcoming communication barriers in the professional sphere.

12. Speech argumentation. Types of arguments in court speeches.

13. Speech norm and culture of speech in the professional activities of a lawyer.

14. Speech as a means of communicative influence in the judicial and advisory spheres.

15. Rhetorical aspects of counseling, negotiation and interviews in the activities of a lawyer.

16. Rhetorical strategies of a lawyer in a conflict situation.

17. Dispute, discussion, controversy in the professional activities of a lawyer.

18. Judicial speaker and his audience.

19. Types and types of issues in legal practice.

20. The language of law. Functions of the language of law. Legal status of the language.

List of questions for the test

1. Give the concept of legal rhetoric.

2. Name the communicative qualities of influencing speech.

3. Describe the development of legal rhetoric in antiquity.

4. Describe judicial eloquence in pre-revolutionary Russia.

5. Describe the jurisprudence in the Soviet and post-Soviet period.

6. Expand the purpose of the judicial speech.

7. Expand the distinctive features of judicial speech.

8. Give the concept of a dialogized monologue.

9. Expand the style characteristics of judicial speech.

10. Analyze what is the persuasiveness of a judicial speech.

11. Analyze the logical errors in the speech of the court speaker.

12. Describe the language tools that create the logic of speech.

13. Describe the types of judicial speeches.

14. Describe the types of business communication in judicial practice: interviewing, negotiating, consulting.

15. Describe the composition of the judicial speech.

16. Expand the concepts of expressiveness, expressiveness and emotionality of judicial speech.

17. Expand the rational and emotional types of arguments in judicial speech.

18. Name the means of emotional impact in judicial speech.

19. Analyze the use of intonational and expressive means of influence in judicial speech.

20. Expand the concepts of ethics and speech etiquette of a judicial speaker.

21. Describe the use of book-written and colloquial constructions in judicial speech.

22. Analyze the specifics of the dispute, discussion, controversy in the professional activities of a lawyer.

23. Describe the non-verbal means of communication that accompany the performance.

24. Name the general and specific features of private rhetoric.

25. Expand the concepts of tropes and rhetorical figures, analyze the appropriateness of their use in the everyday life of a lawyer.

26. Expand the concepts of the topic and thesis of a judicial speech.

27. Expand the concepts of general and particular topoi.

28. Expand the concept of argumentation, analyze its types in judicial speech.

Educational technologies used in the classroom

The educational technologies underlying the teaching of the discipline include:

- personality-oriented technologies: differentiated tasks, trainings, tests, development of individual routes (messages, presentations, scientific research, creation of an electronic portfolio);

- information and communication technologies: using the capabilities of the interactive multimedia class "Dialogue-Niebelung", programs "Microsoft PowerPoint", "Microsoft OneNote", electronic testing based on the programs "My test", "UTK", elements of e-learning, work on the Internet ;

- management technologies (creation of working groups, work in small groups, brainstorming, role-playing games);

– design technologies (individual and group

Freedom of public life requires active speech actions and the ability to speak beautifully from each member of society. It is known that speech is the main instrument of activity not only for a teacher, politician, lawyer, but also for an employee in any other field. Ignoring this leads to a lack of the ability to conduct a dialogue, a discussion, an inability to build a monologue intended for a specific audience, to make a solemn speech, to achieve what is called influence (Heinz Lemmermann). This is the subject of rhetoric - a discipline that, since antiquity, served the goals of educating a comprehensively developed, socially active and educated person, contributed to the formation of the ability to speak, understand, and communicate.

We must not forget about another side of rhetorical training - the education of a conscious listener. Currently, the inability and unwillingness to listen and analyze speech leads to misunderstanding between the participants in communication. This makes it easy to manipulate public consciousness. It is important to learn to understand the communicative intentions of the speaker, to see those cases when the speaker misleads the listeners. Consequently, rhetoric is turning into a socially significant discipline that can help people express their thoughts, conduct a competent dialogue, understand the speaker and draw the right conclusions.

Such researchers as V. I. Andreev, G. Z. Apresyan, L. A. Vvedenskaya recognize the ability to speak in public as an essential component of a person’s life, on which his success in various situations depends. In this regard, in the second half of the 20th century, interest in the study of oratory increased significantly, which has always attracted the attention of researchers in Russia (V. I. Andreev, G. Z. Apresyan, L. A. Vvedenskaya, N. N. Kokhterev, V. V. Odintsov, A. Lansbury, A. J. Vasile, H. K. Mintz)

The synthesis of data from a number of sciences related to oratory involves their correlation with the structure of speech. For example, linguistics is a source of information about the grammatical correctness of speech, gives a list of common speech errors. The laws of psychology and pedagogical principles are specifically applied in speech. The data of formal logic also needs to be transformed, correlated with the logic of presentation, one of the main concepts of which is argumentation. In the last two or three decades, the contours of new science- argumentation theory. It restores the positive that was in ancient rhetoric. H. Perelman, G. Johnston, F. Van Yemeren and R. Grootendorst played an important role in shaping the main ideas.

To achieve the goals set, a comprehensive, descriptive-analytical research method is used, including a theoretical analysis of the work of domestic and foreign linguists and psychologists on this issue, as well as a contextual analysis of the experimental material. Margaret Thatcher's speech served as experimental material.

The theoretical significance of the study lies in a pragmatically oriented approach to describing the phenomenon of argumentation in public speech. In this paper, an attempt is made to identify patterns in the implementation of the functions of influence and persuasion, techniques and means of argumentation.

The practical significance of the work lies in the fact that its main provisions, conclusions and results can be used in the process of training teachers of foreign languages, since they especially need to master the skill of argumentation and persuasion, which will significantly improve the quality of education.

1. Public speech as a means of influencing the audience

1. 1 Oratory as a subject of research

It can hardly be doubted that knowledge of the basics of oratory is necessary for everyone who participates in public life. Oratory is the strongest lever of culture, but this theoretical issue has been little developed.

Public speech can be considered as a work of art that affects both feelings and consciousness at the same time. If speech acts only on the ability of logical perception and evaluation of phenomena, without affecting the sensory sphere of a person, it is not capable of making a strong impression. Oratory can be defined as a detailed statement, all linguistic and compositional elements of which are subordinate to the main idea and the main goal. It was the fundamental differences between public speaking and works of literature that formed the basis for the department of the science of oratory, establishing its independent status and forming a structure. While it is proposed by American scholars to use the term rhetoric to denote criticism of oratory, the tendency to use the ancient and classical understanding of rhetoric has now intensified. In particular, it is proposed to revive the attitude towards it as a science of the creation and structure of any speech, including fiction and scientific literature, folklore, stage speech, as was customary in antiquity. However, it is obvious that philology, like other sciences, has come a long way since then, and with the separation of poetics, stylistics, linguistics of the text, rhetoric has lost its universal character and cannot claim the whole speech, but is limited to the study of speech created for a specific purpose and for specific audience.

1. 2 The specifics of oratory

First of all, it should be noted that the oratorical speech is a prepared speech. More art than science. Speech is not able to make a strong impression without affecting the feelings of a person. Such speech will only affect the ability of logical perception and evaluation of phenomena. The higher the ability to use both forms of human thinking: logical and figurative, the higher the skill of public speech. The speaker must be convinced of the idea with which he speaks to the audience, he must be a good actor. Preparing for a speech, the first thing he must do is to determine his main task and the means that will help to achieve it. After developing the tasks, it is necessary to create an image in which the speaker will appear before the audience: manners of speaking, gestures, facial expressions, character. The speech should begin long before entering the podium and end long after leaving it. To speak in front of any audience, the speaker must prepare. The preparation process can be divided into two stages: the first stage can be called the time of conception, its gestation, thinking over the idea and topic, as well as the specific content of the upcoming speech, its notes, the second stage is the real embodiment of the idea and theme of the oratorical speech - its public performance . Both in the first and in the second stages, the speaker is completely independent, and his work is a combination of both stages. The material for the speech must be selected based on the general educational level of the audience, the age of the audience and the venue of the speech. It is wrong to think that a speech containing only information that is new to the audience can be interesting. People will not listen to such a speech - with all their desire, they simply cannot. It is necessary that the new be interspersed and combined with the already known, and the difficult with the easy. It is difficult to hold the attention of listeners for more than three-quarters of an hour. They also call another time value - 5-10 minutes - a natural period during which a person can listen without being distracted.

When a public speech is properly read, it excites and excites not only the thoughts, but also the feelings of a person.

The classical structure of speech consists of: introduction, proof and conclusion. Each of these parts has its own functions. At the introduction - to attract the attention of the public, to let the audience feel the seriousness, importance and sensationalism of the further presentation. The proof has to substantiate the ideas succinctly expressed in the introduction, fit facts, statistics, logical constructions of the phrase to them. At the conclusion - to fix in the minds of the audience the main (already expressed) ideas of the speaker, to summarize the speech, to leave the right impression in the minds of the audience. The structure of the speech and its purpose should be clear not only to the speaker, but also to the listeners.

1.3 Logic of speech

The most important quality of effective public speaking is the consistency and evidence of speech. A real speaker must master the logical laws of evidence-based, reasoned speech. These laws primarily apply to the verbal definition of concepts, logical conclusions, proof of one's point of view in the process of polemics. Persuading does not mean asking for something for nothing. Logical influence does not mean to achieve the recognition of an unpleasant necessity. It should evoke desires that would overwhelm opposing moods. Proving is by no means a boring, tedious process. It can be, and often is, a fascinating affair.

Proof is a way of constructing an influencing speech based on the use of logical (rational) arguments. For rhetorical purposes, proof is also used in pure, especially in formal situations where there is a need to influence mainly the mind of the audience. The more convincing the speech of the speaker, the more effective the perception of listeners, the more confidence is created in the reliability and reliability of the information heard. It is generally accepted that one who thinks logically speaks logically more clearly. Therefore, the first task of the speaker, while still in the process of preparing for a public speech, is to think over the logic of the speech and the argumentation of the conclusions.

The scheme of proof consists of three elements: the thesis, arguments (arguments) and the method of proof.

The thesis is the initial position, the truth of which the speaker seeks to prove. The thesis should be clear and precise, not contain contradictions. Its vagueness or substitution are the most typical mistakes in the speech of a novice speaker.

An argument is a judgment by which the truth of a thesis is substantiated. In other words, this is a logical argument, tested and proven by practice. The most powerful argument in the process of proof are facts, the truth of which is not questioned. It should be noted that not every correct thought can be considered an argument, but only one that proves the thesis. Until the thesis is presented, the validity of the argument cannot be judged. There are several classifications of arguments. One of them involves a distinction between logical and psychological arguments.

During a speech, it is important what happens in the minds of the listeners. Speech is a means; audience response is the goal. A speech serves this purpose if it elicits a reaction from the listeners. This reaction can be achieved in two ways: 1) by presenting arguments that incline to belief or action, and 2) by appealing directly to the feelings of the listeners. For convenience, these two types of influence are called logical and psychological.

Logical arguments.

When a speaker claims that if one thing is right, the other is right, he uses logical arguments. It's not just about claiming something is right, but about how to prove it. Whatever methods, common to all types of speeches, are used in speech with the aim of influencing, they must be logical arguments or evidence to support them. Logical arguments are the use of judgments, examples, statistics, competent opinions, with the aim of inducing persuasion and corresponding action.

All logical methods can be classified into induction, analogy, causal inference, deduction.

Induction is an inference from the particular to the general. It is used if, from the observation of a mass of particular cases, a generalizing conclusion is made about their totality. Special cases can be objects, relationships, qualities, positions. There are two variants of induction: analogy and reasoning about causation.

Analogy, or conclusion from particular to particular, is the main variant of generalization. However, it should be noted that there is no complete logical analogy, since there cannot be two completely identical sets of circumstances. Accordingly, the analogy can rarely be used without referring to other types of evidence.

The judgment of causal dependence is used by the speaker when describing the change of phenomena. It is this that represents the conclusion that, in a particular state of affairs, the result may be one or the other.

Deduction - inference from the general to the particular, is used when, from a judgment about the correctness of a general belief or principle, it is concluded that individual cases of their application are also correct. This underlying principle should not be general in the broad sense the words; it has only more generality than the conclusions drawn from it.

psychological arguments.

The audience listens to the speaker's speech with their own settings. Accordingly, he must build and develop his speech in such a way that it awakens interests that go towards the goal he has set. Psychological arguments are used by him to shape or overcome the desires of the audience. Distinguish the following psychological arguments: physical well-being, economic and social interests, entertainment, self-esteem, truth and right.

Some speech targets are directed directly to the instinct of self-preservation. When there is a threat to life, this is the strongest motivation. The desire for physical well-being includes the desire not only for security, but also for freedom and activity. Related to this are the motives of the physical order - the desire for convenience, comfort and everything that corresponds to habits.

The purpose of many speeches is to arouse a desire to return the funds spent with a profit, the desire to accumulate and increase property and other material benefits, or to strengthen professional guarantees.

Public interests include the aspirations arising from human communication, for example, the desire for a good reputation, for prestige, for gaining authority. The audience, listening to the speech, is in a socially binding situation and falls under the influence of "mass psychology" and is able to easily accept any proposal.

The craving for entertainment is not only the instinct of the game, it is a complex combination of a sense of competition, a sense of conflict, a desire for freedom. These feelings are associated with personal dignity. To achieve this goal, it is necessary to demonstrate the respect of the public.

In the absence of opposing interests, listeners will support what has been presented as truth and justice. Generosity, compassion for the weak, a sense of duty and other motives have the ability to influence people and their actions.

2. Argumentation in public speech

2.1 Development of the theory of argumentation

Rhetoric is one of the most ancient philological sciences. It arose in the IV century BC in Greece. The word "htorik" means oratory or the doctrine of oratory, but the main content of rhetoric already at that time was the theory of argumentation in public speech. The great Greek philosopher and scientist Aristotle (384-322 BC) defined this science as "the ability to find possible ways of persuading about any given subject."

The task of rhetoric, as conceived by Aristotle, was to make the moral principles on which social life should be based become more convincing than selfish and material-practical considerations: “Rhetoric is useful because truth and justice are inherently stronger than their opposites, and if decisions are not properly delivered, then truth and justice are necessarily overcome by their opposites, which is reprehensible." The argumentation technique developed by medieval scholastic logic was rejected and forgotten in the 18th-19th centuries, and only scientists of the 20th century discovered, not without surprise, that many fundamental solutions of mathematical logic reproduce the ideas of scholastic logic. The same goes for rhetorical reasoning.

After the Second World War, neo-rhetoric, or argumentation theory, developed. Interest in rhetoric grew as it became clear that totalitarian consciousness was not a specific property of Soviet Bolshevism or German National Socialism, but a general pattern of the entire modern democratic and humanistic civilization, which was ideologically controlled by mass communication. Understanding the concept of mass information gives a person the possibility of at least relative independence from propaganda.

Modern rhetoric is not just a technical discipline that teaches the ability to build persuasive statements, but a tool for self-defense against mass consciousness. Therefore, it carries a return to the heritage of Christian culture, but taking into account the modern scientific knowledge. However, if we turn to the essence of argumentation, to how a person solves problems and invents ideas and arguments, one can see that our time uses the same methods of thought, the same methods of substantiating ideas, even the same technique of misleading that and two thousand years ago, although the forms and style are changing and the tools of verbal influence are being improved.

Rhetoric is the science of the expedient word. We are convinced of what we previously denied or doubted, about which there are different opinions and what is connected with the possibility of making different decisions. With free will and reason, we are responsible for our actions, which we must first consider and discuss in order to foresee the spiritual and physical consequences of our decisions. Since we live and act in society, we make decisions by way of consultation. We consult about what is possible, about which there are different opinions, and we convince each other by means of arguments that are expressed in words. Therefore, to persuade means to substantiate the proposed ideas in such a way that those who participate in their discussion agree with the arguments and join them. The science of the theory of argumentation studies those verbal devices and forms of persuasion that allow you to reasonably evaluate the argumentation and make your own decision: "... any argumentation tends to join the minds and, thereby, presupposes the presence of intellectual contact."

2. 2 The effectiveness of argumentation as a speech impact

An effective argument is one that takes into account its audience, assessed as realistically as possible. When this prerequisite is fulfilled, it is possible to evaluate the effectiveness of the argument as a convergence in worldview as a result of the adoption of the defended thesis. An effective argument is one that leads to an increase in intensity in accepting someone else's defended opinion, so as to persuade the listeners to the target action (positive action or refusal to act), or at least create in them a predisposition to such action, manifested at an opportune moment. . Thus, the overall effectiveness of the argumentation is evaluated in accordance with the first of the above alternatives - based on the achievement of the argumentator's intention.

As for the evaluation of the effectiveness of argumentation, this is the result of a collective effort: people evaluate the effectiveness under the influence of various social factors. The manifestations of evaluation can be very diverse. So, in addition to achieving the goal of the argumentator, there is also the appropriateness of the argument (of one or another method of influence) in specific circumstances. Relevance, as follows from the most internal form of this term, means fitting into the situation, or rather, into the structure of the situation in the aspect of dynamic processes embedded in the very scheme of influence as such; this includes the socially conditioned attitude of the addressee to the actions of the argumentator. And this attitude can stem not only from how we are spoken to and what we are told, but also from what the audience knows about the speaker even before he starts his speech. The changeable structure of the situation contained in the assessment of communicants also includes a measure of the addressee's lability or, conversely, his resistance to certain types of arguments. In particular, one can resist psychological pressure already because the speaker is unpleasant. Non-resistance includes active support or at least tolerance for the interlocutor's intentions and interests. Interests can be realized in two ways:

1) directly, and if without the participation of speech, then, say, physical impact, and with speech - when the execution of an order is imposed;

2) indirectly, using only speech techniques, usually in two versions - persuasion (achieving agreement on certain actions) and persuasion (achieving consistency in the sets of opinions of the speaker and his addressee).

Thus, we can say that the general theory of argumentation, different from didactics, is not a theory of perfect, impeccable speech, but rather is part of the theory of achieving social understanding, in the center of it is the reconstruction of the conditions for successful argumentation leading to understanding. In other words, this theory does not give advice to those who improve in oratory skills, but sets standards for mutual understanding as a result of verbal communication when the goals of argumentation can be achieved. Its use is based on an interest in clarifying the chances, conditions and methods of reasonable non-violent social understanding. Moreover, no matter how the arguments themselves look, argumentation is a sign of readiness to solve a problem without the use of force, while communicants rely on practical or theoretical knowledge a specific situation of interaction, as well as the already reached agreement on particular problems included in the issue under consideration.

Depending on the communicative goals and evaluation criteria, J. Habermas identifies the following forms argumentation:

1) theoretical discourse, affecting cognitive-instrumental statements and aimed at establishing the truth of judgments, is aimed at the effectiveness of teleologically meaningful actions,

2) practical discourse, which thematizes normative correctness, the statements in it are of a moral and practical nature, and its purpose is to prove the correctness of the norms of action;

3) aesthetic criticism, with its evaluative statements, the focus of which is the appropriateness of value standards;

4) therapeutic criticism, using expressive statements and seeking to establish the plausibility of means;

5) explanatory discourse aimed at the clarity and correctness of symbolic constructs.

Obviously, for each of these types there should be its own measure of the effectiveness, efficiency and adequacy of the argument.

Thus, we can conclude that argumentation is an attempt to convince the addressee of the acceptability or unacceptability of a certain point of view expressed by specific judgments, and persuasion is a perlocutionary act, while arguing should take into account the fact that the addressee already has a certain point of view on this issue . Evaluation of the effectiveness of the argument should be based on the following points: the expressed opinion, the point of view and the rationality of the arbitrator.

3. Techniques and means of argumentation

(analysis of experimental material)

Consider how various techniques and means of argumentation are used in practice. Let's analyze Margaret Thatcher's speech "The Frontiers of the State", delivered on September 20, 1988

Studying the style of Margaret Thatcher deserves special attention, as she is ranked among the most prominent politicians of the last quarter of the twentieth century. Serving as Prime Minister of Great Britain for 11 years, she became a phenomenon in English history, a unique politician whose equal Britain will hardly see. At the heart of her fame lies a strong personality and leadership style, the hallmarks of which are dogmatism and self-confidence, more precisely, authoritarianism. The components of success were not only the political moment and personal experience, but also exceptional abilities. Margaret Thatcher did not enjoy popular love, but she was respected. Therefore, it is rarely referred to as a charismatic type of authoritarian personality. Standing on a par with great politicians, she brought new type a leader who combined authoritarianism, sometimes aggressiveness, with femininity.

The study of Margaret Thatcher's discourse is interesting in terms of the relationship between authoritarianism and language. The very concept of authoritarianism came into scientific use as early as the 1930s and 40s. The speech and style of Margaret Thatcher became a reflection of her character, self-confidence, commitment to her course, beliefs. The authoritarianism of political discourse was based on her authority and became a synthesis of high professionalism, efficiency and punctuality.

This public speech has a clear structure: introduction, main body and conclusion. The speaker consistently and emotionally communicates his thoughts: he declares his position, then argues his point of view and leads the listeners to the conclusion that it is in the interests of both each citizen and the whole nation to accept the position of the speaker and follow it.

The inductive argument of this speech is built on the opposition of an active life within the European Community and a peaceful inactive isolated existence to the additional benefits that this union gives (Britain does not dream of some cozy, isolated existence on the fringes of the European Community. Our destiny is in Europe , as a part of the Community.). This opposition enhances the emotional and patriotic sound of the speech. The speaker uses both logical arguments (inferences about causation, statistics: Only miles from here in Belgium lie the bodies of 120,000 British soldiers who died in the First World War.) and psychological arguments (appeal to self-respect: We British have over the centuries we have fought to prevent Europe from falling under the dominance of the single power.We in Britain are rightly proud of the way in which, since Magna Carta in 1215, we have pioneered and developed representative institution to stand as a bastion of freedom. inward-looking club., to a sense of patriotism: I want to see us work more closely on the things we can do better together than alone. Europe is stronger when we do so, whethe r it be in trace, in defense or in our relations with the rest of the world.), which complement each other, activate the persuasiveness of the whole speech.

Despite the fact that practical rhetoric recommends using short simple sentences in speech that are easily perceived by ear, in the analyzed speech, most sentences have a complex syntactic structure and are large in volume. (For example, They sought liberty and opportunity, and their strong sense of purpose has, over two centuries, helped create a new unity and pride in being American-just as our pride lies in being British or Belgian, Dutch or German.) Some paragraphs include only one sentence.

Indeed, it is ironic that just when those countries such as the Soviet Union, which have tried to run everything from the centre, are learning that success depends on dispersing power and decisions away from the centre, some in the Community seem to want to move the opposite direction.

Similar logical construction sentences helps the speaker to demonstrate the relationship and movement of thoughts, the gradation of tension.

Let us turn to the analysis of the expressiveness of this speech. It is known that the meaning of any public speech is to influence the thoughts and feelings of the audience. To achieve this effect, it is not enough to express yourself logically and briefly; expressiveness of speech is necessary. To achieve this effect, the speaker uses various tropes and figures of speech. Thus, the following epithets are used to create the image of Britain and its cultural heritage: great churches and cathedrals, a civilized society, unique and spiritual nature; speaking of the European Union, the speaker expresses confidence that it will never turn into a narrow-minded, inward-looking club, that an attempt to concentrate power over Europe will cause irreparable damage to humanity (will be highly damaging). This testifies to the negative attitude of the speaker to the attempt to form a single European state.

The use of the pronoun we and the construction let us unites the speaker and listeners, helping to create the impression of a commonality of views, interests, and psychological consonance. (We British have in a special way contributed to Europe. We have fought and we have died We must never forget Yes, we have looked also to wider horizons Certainly we want to see Europe more united and with a greater sense of common purpose.)

According to psychologists, important feature speech perception is the predominant retention in memory of information transmitted at the beginning and at the end of the message. This feature is due to the "edge effect" and is reflected in this performance. At the beginning of her speech, Margaret Thatcher speaks of the historical ties between Britain and Europe. And in conclusion he draws a conclusion, summarizing all of the above.

It is known that the main task of the speech is the location of the listeners, their mood for the perception of speech. It is on this that the success of the whole speech largely depends. In this case, already in the introduction, the speaker refers to patriotism, historical roots and national pride in his country. This certainly wins over the audience. Emotional coloring is given by the use in the introductory part historical facts, and in stylistic terms - metaphors (to bear witness, bastions of freedom).

The speaker's main goals are to present his point of view on the unification of Europe and to justify it with the help of logical and psychological arguments.

The purpose of this speech is to defend the sovereignty and independence of the states of Europe. To achieve this goal, Margaret Thatcher cites a number of arguments.

Beginning the main part of his speech, the speaker expresses admiration for the British and their services to Europe. We British have in a special way contributed to Europe. Over the centuries we have fought to prevent Europe from falling under the dominance of the single power. We have fought and we have died for her freedom. Only miles from here in Belgium lie the bodies of 120,000 British soldiers who died in the First World War. Had it not been for that willingness to fight and to die, Europe would have been united long before now, but not in liberty, not in justice. It was British support to resistance movement throughout the last war that helped to keep alive the flame of liberty in so many countries until the day of liberty. This type of argument - an argument to the public - aims to influence the emotions of listeners.

The speaker then gives the example of the countries behind the Iron Curtain and the disadvantages of unification that they experience. We must never forget that east of the Iron Curtain peoples who once enjoyed a full share of European culture, freedom and identity have been cut off from their roots.

Repeating the words freedom, identity, liberty, the speaker emphasizes the value of freedom and independence, which can be easily lost, but difficult to get back. Emphasizing that Britain and Europe are inextricably linked (It is the record of nearly two thousand years of British involvement in Europe, cooperation with Europe and contribution to Europe, a contribution which today is as valid and as strong as ever.), the author does not deny the ability to establish ties with other countries (That is not to say that our future lies only in Europe.).

Expanding the argument further, the speaker is trying to dispel the fallacy, which is an attempt to build a union, similar to the system in the United States of America. But the whole history of America is quite different from Europe. People went there to get away from the intolerance and constraints of life in Europe. They sought liberty and opportunity, and their strong sense of purpose has, over two centuries, helped create a new unity and pride in being American-just as our pride lies in being British or Belgian, Dutch or German.

Margaret Thatcher widely used units expressing her own opinion, personal activity. One of the features of the personal style of MT is the widespread use of adjectives with evaluative modal meanings (important, essential).

Wishing to highlight the positive and negative aspects association, the speaker emphasizes the attitude towards it as a guarantor of prosperity and protection of the population (Europe can ensure the future prosperity and security of its people), on the one hand, and as a dangerous conglomerate, on the other (European conglomerate would be highly damaging).

The conclusion of this speech is intended to enhance the impression of what has been said and contribute to a better assimilation of the main idea of the speaker. To sum up, it carries a strong emotional charge. So the speaker declares the need for the unity of the countries of Europe, but not political, centralized in Brussels, but spiritual. One that preserves the traditions, political system, and national pride of its member countries (in a way which preserves the different traditions, parliamentary powers and sense of national pride in one’s own country).

Such an end creates an appropriate mood, the final phrases provide a positive emotional background which contributes to a positive pragmatic impact.

Thus, a good choice of stylistic means, bringing logical and psychological arguments helps the speaker achieve his goal, that is, effectively influence the public, convince her that the sovereignty of the country should be inviolable.

Thus, Margaret Thatcher's verbal behavior can be defined as a classic authoritarian type of reasoned discourse, which is characterized by absolute clarity and certainty about rights and obligations, which leaves an imprint on behavior and is an example of personally oriented discourse. The speaker's style confirms the hypothesis about the lack of flexibility in the position of the right. Evidence of such a position is a rigid style, burdened with values. A reasoned presentation of events, on the one hand, and its perception by the addressee, on the other, is facilitated by a clear ordering of the material. The speech and style of Margaret Thatcher became a reflection of her character, self-confidence, commitment to her course, beliefs. The authoritarianism of her political discourse was based on her authority and became a synthesis of high professionalism, efficiency and punctuality.

Conclusion.

In this research work, an attempt was made to explore the language tools that affect the effectiveness of public speech and the types of argumentation used.

As a result of the study, the following was found:

─ oratorical speech is a detailed statement, all linguistic and compositional elements of which are subordinate to the main idea and the main goal - to influence the audience;

─ the contact of the speaker and the audience is a common mental state, mutual understanding between the speaker and the audience, which arises primarily on the basis of joint mental activity, i.e. the speaker and the audience must solve the same problems, think over the same questions;

─ neo-rhetoric, or argumentation theory, explores the diverse ways of persuading the audience with the help of speech influences, analyzes and explains the hidden mechanisms of speech influence within communication systems, this is part of the theory of achieving social mutual understanding, which is centered on the reconstruction of the conditions for successful argumentation, leading to understanding,

─ argumentation is one of the many possibilities of speech influence on human consciousness;

─ the effectiveness of argumentation in public speech is determined by a careful selection of arguments, their logical sequence and the interest of the audience.

─ in order to effectively influence the audience, the speaker must take into account the patterns of the persuasion process.

Due to the fact that this problem is complex, diverse and has many aspects, it seems promising and interesting to further study it.

Currently, there are various sciences that are engaged in the study of language. Among them are psycholinguistics, the theory of speech activity, sociolinguistics, pragmalinguistics. Each of these sciences uses its own methods and ways of studying the language. A number of theoretical and methodological works testify to the growing interest of linguists in the problem of speech influence (T.V. Gagin 2004, O. A. Filippova Teaching emotional influence Ed. "Science, Flint" (2012) O. S. Issers Speech influence Ed. "Flinta, Science" (2009), V. I. Shlyakhov Publishing house "Krasand" (2010) Speech activity. The phenomenon of scenario in communication, Andrey Donskikh: Persuade. Call. Get your way! Speech impact on the interlocutor Publishing house "Rech" 2011 etc.)

(Maslova A.Yu. Introduction to pragmalinguistics<#"justify">1.4 Speech impact, its types

An anthropological approach to the analysis of linguistic phenomena, which involves taking into account the relationship of linguistic signs to people using language, predetermines the study of the meaning of the speaker (speakermeaning) and a view of human communication that focuses on "intention or premeditation."

A person (subject, speaker) is the center of the speech space with all its psychological characteristics, speech competence, background knowledge. The appeal to the subject of speech, the author of the statement marked a transition from the analysis of the "stable" meaning of the word to the consideration of the changeable content of the statement.

The speaker performs his speech task in the hope of a certain effect that will lead to understanding and to appropriate actions on the part of the interlocutor.

Modern scientists proceed from the theoretical position that human speech, by its very nature, has an effective power, which has been subjected to a comprehensive analysis by many sciences.

At the present stage of development of science, there is an increased interest in studying the phenomenon of speech impact (hereinafter referred to as RT) - both in mass communication, which is associated with the emergence of the media and the need to form public opinion, and in everyday communication, since even any casual conversation involves the exercise of power, those. impact on the perception and structuring of the world by another person. Since the second half of the 20th century, a new integral science has been formed in the modern scientific space - the theory of speech influence.

As part of the consideration by modern researchers of the problem of speech influence, along with the term "persuasion", the concept of "suggestion" is actively used, which reflects the scope communication activities, associated to a greater extent with the area of psycho-emotional impact on the personality, and is opposed to the first. Persuasion is seen as the impact of one person on another and involves conscious suggestion. It is possible through verbal influence, but as logically unreasoned. The suggestion is perceived by the addressee without critical reflection or critical evaluation, the information is taken "on faith" [Avdeenko 2001; Hours 1959; Cherepanova 1992]. One can agree with the opinion of the authors, who define the main difference between persuasion and suggestion as "the presence or absence of consciousness control (its rational components) during information processing" [Shelestyuk 2008].

It should also be noted that, despite the differences, suggestion and persuasion are often used in combination. The use of suggestion techniques at the initial stage of argumentation is especially productive, since this allows the addressee to be brought into a certain psychological state necessary for further perception of the speaker's speech and the achievement of a perlocutionary effect.

Speech impact can be determined by the subject-role characteristics of the participants and the purpose of the communicative impact (broadcasting universal values and changing people's behavior in accordance with these values), characterization of the situation.

In public speech, suggestion acts mainly as a specially organized type of communication, involving the use of special verbal formulas by the speaker. The content of deliberate suggestion is included in the reported information, often in a disguised form and is characterized by unconsciousness, involuntary assimilation.

Speech impact in public speech is achieved both by verbal means (words, intonation) and non-verbal means (facial expressions, gestures, actions of another person, environment). In order to determine the grounds for the classification of verbal means of speech influence in the educational discourse, let us turn to the works of domestic and foreign researchers. BF Porshnev singles out such levels as phonological, nominative, semantic, synthetactical-logical, contextual-semantic, formal-symbolic [Porshnev 1979:437]. E.V. Shelestyuk notes that speech impact can manifest itself in the category of personality, in the density of information, in the structural and compositional organization of the text and in its style features, as well as at the levels of phonetics, prosodic, graphics, spelling, syntax, vocabulary, word formation, morphology (Shelestyuk, 2008)

Speech impact theory is the science of effective communication. Like any theory, it, of course, has its own history. Even in ancient Greece and Rome, rhetoric flourished, which taught effective public speaking, the ability to argue and maintain victory in a dispute. Ancient rhetoric was based primarily on logic, the rules of logical reasoning and persuasion. In the Middle Ages, rhetoric practically died as a science and was revived in the twentieth century already on a new, psychological basis- modern man has become important not only and not so much logic as psychological, emotional methods of persuasion. Why in the 20th century there was a need for an integral approach to speech influence? The following reasons can be distinguished:

reasons of a socio-political nature: the development of democracy, the ideas of individual freedom and equality of people led to the need for science that would show how to convince people with the same or different social status;

reasons of a psychological nature: since the end of the 19th century, the concept of a person has been changing in society. If earlier it was believed that a person is primitive, lazy, he needs a carrot and a stick, and this can ensure his adequate "functioning" in society, now the development of culture, literature and art, the emergence of scientific psychology leads to a change in the idea of a person. The person turned out to be a complex, psychologically versatile personality requiring a differentiated approach;

communicative reasons: these reasons are related to the development of human communication itself. Our time is characterized by a sharp expansion of the spheres of communication between people, an increase in the number of situations in which it is necessary to enter into communication and convince each other. The very meaning of oral speech is expanding, it begins to perform more and more diverse functions, plays an increasingly significant role in society, which leads to the need to look for special methods in communication, pay more attention to colloquial speech;

economic reasons: competition, production crises gave rise to the need for the science of advertising, the "imposition" of goods, the "conquest" of buyers. It was the traveling salesmen who were the first to realize the need for science to convince.

The speech power of influence is widely described in modern linguistic literature, and is also studied in a number of sciences, such as pragmalinguistics, psychology, psycholinguistics, sociolinguistics, mass communication theory, rhetoric.

From the point of view of such promising areas of modern linguistic research as pragmalinguistics and psycholinguistics, language serves not only to transmit information, but also affects interlocutors, thereby regulating their social, interpersonal relationships, mental states and behavior. The speech impact studied by these disciplines is defined as the impact on the individual and / or collective consciousness and behavior, carried out by a variety of speech means, in other words, with the help of statements in natural language. Sometimes the concept of speech influence is also used to include the use of messages constructed by means of non-verbal semiotic systems, which include paralinguistic means (tempo, timbre, voice volume, logical stress), kinesic means (gestures, facial expressions, postures), etc.

Speech impact is the impact of a person on another person or group of people with the help of speech and accompanying speech. non-verbal means to achieve the goal set by the speakers - changing the behavior of the addressee, his attitudes, intentions, ideas, assessments, etc. during verbal interaction with him. The impact on the mind of the addressee, and then on his behavior implies the presence of a subject and an object of influence, influence on the motivational sphere of the addressee, and the consequences of the impact. These and other factors form the basis for the main classifications of the types of speech influence identified in the linguistic literature and in works on psychology. Depending on which area mental activity a person is involved in the communication process to a greater extent, the speech impact is divided into rational and emotional. Trying to influence the behavior of the interlocutor, the speaker can influence his rational sphere. To this end, he draws on convincing facts and arguments that affect people's minds. The purpose of the emotional impact is to express the speaker's emotions and achieve an emotional response from the listener, leading to a change in his behavior. by creating figurativeness, various failures of the logic of thinking.

According to the nature of the interaction of the subject with the object, a direct impact is distinguished, when the subject openly presents his claims and requirements to the object of influence, and indirect impact, which is directly directed not at the object, but at its environment. The direct method of speech influence includes such forms, for which a certain meaning is assigned in the language system, directly expressing the corresponding illocution, that is, the communicative goal of the speaker. So, for example, forms imperative mood traditionally associated with the meaning of motivation, declarative and interrogative statements are conditionally associated with the illocutionary forces of communication and information request. An indirect way of expressing a communicative intention is the use of linguistic forms to express an illocutionary force that is not related to their direct linguistic meaning. Indirect forms do not openly express the speaker's intentions.

According to the criterion of awareness of speech actions, intentional (intentional) and side (non-intentional) influence are distinguished. With intentional speech influence, the task of the subject is to achieve a certain result from the object of speech influence. With a side speech impact, the subject does not set the task of achieving a certain result from the object.

According to the attitude towards speech actions, according to the type of speech actions, taken in the aspect of illocution, within the framework of the classifications of speech acts and speech genres [Telesheva, 2004:236], the following types of speech influence are distinguished:

social (social non-informational speech acts that involve a virtual addressee, clichéd statements: greetings, oaths, prayers);

volitional (speech acts of fulfilling the will of the addressee: orders, requests, refusals, advice, etc.);

informational and explanatory (speech acts that carry information and its interpretation: explanation, report, message, recognition);

emotional-evaluative (speech acts that establish social moral and legal, interpersonal subjective-emotional relations: censure, praise, accusation, insult, threat).

The perlocutionary criterion (reaction of the addressee) is the basis for distinguishing the following types of speech influence.

evaluative (change in the relationship of the subject to the object, the connotative meaning of the object for the subject);

emotional (formation of a general emotional mood);

rational (restructuring the categorical structure of individual consciousness, introducing new categories into it).

By focusing on the interlocutor, one can distinguish between personally and socially oriented speech impact.

Thus, based on the foregoing, we can conclude that the study of the problems of speech impact, or rather, the pragmatic aspect of speech, is a necessary condition for the successful impact of the speaker on the feelings and mind of the audience when delivering a public speech. The speaker, like no one else, has the ability to effectively influence the audience with his speech, control their actions and experiences.

As noted earlier, only that public speech will be valid, which includes the pragmatic component of speech and meets all the necessary parameters. When preparing for a speech and choosing one or another communication strategy, the speaker needs to pay attention to the features of the stages of preparing a public speech. In this regard, it is of particular interest to consider the qualitative characteristics of pragmatically effective speech.

speaker targeted rhetoric quality

Judicial speech, as we already know, is a purposeful work that involves achieving the planned effect, regular impact on addressees. Impact- this is the process of drawing the attention of listeners to the subject of speech in order to make a change in the views of the recipient of the message. The main means of influence in judicial speech is the organization of the material, logical evidence. The court speaker, with the help of convincing facts, provides rational impact on the judges. If he is not afraid to raise sharp questions and find the right solution for them, his speech sounds convincing.

However emotional impact acts as a necessary moment, so such a conviction is achieved in two ways: rational and emotional. "Human thought constantly fluctuates between logical perception and emotion; ... most often our thought is formed simultaneously from a logical idea and a feeling"

Without this, the effectiveness of turning knowledge into personal conviction is significantly weakened.

N.G. Mikhailovskaya and V.V. Odintsov express the opinion that when circumstantial evidence is analyzed, logical methods of deployment are used, and if the plot of the case is clear, then emotional means of influence are necessary, although the second condition is not mandatory.

In the work of lawyers on the culture of judicial speech, the idea is often expressed that speech should be figurative, emotional, at the same time, some authors warn judicial orators that one should not get carried away using artistic, visual means.

Emotion- this is a feeling, an experienced emotional excitement, a sensual reaction; Emotionality- expression of feelings, experiences, subjective attitude to the subject of speech. The very content of the speech can be emotional: we are indignant and indignant, reading a speech about the crime committed by the Kondrakov brothers, we feel a sense of compassion for the innocently injured Berdnikov, for Yevgeny Kalinov, abandoned by his mother.

expressiveness speech is understood as its expressiveness, impact. All the means that make speech deeply impressive, effective, are the expression of speech. This can be a certain intonation pattern, amplification of the sound of consonant sounds, slowing down and speeding up the pace of speech, intonational emphasis on individual words, pauses. This may be the use of syntactic means: interrogative constructions, repetitions, short sentences, parcels, etc. Expression can permeate both emotional content and intellectual, logical content. An expressive speech delivered by a court orator subjugates judges and the audience with its influencing force, it not only conveys the speaker's thoughts, but also makes it possible to experience the feeling of contact with someone else's grief. In addition, expressiveness enhances the accuracy and clarity of thought, the emotionality of speech. Expression of emotions in language is always expressive, but expression in language is always emotional.

The task of influence is a set of intellectualized and emotional means of language. One of the methods of influence is receive addressing, that is, a way of reflecting in speech the presence of the person to whom the speech is addressed. The main means of addressing in judicial speech is the actual appeal fellow judges, judges, the use of which is due to the style norm. Pronouns are also used you, you, imperative verbs look, remember and others. Quite often, the impact is manifested through infinitive sentences with modal words that have the meaning of obligation: It is forbidden not to believe the testimony of such a witness; or: Need here to do conclusion; or: His actionsshould be regarded as careless.

Judicial speech is characterized by the expression of the author's attitude to the analyzed material. The author's assessment can be expressed by the constructions: I believe I believe and others, in which the evaluative meaning is created by the lexical meaning of verbs. With the help of these constructions, the speaker seeks to involve the members of the court in the course of his reasoning: I believe / that Karpovsky / on this episode should be responsible; or: I turn your attention to this fact. The analysis showed that the accusatory speech is more categorical in comparison with the defensive one. This finds expression in the use of verb-nominal constructions such as I declare, I affirm, where the verbs express the categorical opinion. In a defensive speech, categoricalness is not always present, especially in cases where a lawyer does not have the opportunity to challenge the qualification of a crime. This is also expressed in language means: I think, in my opinion, I suppose, I hope.

One of the original means of influencing the defendant and the audience are evaluative terms(legal: evaluative concepts), in which there is potential evaluativeness due to the words of evaluative meaning included in them: malicious hooliganism, special cruelty, gross violation of the rules, harmful consequences, conditions reinforced supervision, colonies reinforced, strict and special regimes, etc. These terms contribute to the performance of a preventive function by judicial speech.

An important means of speech influence on the composition of the court is word accuracy when the speaker draws the attention of the court to important, from his point of view, phenomena. Inaccurate word usage leads to inaccurate wording of the accusation. This is indicated by the Soviet lawyer N.P. Kan: "... Neither the investigator nor during the trial obtained a single evidentiary fact that directly or indirectly would allow us to think that Dalmatsky mortally wounded Igor Ivanov, wanting to take his life out of hooligan motives. Where did these judgments come from that Dalmatsky suddenly planned a murder and found himself in the grip of a vile plan?

Until now, we have been talking about intellectualized means of influence that increase the expressiveness of speech. Now let's consider what means, in addition to creating expressiveness, contribute to the emotional impact on the defendant and the citizens hearing the case, and also contribute to argumentation.

Visual and expressive means of language have rich possibilities of influence. Pre-revolutionary Russian court orators used them widely in court speeches. S.A. Andreevsky called the defender a "talking writer" who should bring to court "simple, deep, sincere and truthful methods of ... literature in assessing life." (Court speeches of famous Russian lawyers. M., 1958., p. 124). His speeches are rich in metaphors, comparisons, literary images. "Other grew up on rich black soil, under the sun; under the sun - and it seems good, the other lived in a swamp - came out much worse. You know, what a quagmire Mironovich's entire past service," he says about the conditions for the formation of the defendant. About the significance of the witness's testimony: "... with her story, she illuminated, like lightning, everything that is in the dark." Evaluation of evidence for the prosecution: "This examination turned out to be a hastily sewn shroud for Mironovich; but Mironovich did not die; the professor's work did not go with him into the dark coffin, and now, having examined it in the light, we see how it was made not for the growth of Mironovich how bad she is how its threads are torn... "Characteristic:" It seems to be entirely taken from the strangest novels of our era: it also has Karamazov blood, there is a great resemblance to Pozdnyshev from the Kreutzer Sonata, it is partly akin to many thinking genres constantly depicted by French writers. His very last name "Ivanov", like the title of a Chekhov comedy, seems to want to tell us that many such people have bred in our time.

The norm of judicial speech in pre-revolutionary Russia was its beautiful, figurative language. The images not only paint vivid pictures of life, but also enhance the aesthetic impact of speech on judges and citizens present in the courtroom.

In the speeches of F.N. Plevako, for example, over the logical forms of presentation is dominated by pictorial and expressive, creating an emotional atmosphere of sympathy for the defendants: got into such a mess where ordinary measures would be terrible and inhuman. It was not the thousand soldiers who besieged the village and threatened it with weapons and force that terrified them. The head of the province himself was not afraid of them either. It was terrible and terrible for a long time past luthoric men, confused them views and it seems brought down them confused.

Decades sucked their strength steward, decades with satanic cunning entangled them network of conditions, contracts and penalties. FROM the highway of freedom February 19 they went into the swamp...“To characterize the defendant Maksimenko, the speaker uses metaphor and antonymy: “He fell and dropped, but he knew how to get up and raise his victim.” The images used by this speaker are convincing, they enhance the impression of his spectacular speeches.

In modern judicial speech, (as already mentioned), persuasion becomes more important than suggestion, and the emotional impact on judges is subject to the strict logic of reasoning and evidence, this explains the almost complete lack of reception of internal dialogue, not only in the oral speeches of Krasnoyarsk, Tomsk, Samara , Perm, Kazan judicial orators, but also in the published speeches of prominent public prosecutors and lawyers.

The bright colors of fiction allow the court orator to create emotionality, solemnity, pathos. The speaker may quote works of art to support his thoughts. The words of L.N. Tolstov by the public prosecutor V.I. Tsarev in a speech in the case of the Kondrakov brothers: “Judicial practice confirms with our own eyes that recidivist criminals have a pernicious effect on unstable young people. They surround themselves with an aura of imaginary heroism and experience, boast of the desire for an easy life at the expense of society. surrounding youth, is dangerous." The difference between material and mental poisons,- wrote L.N. Tolstoy - in the fact that most material poisons are repugnant to the taste, while mental poisons, unfortunately, are often attractive"We must protect the consciousness of our youth from the harmful influence of recidivists." , where, by kindness or treachery, nature has not hung her pood castle... She, as it were, entrusts this treasure to the prudence of a person, which she herself cannot realize... In these examples, artistic images are involved for the purpose of emotional amplification.

A means that maintains interest in speech, encouraging active perception of what is being said, is rhetorical question, which in an expressive form carries certain (affirmative or negative) information. Arguing with a procedural opponent, a court speaker quite often raises rhetorical questions expressing an expressive and emotional confident denial of the opposite position and an appeal to the court. Compare: "We are told / that in order to commit / the defendants entered into a criminal conspiracy / / Well, fellow judges / what kind of conspiracy can we talk about / if the defendants / as they explained / also did not really know each other"..

A rhetorical question, as a rule, contains an assessment of what the speaker is talking about. Used in the introduction, where a public or moral assessment of an act is usually given, a rhetorical question, emphasizing one or another judgment, creates an effect of emotional amplification. For example: "Dear judges//What could be dearer than life// this desire to see / clear blue sky/ work / raise children / enjoy the appearance of grandchildren / / Life is given to a person only once / and no one / is given the right / to take it away. Such speeches give the emotional mood of the whole speech. The effect of emotional amplification is necessary in open trials in order to have an educational impact on the citizens present in the courtroom. The effect of emotional amplification is increased if a superrhetorical question is used, which does not deny anything, does not affirm, but is used to make the text more expressive: "Do not leave the people's anger / about this grave atrocity / and as evidence of that / people's interest / in this trial // How Serebryakov's hand rose / to encroach on human life ".

In addition to rhetorical questions - assessments in the speeches of judicial speakers, rhetorical questions are often used that contain a conclusion from what has been said. The purpose of such rhetorical questions is to help the court draw the right conclusions, correctly qualify this or that fact, for example: "Sasha Tolstikhina/ asked Kamenets/ to help her// Came to her twice/ begged her// So did Kamenets/ Tolstikhina's death." The question, which completes the logical unity, has a resultant - investigative value, at the same time it contains an element of evaluation.

In order to influence the judicial audience and the victim, who slandered the defendant Berdnikov, Ya.S. Kiselev, analyzing and refuting the false testimony of the "victim" Turkina, very skillfully, subtly uses irony- a technique consisting in the fact that, for the purpose of ridicule, words or expressions are used in a sense opposite to the literal one. In a judicial speech, irony contributes to a fair, objective assessment of actions, phenomena: "... It may easily seem that the explanation that she gives to the facts seems to be true. Natalia Fedorovna, seeing the attention and care of the master, was convinced that he was doing all this But how wrong she was! It turns out that Berdnikov rudely and cynically demanded: “Cohabit with me!” He demanded threatening and intimidating. person…". There is irony in every statement here. Exclamatory constructions are a good means of creating irony.

Lawyer A.I. Rozhansky, evaluating the testimony of the witness, used metaphor: " Such testimony necessary pass through thick sieve related facts and circumstances". Analyzing the circumstances of the case, lawyer M.M. Tetelbaum assesses them with the help of comparisons: "Gossip looks like a black warty spider to me. It crawls out of the fetid mouth of the gossip and begins to weave, entangle people with sticky, dirty cobwebs ... Gossip is like a ball of dirt thrown at a person: the lump will dry up and fall off - the stain will remain. Left for those who like to gossip."

An effective means of persuasion, and hence influence, is paronomasia- a deliberate clash of paronyms in one statement in order to shade, highlight the differences between concepts: "Everything we just talked about / the purest assumption / which the court / cannot write down in the verdict / because / it / not proven / yes and unprovable"; or " Given his impeccable past life/ staff of the squadron / at a general meeting / discussing and condemning the crime/ still nominated a public defender / and not a public prosecutor".

To highlight and emphasize certain phenomena, details in judicial speech, it is widely used inversion- intentional change in the objective (direct) word order: " Grim and gloomy Sergei Timofeevich. And how can he be different? The last ones were bleak, before meeting with Burkina, years his life. "An inversion is also the setting of a definition after the word being defined:" Stepina saved up for years / this money is their labor", or " drunk in a frenzy started a fight." (41,182)

Replays, that is, the repetition of a word or phrase, is used by court speakers in order to draw the attention of the court to important points to emphasize the importance of something. The audience, as a rule, focuses on those points that the speaker emphasizes. “ perished a person who has just begun conscious life, died ridiculously.” Quite often and skillfully used repetitions L.S. Kiselev: “Both age and grief, true grief, grief from which there is no healing, they did their job: my heart gave out.” (14.111).

In the speech of F.N. Plevako in the Gruzinsky case, the argumentative means for establishing the causes of the crime is antonymy: “What happened to him, the trouble that befell him, is understandable to all of us; he was rich- his robbed; he was honest- his dishonored; he I loved and was loved- his separated with his wife and in his declining years they forced him to seek affection from a random acquaintance, some kind of Fenya ... ”

Has great expressive and persuasive power gradation- such an arrangement of words in which each subsequent one surpasses the previous one in terms of quality or intensity, due to which an increase in the impression they produce is created. The public prosecutor used the gradation as an argument for evaluating the crime, for characterizing the defendant: “He kidnapped Not only record player / cost80 rubles/, but also a camera cost33 ruble / stolen tights/ cost5 rubles /grabbed even/children's gift cost2 ruble50 kopecks.”

Anaphora- the repetition of the initial words and phrases - increases not only the expression, but also the persuasiveness of speech, argues this or that phenomenon. "... Doctorhad no right leave a seriously wounded person without help;had no right invite him to come in the morning for an examination."

Using pictorial means, the judicial orator should not forget that they are auxiliary material of the case, they are not the goal, but the means, they are subject to the speaker's intention, and are determined by the content of the speech. They are used as a means of success, not as a source of pleasure.

So, the emotional impact of a judicial speech is its necessary, working component: after all, the speaker must not only express a thought, but also evoke the necessary emotions in the listeners. An objective and impartial prosecutor should not remain indifferent. He cannot deprive his speech of accusatory force and civic pathos, turn it into a boring report.

Judicial speech, which has all these qualities, is perceived as influencing. Only under this condition can it fulfill its lofty social function. It is appropriate to fulfill the words of A.V. Lunacharsky: “After all, we beat the alarm not at the bell, at the human heart, but this is a delicate musical instrument.”