Historical Context of Professional Speech Formation in Philology

Education

Farida R. Ustamdzhanovna Khosilova and Olga Nikolaevna Kalinina

National University of Uzbekistan, Uzbekistan

Keywords: Professional Speech, Speech Culture, Communicative Situation, Relevance Of Speech, Logic.

Abstract: This article explores the conditions necessary for developing the oral professional speech of a teacher of

Russian as a foreign language, focusing specifically on the qualities that characterise proficient

communication in an educational setting. Key components under examination include the linguistic precision

and aesthetic quality of speech, the logical coherence and justification of speech formulations, and adherence

to established linguistic norms. Through analysing these elements, the study aims to delineate the foundational

skills required for philologist educators to effectively impart knowledge and engage with non-native speakers,

ensuring that their delivery is both pedagogically sound and linguistically robust.

1 INTRODUCTION

Professional speech encompasses the specialised

forms of communication utilised by individuals

within their respective fields, characterised by a

distinct linguistic, psychological, and social selection

of language tools. This form of speech is not confined

to mere jargon and technical terminology but also

includes a broader lexical range that suits the context

of professional interactions, whether these occur in

formal or informal settings. As identified by the

Russian scholar N.K. Garbovskii, professional speech

is a linguistic variant shaped by the necessities of

professional conduct and interaction. It inherently

supports the primary activities and objectives of a

profession, thereby acting as a pivotal element in the

execution of professional tasks (Garbovsky 1988).

The genres of professional speech, while

potentially overlapping across various fields, are each

tailored to meet the specific communicative needs

and functions inherent to a particular discipline. This

customisation of speech genres signifies that while

some forms of professional communication are

universally applicable, each profession inevitably

cultivates its own set of prioritised genres and specific

norms for the composition and execution of these

communicative forms.

The theoretical foundations for understanding

professional speech can also be traced back to the

philosophical insights of Abu Nasr Al-Farabi, an

Eastern thinker who placed significant emphasis on

the role of language in the realms of science,

philosophy, and moral conduct.

Al-Farabi posited that language is the

foundational science, essential for naming and thus

understanding the world through the categorisation of

objects and phenomena. His perspective underscores

the profound impact of language on cognitive

processes and ethical practices, extending to the

structured and deliberate use of speech within

professional realms (Tarasova 2012). Al-Farabi’s

discourse highlights how mastery of professional

speech involves not merely the utilisation of specific

terminologies but also encompasses the cultivation of

a broader cultural and ethical understanding of how

language operates within professional contexts.

This aligns with the contemporary view that

professional speech is a critical tool for ensuring

effective professional practice, encompassing both

the oral and written modalities of communication. It

is tailored to facilitate the main objectives of

professional activity, whether conducted in the

boardrooms or the less formal confines of

professional gatherings, thus reinforcing the integral

role of language as a conduit for professional

excellence and integrity.

2 ANALYSIS

Professional speech, as elucidated by the Russian

scholar N.K. Garbovskii, transcends mere technical

Khosilova, F. and Kalinina, O.

Historical Context of Professional Speech Formation in Philology Education.

DOI: 10.5220/0012864700003882

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 2nd Pamir Transboundary Conference for Sustainable Societies (PAMIR-2 2023), pages 407-410

ISBN: 978-989-758-723-8

407

jargon to include a wider lexicon meticulously

selected to cater to the nuances of professional

environments. This variant of language is not solely

confined to the terms it employs but extends to

embody the entire spectrum of communication within

a professional context, whether it be during formal

board meetings or more casual professional

interactions.

The distinctive choice of language within each

profession is primarily influenced by the need to

facilitate and enhance professional activities and

aims. Consequently, each field of expertise develops

its own unique genres of professional speech, which

are specifically tailored to meet its communication

requirements. These genres are crucial for effective

professional engagement and vary across different

disciplines, evidencing a bespoke adaptation of

language tools to suit specific professional purposes.

The diverse implementation of these tools is not

arbitrary but rather a strategic necessity, aimed at

ensuring clarity, precision, and efficiency in

professional discourse.

The importance of professional speech also finds

resonance in the philosophical ruminations of Abu

Nasr Al-Farabi, an eminent Eastern philosopher, who

highlighted the foundational role of language in

science, philosophy, and ethical conduct. Al-Farabi’s

assertion that language forms the bedrock of all

scientific inquiry and moral understanding further

underscores its significance in the professional

sphere.

By enabling professionals to categorize and

thereby comprehend the world around them, language

not only facilitates the basic naming of objects and

phenomena but also assists in the ethical and effective

conduct of professional tasks. Hence, mastering

professional speech goes beyond the acquisition of

specialized vocabulary; it requires an in-depth

understanding of how language shapes thought and

action within specific professional settings. This

broader comprehension includes the appreciation of

how ethical and cultural factors influence

professional communication, thereby enriching the

practice of professional speech. It is this

comprehensive grasp of language’s role within

professional domains that ensures the seamless

integration of professional objectives with

communication strategies, ultimately fostering

professional integrity and excellence in various fields.

The principle of speech purity is paramount in the

educational context, particularly in the domain of

rhetoric and communication training (RCT).

Teachers in this field must adhere to high standards

of linguistic correctness, eschewing the use of

dialectisms, barbarisms, jargon, clerical phrases,

colloquialisms, parasitic words, and vulgarisms.

These elements can cloud the clarity and

effectiveness of communication, potentially

misleading or confusing students. The integrity of a

teacher’s speech is crucial, as it not only reflects their

professional competence but also serves as a model

for students to emulate. The role of the teacher is thus

not merely to disseminate information but to present

language as a precise and powerful tool for thought

and communication.

A rich and varied vocabulary is considered a core

indicator of a teacher's linguistic proficiency and

cultural depth. Such richness in speech encompasses

the ability to use a diverse array of linguistic tools

aptly and appropriately, reflecting both the situation

and the content being discussed. This does not simply

involve a broad lexicon but also includes mastery

over phonetic nuances, morphological diversity, and

syntactic complexity, along with the effective use of

super-segmental features such as intonation, rhythm,

and pause.

A teacher possessing such skills can adapt their

discourse to suit various contexts and audiences, thus

fulfilling the communicative demand of relevance.

This adaptability contrasts sharply with a more

limited speech pattern, which tends to rely on

repetitive and formulaic expressions. By harnessing

the rich resources of the language, an RCT teacher

can provide a dynamic and engaging learning

experience, fostering an environment where language

is not only taught but also celebrated as a multifaceted

cultural artefact.

Accurate speech is defined as the precise

alignment between the meanings of words and

phrases and the semantic and subject dimensions of

discourse. This precision is not merely a linguistic

achievement but fulfils the criteria of situational

relevance, ensuring that speech optimally satisfies

communicative needs and guides the listener towards

clarity and understanding. Such accuracy is especially

significant in the context of cross-cultural

communication, where linguistic nuances and

presuppositions might otherwise lead to

misinterpretations.

Accuracy in speech supports the facilitation of a

deeper understanding of linguistic representations of

concepts, crucial in cross-cultural contexts, such as in

the teaching of Russian as a foreign language (RCT).

It is distinguished from accessibility, which though

related, predominantly addresses the linguistic and

cultural preparedness of the audience. Accuracy,

conversely, concentrates on aligning speech with the

inherent structure of the language and the specificities

of the discussed subject.

The primary goal of this paper is to explore the

development of precise and professional oral speech

for teachers of Russian as a foreign language. This

exploration includes several components critical to

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the mastery of professional speech: the linguistic

quality of speech construction, the rationality behind

speech choices, and the usage of standardised speech

formulations. Additionally, the analysis covers the

value-personal orientations and axiological adequacy

how values align within the communication context

alongside communicative competence, which

encompasses the ability to select and structure

information effectively for communication.

The concept of situativeness, or the adaptation to

the immediate communicative context, is pivotal,

urging the speaker to tailor their discourse

dynamically according to the situation. The paper

aims to delineate specific standards and requirements

for crafting oral professional speech, thereby

enhancing the teaching efficacy and communicative

precision of instructors operating within diverse

linguistic and cultural landscapes. This inquiry not

only broadens our understanding of linguistic

accuracy in professional settings but also contributes

to the pedagogical practices essential for effective

teaching of languages across cultural boundaries.

The crucial role of oral communication in

educational settings, particularly in the training of

future teachers of Russian Cultural and Textual

studies (RCT), underscores the significance of

mastering verbal skills. Effective oral professional

speech is not merely a by-product of good teaching

but a targeted outcome that requires deliberate

cultivation through structured pedagogical

methodologies. The formation of such competencies

hinges on creating an environment that not only

fosters purposeful and measurable educational

outcomes but also enhances pedagogical interactions.

Conditions that support this include designing

curricular activities that promote dynamic exchanges

between students and educators, and integrating

technology to facilitate interactive learning

experiences. The integration of such conditions

ensures that the training process remains adaptive and

responsive to the evolving demands of professional

communication within the educational sphere.

Further to the linguistic abilities, a nuanced

understanding and application of speech etiquette

forms an integral component of a teacher's

communication repertoire, reflecting broader cultural

dimensions. In Russian cultural context, where

speech etiquette plays a pivotal role, the distinction

between informal ‘ты’ and formal ‘вы’ in address,

alongside appropriate greetings and farewells, are

crucial. These nuances extend beyond mere lexical

choices to encompass non-verbal cues, such as the

culturally specific taboo against greeting over a

threshold.

An RCT teacher must not only adhere to these

norms but also elucidate their underlying cultural

significance to students. By incorporating these

elements of Russian speech etiquette into the

curriculum, educators can foster a deeper, more

reflective engagement with the language. This

approach not only enhances students' mastery of

Russian in both colloquial and professional contexts

but also ingrains a culturally sensitive communication

style that is mindful of the subtleties and complexities

inherent in human interactions.

3 CONCLUSION

In conclusion, the intricate role of professional speech

within educational settings, particularly in the context

of teaching Russian as a foreign language, is

multifaceted and indispensable. Professional speech

serves not merely as a vehicle for the dissemination

of specialized knowledge but as a crucial element in

fostering comprehensive understanding and effective

interaction in a professional context. As elucidated by

scholars like N.K. Garbovskii and reflected in the

philosophical perspectives of Abu Nasr Al-Farabi,

professional speech is a dynamic entity that

encapsulates the full spectrum of communication,

tailored to meet the diverse needs of various

professional fields. This adaptation is not arbitrary

but a necessary evolution to enhance clarity,

efficiency, and ethical engagement across different

disciplines.

Furthermore, the pedagogical strategies

employed in teaching Russian cultural and textual

studies exemplify the necessity of integrating precise,

culturally informed speech into the curriculum. The

deliberate focus on developing verbal competencies,

coupled with a deep understanding of cultural

nuances and speech etiquette, highlights the

significance of language as both a cultural artifact and

a fundamental tool for professional interaction. The

dynamic interplay between linguistic accuracy,

cultural sensitivity, and educational methodologies

not only enriches the learning experience but also

prepares students to navigate and contribute

effectively to their respective professional fields.

Ultimately, the mastery of professional speech

within the educational sphere is not an isolated goal

but a critical component of a broader educational

vision. It aims to cultivate not just knowledge but also

communicative competence and cultural awareness,

thereby equipping future professionals with the skills

necessary to excel in an increasingly globalized and

interconnected world. This comprehensive approach

to language education underscores the profound

impact of effective communication on professional

integrity and excellence, ensuring that students are

Historical Context of Professional Speech Formation in Philology Education

409

not only proficient in their use of language but also

adept at interpreting and responding to the complex

layers of professional and cultural contexts they will

encounter.

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