Speech aggression in various fields of activity. Causes of speech aggression

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Introduction

The Russian language is characterized today, as many researchers note, by a decline in the level of speech culture, vulgarization of speech, taboo vocabulary, and propaganda of violence in the media. All this is the result of increasing aggressiveness of public consciousness. Society neglects the fact that verbal aggression is no less dangerous than physical aggression: it has a destructive effect on the consciousness of participants in communication, complicates the full exchange of information, and reduces the possibility of mutual understanding between communicants. In this regard, every person, in my opinion, today needs to have an idea of ​​what verbal aggression is in order to be able to fight it.

Purpose: to give an idea of ​​speech aggression.

1. define verbal aggression;

2. identify the causes of speech aggression;

3. name the main ways to overcome it.

1. Different definitions of the concepts of verbal aggression

There are several definitions of the term “speech (verbal, verbal) aggression.”

Speech (verbal) aggression is the verbal expression of negative emotions, feelings or intentions in an offensive, rude form.

Speech aggression is a multifaceted phenomenon that can affect almost all areas of a person’s life due to the fact that communication appears in all these areas. That is why the concept of “verbal aggression” is interpreted differently by researchers.

Speech aggression is an impact carried out by means of language on the consciousness of the addressee, namely the obvious and persistent imposition of a certain point of view on the interlocutor (reader), depriving him of choice and the opportunity to draw his own conclusion and independently analyze the facts.

Verbal aggression as “unreasoned at all or insufficiently reasoned, open or hidden (latent) verbal influence on the addressee, aimed at changing his personal attitudes (mental, ideological, evaluative, etc.) or defeat in controversy.”

Speech aggression is a deliberate focus on insulting or harming a person through various speech methods.

Having drawn a conclusion from these definitions, I am inclined to accept the definition, since verbal aggression is carried out with the help of speech and affects a person’s consciousness. And changes in personal attitudes causing harm to a person are already a consequence of a negative impact on consciousness.

1.1 Types of verbal aggression

Active direct aggression. Verbal humiliation of a person. This type of verbal aggression includes commanding statements. Characteristics: 1) requires immediate obedience); 2) threatens unpleasant consequences; 3) uses verbal insult or humiliation of another person (group of persons), shows sarcasm or ridicules.

Active indirect aggression - dissemination of incorrect information regarding the object of aggression (humiliation of a person behind his back, slander).

Passive direct aggression is a pronounced cessation of any conversations with an opponent (refusal to talk to a person).

Passive indirect aggression - refusal to give specific verbal explanations or explanations (refusal to speak out in defense of an undeservedly criticized person).

Based on the intensity of verbal aggression, the following 2 types can be distinguished:

1) Strong verbal aggression - obvious swearing or swearing (this can often be seen in public discussions of V.V. Zhirinovsky), when the speaker does not hide his desire to insult his opponent.

2) Weak (erased) verbal aggression - aggression towards the opponent is observed, but all norms of politeness are observed (irony can be cited as an example)

According to the degree of purposefulness of verbal aggression and its awareness:

1) Conscious, purposeful (intentional, proactive) verbal aggression. This type of verbal aggression is characterized by the fact that the aggressor wanted to influence (offend) the opponent, and this was his main goal.

2) Unconscious or conscious insufficient verbal aggression. This verbal aggression is characterized by the fact that insulting or influencing the opponent is not the main goal of the involuntary aggressor (for example, this is used when the speaker tries to increase his self-esteem with his remark, to assert himself, which can lead to insulting others). This point includes aggression as a method of defense (often observed in television discussions).

1.2 Reasonsmanifestationsverbal aggression

Verbal aggression caused by subjective reasons (for example, mental or mental disabilities) is not the subject of study in the framework of this work. As for the objective reasons for the manifestation of verbal aggression in modern society, among them we can highlight at least the following:

1. Biological;

2. Social;

3. Psychological;

4. Sociocultural;

5. Actually communicative.

Since this issue involves many aspects for consideration and can become the topic of a separate scientific study, in this work we will only limit ourselves to a brief listing of the most important reasons for the widespread prevalence of verbal aggression in modern society, in particular, in the school speech environment.

Speaking about human aggression, in particular about its verbal manifestations, it is necessary to recognize that the emergence and development of aggressiveness depends primarily on social conditions, which include the social formation as a whole, and the immediate social environment, a small group.

On this basis, among the social causes of verbal aggression (as the main ones and determining the degree and nature of its manifestation in a particular society), we can distinguish, first of all, the following:

1. General social instability (especially at the present time in our country) and in connection with this - a steady increase in crime, cases of antisocial behavior, in particular among children and adolescents, and, as a consequence, the emergence and steady increase in the number of microgroups where speech is cultivated aggression, where it acts as part of the code of speech behavior. At the same time, there is practically no strict legal control over manifestations of verbal aggression in modern society - a clearly thought-out and actually operating system of laws and regulations.

Meanwhile, in the hermeneutic concept of the French philosopher P. Ricoeur (“The Triumph of Language over Violence. A Hermeneutic Approach to the Philosophy of Law”), legal norms and the process (trial proceedings - tribunal) are rightly considered as one of the possible oppositions to linguistic violence, a deterrent mechanism. regulated form of conflict”, “legal processing of violence”, the purpose of which is “to promote social peace through the triumph of language over violence”. (71, P.34)

In addition, one of the reasons for the spread of verbal aggression in modern society is the distortion in the minds of our compatriots of the system of spiritual values ​​(the cult of strength; the desire for power; the popularity of the idea of ​​a goal that justifies the means, etc.) and corresponding social attitudes (the idea of ​​the world as about cruelty and full of violence; orientation towards achieving a high social position; the ideal of a successful and self-confident person as a person capable of “giving a verbal rebuff”, etc.).

2. Propaganda of violence in the media. Mass media, especially television, act as a source of verbal aggression. (The mechanism of the influence of the media on the consumer’s consciousness, including his linguistic consciousness, is described in the article by O. Starova “The media as a source of aggression.”)

The spread of verbal aggression is also facilitated by the popularity of the action and thriller genres in modern literature and cinema with the corresponding models of speech behavior of characters and a set of verbal clichés; computer games and aggressive music; unhealthy interest in the details of crimes related to aggression in the press, etc.

As V.G. rightly believes. Kostomarov, “the element of play, looseness, and familiarity penetrates the presentation of tragic events, testifying not only to the inconsistency of the author, his bad individual taste and bad manners, but also to the triumphant stylistic tendency.” (27, p. 49) Example: “An hour and a half before the murder of his father, the son, with a penknife, had already managed to seriously wound his drinking buddy, with whom he was spending the Christmas evening. With the same knife, he killed his own daddy.” (“Killed…Dad.” Chimes, 1993, No. 5)

In addition, according to research by V.I. Zhelvis, in the last five to seven years, many not only foreign, but also Russian media have “cultivated the invectiveization of speech” (20, p. 25) - the unjustified use of swear words and expressions. This position is confirmed by the research of V.G. Kostomarova. In his work “The Linguistic Taste of the Epoch,” he gives numerous examples of how “the “unprintable word” today simply bursts onto the pages of a number of “democratically free” independent newspapers” (27, p. 65). At the same time, one cannot but agree that “behind the taste for boundless freedom of expression, behind the familiar swagger of the tone that is in fashion, spiritual nihilism, the loss of historical memory and respect for the fatherland are often hidden.” (27, p. 31)

3. Loss or weakening due to long-term social upheavals of the mechanisms that traditionally restrained manifestations of verbal aggression. For example, in the Russian traditional culture of past centuries this role was played by:

a) religious ideas - on the one hand, the cult of the Word in Christian ethics (“In the beginning was the word, and the Word was with God, and the Word was God...”, John I, 1-5); on the other hand, folk beliefs: for example, being afraid of the devil, they did not swear in the forest; among Russian peasants it was considered dangerous to scold children, because in the next world they would turn away from their parents; According to legend, demons, etc., enter a house where people curse and swear. (81, P.56);

b) stricter compliance with the norms of speech etiquette;

The latter had a particularly strong impact on linguistic consciousness, since, as A.K. rightly notes. Michalskaya, “by its very existence made verbal aggression... so dangerous... that in general, rude and open forms of verbal aggression were used to a limited extent.” (51, P.62) The essence and mechanism of a duel is considered in detail by Yu.M. Lotman (43, pp.164-169).

The social prerequisites for the wide spread of verbal aggression in the modern world largely determine the actual communicative reasons for the manifestation of this phenomenon, among which, in our opinion, it is first of all necessary to highlight the following:

1. Some trends in the development of the modern Russian literary language, which V.G. Kostomarov defines it this way:

- “If the normal development of a norm is ensured by the balance of preservation of tradition and communicative expediency, then today the influence of the first is weakened, and the second is exaggerated and is often misunderstood.” (27, p. 229)

- “The convergence of the styles of the literary language, which is bookish in nature even in the oral form of implementation, with relaxed colloquial speech...” (27, P. 232)

This largely explains the fact that recently “journalists, especially in youth newspapers, ... are consciously cultivating the “coarsened Russian language,” which “captivates with its realism” and “expands the circle of readers”” (27, p. 30)

2. A number of stereotypical communicative attitudes of parents who are afraid that it will not be easy for their child to adapt to a “cruel” world, which are expressed in such verbal patterns as “fight back”, “stand up for yourself”, “meet parental expectations at any cost”, etc. .p. Moreover, most often this means verbal aggression (as it is less condemnable), and not physical aggression!

As K. Bütner notes, “When sending their child “out into the world,” parents are naturally concerned about whether and how he will be able to protect his personality in all the clashes awaiting him.” (4, P.19) At the same time, “even if in family education the emphasis is on cooperative and tolerant behavior, the hope still remains in the foreground that their own child will be able to take one of the most prestigious places in life.” (4, P.20)

3. Insufficient mastery of communication skills: insufficient attention to speech culture in the family and lack of targeted training in communication skills at school.

4. Pathogenic communicative environment in a children’s group, negative personal experience of verbal communication of a child who is initially not prone to verbal aggression (an attitude towards negative speech contact in a children’s group, expressed in desires such as “argue”, “imitate” and hanging verbal labels, for example, “sneak”, “liar”, “imagined”, etc.)

The sociocultural factors that determine the greater or lesser degree of manifestation of verbal aggression in society are the following:

1. Attitude to verbal aggression and the degree of its condemnation in a given society and culture. For example, a significant degree of social loyalty to verbal aggression in Russian society obviously suggests that “this phenomenon occurs in our society much more often and is more diverse than, say, in Japanese culture, where verbal aggression meets with active public condemnation.” . (19, p. 20)

2. A form of sublimation of physical aggression traditional for a given society. According to research by V.I. Zhelvis, based on a comparison of different speech-thinking cultures, physical aggression (as the most unacceptable form of aggression in almost any modern society) can be replaced by more socially acceptable ways of splashing out negative emotions, namely: either in the form of invective - the use of swear words and expressions in speech; or in the form of politeness - carefully developed rules of etiquette, various verbal rituals, etc. At the same time, paradoxically, “politeness is completely analogous to invective, allowing itself to be regarded as a kind of substitute for physical aggressiveness.” (19, P.104) If we talk in this aspect about the Russian speech tradition, then for it, as for European culture as a whole, according to V.I. Zhelvis, more typical invective, verbal aggression.

Thus, we can conclude that the wide prevalence of the phenomenon of verbal aggression is due to significant social loyalty to this type of aggression, as well as the attitude in modern Russian linguistic consciousness to verbal aggression as a possible, socially acceptable and adequate form of sublimation of physical aggression.

Speaking about the psychological reasons for the manifestation of verbal aggression in the speech environment under study, it is necessary, first of all, to take into account the following age-related psychological characteristics of middle and high school students:

1. Psychological crisis of adolescence, marked, as is known, by an increased manifestation of aggression in general and speech especially.

2. Exacerbation in adolescence of psychological discomfort when finding oneself in a situation of frustration and the more frequent creation of such situations (for details, see the analysis of the frustration concept of aggression).

3. Temporary hyperfunction or hypofunction of one of the levels of the basal system of emotional regulation:

Hyperfunction of the level of stereotypes, which is characterized by the emergence of primitive emotional selectivity in contact with the environment, stereotypical behavioral reactions, and the bright coloring of emotional experiences with pleasure or displeasure. With hyperfunction of this level, there is “an increase in activity in satisfying needs and, as a consequence, fixation on negative impressions, experiencing them too acutely” (104, P.50), which can provoke aggression, in particular verbal.

Hyperfunction of the expansion level, the features of which are the development of the level of aspirations, the creation of experience of success and defeat, the perception of anger and aggression as a threat to the existence of the subject. It is at this level that “aggressive manifestations are part of the possible ways of affective adaptation to the environment” (104, P.152) and take the form of more complex goal-directed behavior. Therefore, in the case of hyperfunction of this level, the need to dramatize relations with the world increases and, consequently, the tendency to quarrels, conflicts, and aggressive statements.

Hypofunction of the level of emotional control, “responsible for solving complex ethological problems of organizing an individual’s life in society” (104, P.25), establishing emotional interaction with other people, developing the ability to empathize with another person (empathy). As this level weakens, there is also a weakening of the influence of social acceptability and correct forms of behavior, which, in turn, also leads to manifestations of verbal aggression, which begins to be perceived by the speaker as an adequate reaction (for example, to a remark) or as a justified and appropriate speech tactic (for example, in a situation of dispute, discussion).

1.3 Consequences of speechaggression

The very formulation of this problem is possible and necessary in two aspects: general social (verbal aggression as a social phenomenon) and the communicative one (verbal aggression as a phenomenon of speech).

In modern society, verbal aggression is assessed as less destructive and only “fictitiously” dangerous than physical aggression. Meanwhile, swearing, rudeness, offensive statements, verbal pressure can often be perceived as even more painful than physical impact (push, hit).

In addition, verbal aggression creates a negative model of human behavior as a whole and thus is the basis for stronger and, accordingly, socially unacceptable behavior - physical aggression. In other words, “having become stronger in the acceptability of verbal aggression, a person can extend this model to other areas of life that, in his opinion, require physical aggression”

Another problem is that very often in everyday life aggression of the word is not recognized by the public consciousness as absolutely unacceptable and truly dangerous. In this regard, this concept is replaced by unjustifiably softened or completely distorted definitions: “speech incontinence”, “sharpness of expressions”, etc.

Well-known aggression researcher N.D. Levitov rightly notes that “in everyday life, including in school life, there are often forms of gross violent behavior that undoubtedly relate to aggression, although they are not usually called by this term. They talk about “cockiness,” “pugnacity,” “bitterness,” when they see aggressive behavior..."

Thus, we observe a wide prevalence of verbal aggression with relative loyalty to this phenomenon on the part of modern society.

All of the above allows us to draw the following important conclusion:

The main danger of verbal aggression in social terms is the underestimation of its danger by public consciousness.

The immediate area of ​​distribution of specific forms of verbal aggression is everyday verbal communication. What are the consequences of verbal aggression in the communicative aspect?

In communication marked by certain manifestations of aggression, these conditions are either violated or are not taken into account at all. Thus, in most cases of offensive communication, there is a weakening or complete absence of control of the communicants over their own statements.

Evidence of this is the active use of invective; violation of intonation, timbre, tempo and other phonological features of speech; failure to take into account the “addressee factor” (constantly interrupting the interlocutor, bringing up “taboo” (forbidden) topics, etc.).

In addition, in a situation of verbal aggression, there is a rapid increase in emotional tension, which captures almost everyone (!), even the participants in communication who do not have aggressive verbal intentions.

The situation of offensive communication, a characteristic feature of which is the extreme inaccuracy of realizing the goals of communication, also makes it impossible to fulfill the first two conditions of effective verbal communication - intentionality and effectiveness.

Thus, in the case of manifestation of verbal aggression, a kind of substitution or distortion of the initial communicative intention of one or more communication participants occurs. For example, a discussion that initially has a positive communicative direction - proving one’s own point of view or a joint search for truth - easily develops into a quarrel, a verbal altercation, the purpose of which is to offend the opponent. This happens as soon as the speech of at least one of the opponents shows signs of verbal aggression: increased tone, sharp categorical judgments, “getting personal,” etc.

Let's summarize the reasoning:

Speech aggression interferes with the implementation of the main tasks of effective communication:

Makes it difficult to fully exchange information;

Inhibits the perception and understanding of the interlocutors of each other;

Makes it impossible to develop a general interaction strategy.

2 . Ways to overcome verbal aggression

How to resist verbal aggression?

Is it possible to eliminate aggression from our speech? How to avoid a quarrel? How to properly respond to offensive statements from your interlocutor? How should teachers and educators behave in order to avoid verbal aggression in pedagogical communication? What can be advised to parents whose children often use aggressive strategies and tactics of verbal communication?

Firstly, we can talk about an innate tendency towards aggression and, as a consequence, the inevitability of certain manifestations of it in our lives. Mental and psychological characteristics of the individual (the desire for dominance, the need for emotional release, the outburst of negative emotions, etc.) determine our internal readiness for verbal aggression or, at least, to aggressively repel the verbal attack of the interlocutor.

Secondly, the variety of causes and forms of manifestation of verbal aggression, as well as the spheres of its existence in the modern world, also does not allow us to completely eradicate this negative phenomenon. Even if we imagine an ideal situation: you and I have learned to completely control our own verbal aggression, rudeness and hostility towards us will certainly manifest themselves from other people - bus passengers, sellers at the market, neighbors next door, etc.

Thirdly, the loyalty of modern - especially Russian - society to verbal aggression. And as long as we refuse to objectively recognize the serious communicative danger of this phenomenon, as long as we consider it as a norm of communication, as long as we do not want to see our own tendency towards verbal aggression, all attempts to control it will be meaningless.

Thus, it is impossible to completely eliminate verbal aggression from communication. However, you can learn to control it, restrain it, prevent it, without resorting to retaliatory aggression.

Trying to avoid offensive statements in your own speech and master the skills to correctly respond to the rudeness of your interlocutor, not to provoke him into offensive communication is a feasible task for every civilized person, and for a teacher, whose profession involves increased responsibility for his speech actions, it is especially necessary.

Let's consider the following areas of control over speech aggression:

I. Increasing the level of speech culture through introspection and self-control, developing the ability for tolerance and empathy.

II. Mastering private psychological and pedagogical techniques for preventing and eliminating verbal aggression in specific communication situations.

III. Using speech etiquette to prevent verbal aggression.

2.1 Increasing the level of speech culture as a way to overcome speech aggression

1. Reflection (Latin reflexio - bending, turning) - thinking about your internal state, a tendency to analyze your experiences, introspection. Reflection involves introspection and self-control over one’s speech, systematic work to identify shortcomings in one’s own speech activity.

Folk wisdom

Master of your anger is master of everything.

Do not give free rein to your tongue in a feast, or your heart in anger.

Hold your tongue and clench your heart in your fist.

2. Empathy - the ability to empathize, compassion, the ability to understand another person. This skill is very important for preventing verbal aggression in situations of disagreement, when there may be a misunderstanding of the interlocutor’s position. To avoid offensive communication, it is often enough to simply try to take the position of the interlocutor, to “be above” the quarrel.

It is necessary to pay special attention to the fact that this ability not only determines the friendly tone and etiquette nature of verbal communication, but is also the most important component of the communicative competence of the speaker and speech culture as a whole.

3. Tolerance (lat. tolerans - patiently enduring) - tolerance, forbearance. Tolerance presupposes correctness of assessments, the ability to forgive another person for his harshness, lack of restraint in speech, and recognition of the interlocutor’s right to his own opinion.

This allows you to avoid verbal pressure on the addressee and make communication friendly and equal.

Constantly increasing the individual level of speech culture is the first step towards overcoming verbal aggression.

You need to remember the principle of the “three Cs”, which allows you to overcome the tendency to hurtful communication:

Introspection,

Empathy,

Condescension.

2.2 Private psychological and pedagogical techniques for controlling speech aggression

Private psychological and pedagogical techniques for controlling speech aggression are methods and methods of psychological and educational influence that allow one to prevent or eliminate speech aggression in specific communication situations. Let's look at the main ones.

1. Ignoring verbal aggression (in psychology - the “extinction” method) assumes that a person does not react to verbal aggression addressed to himself, as if he “does not notice” the hostility on the part of the interlocutor, and does not respond with rudeness to rudeness. speech aggression verbal verbal

Depending on the specific conditions of communication, ignoring can be embodied in various forms, both verbal and non-verbal:

Silence in response to aggressive speech;

Refusal to continue communication (turn away, leave);

Continue communication in a calm, even tone.

The mechanism of action of this method is quite simple: very often communication in a situation of verbal aggression is built on the principle: “he gives me his word, and I give him ten.” So - word for word - and a quarrel breaks out, a verbal squabble, each participant in which tries to “talk over” the enemy, trying to leave the “last word” for themselves.

Ignoring is an alternative communication strategy, which, firstly, has a psychological impact on the “aggressor” (surprise effect); secondly, it destroys its “negative scenario” (the effect of disappointed expectations).

This is a fairly effective measure against verbal aggression if the situation does not become acutely irritating and does not turn into openly offensive communication that is unacceptable to you.

Let us emphasize that, on the one hand, this is the easiest way to avoid verbal aggression, since no special speech training or verbal ingenuity is required.

On the other hand, in order not to notice rudeness, you need willpower, the ability to show patience, endurance, calmness - qualities that need to be developed in yourself persistently and purposefully. Practical ways to develop the listed qualities are active participation in disputes and discussions; public speaking; auto-training.

2. Switching attention is a way to resist verbal aggression, which involves an attempt to change the hostile mood of the interlocutor, distract him from the aggressive intention or change his negative emotional state, and transfer the conversation to another topic.

It should be especially noted that this technique requires the speaker to have sufficient communicative training, which requires the following speech skills:

Ability to manage the flow of conversation;

The ability to quickly respond to the words of the interlocutor;

The ability to select the most appropriate words for a given communication situation.

Let's highlight the main ways to switch attention:

Ask your interlocutor an unexpected question

question (“What do you think about...?”; “How much time have we already spent arguing?”, etc.);

Make an interesting proposal (“Let’s go to the movies instead!”; “Let’s look for the answer to this question in the encyclopedia,” etc.);

In the process of pedagogical communication - offer an interesting, unusual, exciting task (for example, a didactic or role-playing game, solving an educational crossword puzzle, using handouts, watching an educational filmstrip, etc.);

In pedagogical communication - alternation of different

types of speech activities: speaking, listening, reading, writing.

3. The method of projecting personal qualities and behavioral reactions necessary to eliminate verbal aggression assumes that the speaker initially sees the positive qualities of the addressee (kindness, responsiveness, modesty, etc.) and in a certain situation “projects” (actualizes, mentions) these quality with the help of statements of different content that emphasize the surprise and randomness of the offense.

The forms of such statements can be:

Reminder (for example: “You are a smart, sensible boy!”);

Expression of surprise (for example: “Could you really say that?”);

Expression of disappointment (for example: “I thought you would act differently...”), etc.

4. “Tactical doubt” (method of “prodding”) - a particular type of projection method - a means of targeted verbal influence on the addressee through a verbal “challenge” or “provocation”: to hurt pride, challenge, express feigned distrust.

For example, like this: “I thought you were a kind boy, I was probably mistaken...”; “Come on, who is the bravest - who will be the first to make peace?”; “Can’t you really do without rude words?”; “It must be difficult for you to show patience and restraint!” etc. (see task 9).

The mechanism of influence here is generally similar to the projection method: updating a positive model of speech behavior in the child’s mind with the help of verbal stimuli.

At the same time, the degree of effectiveness of speech influence depends on the speed of our reaction to an aggressive statement, the speed of “inclusion” in a speech situation and knowledge of the psychological characteristics of the addressee and his value preferences.

5. The use of positive evaluative statements - verbal demonstration of approval, a friendly attitude towards the interlocutor, expression of praise (cf. the behaviorist term “positive reinforcement”, the term of the American psychoanalyst E. Berne “verbal strokes”). This helps to create a positive atmosphere of communication and prevents verbal aggression .

Positive evaluative statements are especially important in pedagogical communication, which, as is well known, is itself a system of evaluative situations: in the form of a mark or verbal assessment, we express our attitude towards the child’s educational activities.

However, the opposite situation is very often observed, when the typical model of speech behavior of teachers, educators, and parents becomes the projection of the child’s negative qualities. We tend not to notice the positive aspects of his activities or deliberately, potentially blame him for what he could do badly, incorrectly, not the way we would like. Thus, a “vicious circle” arises: in seeking obedience, we unconsciously provoke children into reciprocal verbal aggression - protest, rude refusal, a desire to do or say “out of spite.”

This vicious model of communication was brilliantly reflected in the famous joke “about Vovochka”:

Vovochka’s mother, addressing her daughter:

Zin, run and see what Vovochka is doing there? Yes, tell him to stop immediately, otherwise I’ll...

The mechanism of influence of positive evaluative statements is that a positive evaluation causes in the child a feeling of satisfaction, a feeling of self-confidence, which, by association, are each time perceived along with the memory of the action for which the reward was received. This, in turn, helps to successfully overcome the axiological barrier in the process of pedagogical communication.

This technique allows both to prevent possible verbal aggression and to eliminate some of its manifestations that have already arisen - first of all, obvious open transitional aggression in the form of hostile remarks and rude refusals.

Indicative in this regard can be considered the example of speech situation III, in which the teacher’s verbal aggression provokes schoolchildren to ridicule a classmate. Meanwhile, it is quite obvious that the teacher’s use of “praise tactics” in this situation (celebrate good work, praise the most careful students) instead of censure (in the form of an inappropriate proverb about an unsuccessfully written dictation and barbs addressed to a student) could prevent subsequent verbal aggression .

It is very important that positive evaluative statements be varied in form.

Firstly, this shows the sincerity of the teacher’s attitude, who has taken the trouble to do without a cliched phrase. Secondly, the variety of positive assessments implements an individual approach to each student, taking into account his personal characteristics and preferences. Thirdly, this is one of the effective ways to attract attention, which allows you to maintain the interest of students not only in this approving statement of the teacher, but also in the entire subject of his speech as a whole.

The forms of positive evaluative statements can be not only the traditional expression of praise and encouragement (“Well done!”, “Good girl!”, etc.), but also statements such as:

Referring to past successes (e.g., “You did a great job last time!”);

Expressions of agreement, approval, gratitude, support for the child’s opinion, action, initiative (for example: “I like the way you completed this task”; “I completely share your opinion”; “Thank you for the interesting question”);

Quoting the most successful (interesting, accurate, original) statements, student answers, etc.

Thus, the formal and substantive variety of positive evaluative statements contributes to the establishment of closer communicative and emotional contact between the speaker and the addressee, thereby successfully preventing the manifestation of verbal aggression in communication.

6. Open verbal reprimand.

In the process of communication, situations often arise in which it is necessary to focus on the negativity of the offense (a type of “negative reinforcement.” For example, you intend to emphasize that your interlocutor behaved tactlessly, acted dishonestly, spoke unfairly, etc.

Direct and immediate impact determines the purpose of this method - the elimination, first of all, of open, clearly expressed verbal aggression.

For example, the use of censure in speech situation XIII (Appendix 1) could be quite successful: in the teacher’s emphatically correct remark (“Please be quiet, please!”) a false idea is created about the content of communication (as a violation of silence in the lesson, and not obvious students insulting a classmate). Such a statement contains a hint of ingratiation and the teacher’s uncertainty in his actions. It would be more expedient to contact specific students and directly condemn their verbal behavior and demand that they stop the insults. For example, like this: “Kolya and Petya, I am giving you a stern reprimand! Please, don’t insult Misha, now you too will go to the blackboard” or “Guys, please stop swearing! You are behaving very ugly!”

At first glance, direct reprimand is the easiest way to counter verbal aggression. However, in real speech practice it is not always effective, since direct verbal influence (most often in the form of a remark, sometimes a reproach, a prohibition, a demand, an appeal) can naturally have the opposite result - cause retaliatory verbal aggression.

Censure should be very well thought out, because its inappropriate or untimely use can easily disrupt the harmony of communication, which from equal-friendly becomes unequally moralizing and provokes verbal aggression (reciprocal hostile remark, rude refusal, etc.).

Finally, it should be especially emphasized:

Any censure must be expressed in a polite, correct form, with the obligatory use of speech etiquette and the necessary politeness formulas.

7. Humor, joke.

The use of this technique to prevent and eliminate verbal aggression has a clear psychological and biological justification: humor and the laughter it causes are incompatible with open aggression.

Ethological scientists have found that our smile, like the grin of animals, is a way of ritualizing a reoriented threat. Human laughter “in its original form was a ceremony of appeasement or greeting. It is "an extremely powerful deflector of aggression" and "provides a tangible sense of social cohesion." “Laughter-inducing comments or actions often... simply relieve anger in others.”

However, it should be noted that a joke is a very complex technique that requires a high level of speech training. Jokes with hostile and offensive content are no longer humor, but sarcasm: ridicule, mockery, “hips”. Such jokes offend, offend the addressee and can, on the contrary, provoke retaliatory verbal aggression.

Let us highlight the basic requirements for a joke, with the help of which you can eliminate or prevent verbal aggression:

Inoffensiveness (should not affect the dignity of the addressee);

Understandability (a joke, the meaning of which is unclear to the addressee, will further increase the mutual alienation and disunity of the communicants).

The joke shouldn't be offensive. Distinguish humor from irony and sarcasm

Humor is the ability to see and show what is funny; a condescending and mocking attitude towards something; laughing at relatively harmless comic contradictions.

Irony is a subtle, hidden mockery, often expressing hostility, ill will, disdain, condemnation.

Sarcasm is a caustic mockery, evil irony, indignant ridicule.

8. Conviction - “explaining to children the rules of disciplined behavior in order to accustom them, on the basis of understanding and appropriate feelings, to comply with these rules.”

Let us highlight a number of requirements relating to both the formal and substantive aspects of a persuasive statement, the violation of which, firstly, makes persuasion ineffective; secondly, it can cause irritation and hostility of the recipient.

So, in order to avoid retaliatory verbal aggression, you should not:

To explain the obvious (for example, why you should not insult another person), it is better to correctly remind (for example: “Masha may be offended by these words”);

Moralize abstractly, convince in the abstract (for example, that “you need to behave well,” “you need to be smart,” etc.);

Convince of the inaccessible (for example, that “you never have to quarrel again,” or that “you always need to put up with the first person”);

Raise the tone (speak irritably or overly emotionally, pathetically) - the tone should be calm, even, but confident;

Persuade casually (you should specifically choose a place and plan time for persuasion - it is better immediately after the manifestation of verbal aggression and alone with the interlocutor).

Possible methods of persuasion to eliminate or prevent verbal aggression include the following:

a) start with a description of the recipient’s merits (his positive qualities, achievements) in order to relieve emotional stress, set him up for positive communication, and reduce the possibility of protest and disagreement;

b) use the technique of role reversal: verbal modeling of a situation in which the “aggressor” finds himself in the place of the “victim”, in order to achieve awareness of the incorrectness of verbal behavior through empathy. The following forms of expression can be used for this:

Question (“Would you yourself be pleased to hear what you said to Sasha?”, etc.);

Inspiration (“Imagine that you were in Sasha’s place...”, etc.);

Appeal (“Think about what you would do in Sasha’s place,” etc.), etc.;

c) use an argument in the form of comparison, the obvious advantages of which are, firstly, that it leads the student to an objective assessment of his own behavior; secondly, it switches his attention and, therefore, inhibits verbal aggression.

For example, a student who is passionate about car engineering has just come to his senses after a stormy and harsh monologue. The teacher, having listened to him silently, says: “Imagine that at a competition you get into a car, but it has no brakes. Do you want to deal with her? - “What a question!” - “Now you reminded her. And, you know, I somehow didn’t want to deal with you.”

9. Suggestion - “a belief that takes on the nature of indirect influence”

In many situations of pedagogical communication, suggestion is a more effective way of preventing or eliminating verbal aggression than persuasion, since such an influence is softer, hidden, and less offensive to the addressee.

Suggestion can be expressed in various forms:

Advice (“If I were you, it would be better to do this…”);

Expression of opinion, attitude towards the offense (“I would have done it differently, but this way...”);

An indication of the positive results of fulfilling the requirement and the negative consequences of not fulfilling it (“If you call names, no one will be friends with you”), etc.

10. Corrective and preventive conversation is a type of oral dialogic form of pedagogical communication; can be considered as an expanded form of persuasion.

For corrective and preventive purposes, two types of conversations are used

Influencing (the goal is, in addition to explaining some phenomena, concepts, influencing emotions, feelings);

Persuasive (the goal is to encourage some kind of activity, influencing not only consciousness (informing), but also the will (arguing) through discussion of opinions and actions).

The conversation can be individual, if verbal aggression has already taken place, or collective - mainly of a preventive nature. When preparing for an individual conversation with a child, you need to pay attention to the following points:

It is advisable to conduct an individual conversation only if there has been a specific case of verbal aggression on the part of the child, and not because the child in question is generally prone to verbal aggression;

Take into account the circumstances of the manifestation of verbal aggression, its type (restore the approximate content of the dialogue, consistently trace the development of the speech situation, determine the level of communication);

Know the individual personality characteristics of the child (character traits that promote/prevent the manifestation of verbal aggression, and the type of his linguistic personality). Most often, conversation is combined with other methods of speech influence, for example, persuasion, suggestion, projection of personal qualities.

2.3 Speech etiquette as a means of preventing verbal aggression

Let us recall that the word “etiquette” comes from the Greek word “ethics” (ethos - custom, character) - the doctrine of morality, a system of norms of moral behavior. Speech etiquette establishes the rules of communication in a wide variety of situations, including conflict situations. Carefully developed rituals of appeals, requests, refusals, and apologies are aimed at preventing the possible dissatisfaction, irritation, and disagreement of the addressee.

According to the ethological theory of aggression, etiquette in modern society can be considered as a special form of ritual - a set of stereotypical, standardized actions and statements that are used in correct, polite communication. In relation to aggression, ritual is “a displaced action, a reorientation of an attack, directing aggression in a safe direction.”

Thus, etiquette is one of the powerful defense mechanisms against aggression, similar to those in the animal community.

In his famous book “Aggression (the so-called “evil”),” K. Lorenz illustrates this with the example of ritual baiting in ducks: it rarely happens that a drake, under the influence of baiting a female, actually attacks the “enemy” indicated by her. As excitement increases, the duck itself turns away from the “enemy” and eventually reaches for its own tail with its beak. Among ducks, baiting simply means a marriage proposal.

In addition, one of the main features of the rules of good manners is that they must be followed by all participants in a speech situation. We can recall many examples when a violation of the norms of speech etiquette by one of the participants in communication (for example, the use of “you” - an address in an official situation) leads to disunity and disruption of the harmony of speech.

Therefore, the importance of “good manners” also lies in the fact that they contribute to the unification of participants in communication, the achievement of mutual understanding and agreement (integrating and regulating functions of speech etiquette; cf.: “function of constant mutual pacification” - K. Lorenz; the meaning of “verbal stroking” - N.I. Formanovskaya).

So, it's important to remember:

Our speech must be exemplary not only from the point of view of the norms of the Russian literary language, but also from the necessary rules of speech etiquette. Following the rules of politeness and courtesy allows you to avoid verbal aggression in the process of communication.

This is especially true for pedagogical communication, the speech of teachers, educators, and parents. Communication with children requires increased verbal responsibility and does not allow for rudeness or tactlessness. Mastering the norms of speech etiquette is one of the most important components of a teacher’s communicative competence. Let's consider genres and specific means of speech etiquette aimed at preventing verbal aggression.

1. Apology. To apologize means to admit one’s own wrong, to ask for forgiveness from the interlocutor, to express regret about one’s wrong judgment, rude remarks addressed to him and thereby restore friendly ties, regain the recipient’s favor, and prevent the development of a conflict and manifestations of verbal aggression.

Meanwhile, we can say that an apology “changes the sign” of a conflict situation - from negative to positive; it determines the general direction, the attitude of communication: from disunity, alienation, hostility of communicants - to reconciliation, unity, achieving agreement, restoring the harmony of relations.

We clarify that the verbs “sorry” and “forgive” are very close in meaning, but their use differs depending on the seriousness of the offense committed.

2. Very often, verbal aggression arises as a response to a rude demand, often caused not by a desire to offend the addressee, but by a simple inability to formulate a request in a polite, correct form. We have already talked about what a polite request should be and how it differs from a rude demand. However, Russian speech etiquette involves many ways to politely express a request.

We pay special attention to the speech possibilities of indirect - indirect, hidden, mediated - expression of motivation:

Question form (“Could you...?”; “Why don’t you...?”, etc.); - use of the subjunctive mood (for example, “Would you like to go to the store”); - use of allusion - statements, meaning which is understood by guess (for example, “We don’t have bread...” = a request to go buy bread).

3. Use of appeals. It is well known that violation of the norms for the use of addresses (for example, the use of the form “you” in an official setting, when addressing an unfamiliar or unfamiliar, older person) leads to a violation of the harmony of communication, provokes objections, dissatisfaction, and protest from the interlocutor. Meanwhile, polite and appropriate address is one of the main etiquette ways of demonstrating a benevolent, respectful attitude towards the addressee.

In Russian speech etiquette, the address “you” is accepted in the following situations:

To an unfamiliar (barely familiar) addressee;

In case of close, long-term relationships between old acquaintances;

In a formal communication setting;

With an emphatically polite, restrained attitude towards the addressee; to an equal and senior (by age, social status) addressee.

The address “you” is accepted:

To a well-known addressee;

In an informal communication setting;

With a friendly, familiar, intimate relationship with the recipient;

To an equal and junior addressee.

In this case, it is necessary to simultaneously take into account all the selected conditions for choosing treatment options: the purpose and nature of communication, the scope of use, the “image of the addressee.”

At the same time, varying the forms of address in conditions of conflict or offensive communication allows you to show a negative attitude towards the actions, deeds, words of the addressee and at the same time avoid rudeness and open aggression. For example, to correctly express a negative assessment, as well as demonstrate resentment and disagreement, sometimes it is enough to address a close acquaintance and equal or younger interlocutor as “you”, using the full form of the name: “Maria, you are bothering me to teach a lesson” - a student ( cf. “Masha, you’re bothering me!”); “Maria, let’s talk” - to a colleague (cf. “Masha, let’s talk”), etc.

Thus, in a situation of conflict communication, the following should be taken into account:

Varying the forms of addresses is a fairly effective way of influencing the addressee and allows you to avoid verbal aggression in resolving a conflict.

4. Polite expression of disagreement. We often express disagreement with the opinion of our interlocutor rudely and sharply, which makes it offensive to the addressee and can provoke retaliatory verbal aggression and lead to a quarrel.

“What nonsense are you talking!”; “You are talking nonsense!”; “Your words are complete nonsense!”; “You are absolutely wrong!”, “I categorically disagree with you!” - typically aggressive ways of expressing disagreement.

5. A softened, etiquette version of reproach, condemnation, or expression of dissatisfaction can be considered a form of regret. For example, instead of “You’re late again!”, you can say: “What a pity that you’re late!”, “I’m sorry that we couldn’t meet on time.” "

6. A special place among the means of eliminating tactlessness and aggressiveness of speech is occupied by euphemisms (Greek she - “good” + phemi - “I say”) - softer words or expressions instead of rude or obscene ones; “words that soften the impression.”

Basic techniques of euphemistic substitutions: - use of descriptive figures of speech, paraphrasing (for example, “a person who appropriated something” instead of “a thief”);

Words with the prefix not - (for example, “not true”, instead of “lie”);

Indirect information (so-called meta-messages): allusions, hints, allegories (for example, “You acted like a dishonest person,” instead of “scoundrel”);

The technique of “changing the addressee” is the projection of a speech situation onto a third participant in the conversation (for example, “Another would have acted in this situation in such and such a way...”).

At the same time, the richness of our language and the variety of expressive means make it possible to replace one rude word with several euphemistic options. The choice of a synonym is determined by the specific speech situation, the real conditions of communication: the intention of the speaker, the relationship between the speaker and the addressee, the nature of communication (place, time), etc.

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Speech or linguistic aggression is a form of verbal harassment aimed at insulting or deliberately causing harm to a person, group of people, organization or society as a whole. Speech aggression is motivated by the aggressive state of the speaker and often has the goal of causing or maintaining an aggressive state of the addressee. Therefore, speech aggression is a violation of ethical and speech norms. Based on existing classifications, the following types of verbal aggression can be listed:

1. active direct verbal aggression - verbal abuse of smb. or smth., insult or humiliation of sb.; expressing threats, destructive wishes addressed to someone; calls for aggressive actions, violence;
2. active indirect verbal aggression - spreading malicious slander or gossip about someone;
3. passive direct verbal aggression - refusal to talk to another person, answer his questions, etc.;
4. passive indirect verbal aggression - refusal to give certain verbal explanations, demonstrative silence.

A fairly common phenomenon in modern speech reality. In everyday everyday communication and in public speeches, verbal aggression occurs equally often. Let's show this with examples taken from fiction and newspaper texts.

Active direct verbal aggression includes uttering threats against someone:

• When they fine him, the bastard, he will find out from me... I'll show him Kuzka's mother! (A. Chekhov);
• If you, uneducated bastard... in her [Alla Sergeevna's] lesson, you blurt out a word, I'll smear it all over the wall. Got it, asshole? (Kunin).

A type of active direct speech aggression is the verbal expression of evil, destructive wishes addressed to someone (death, injury, destruction, etc.):

• May you all die! (Kunin).

This group also includes speeches that contain a direct call for aggressive action against the subject of the speech (call for liquidation, etc.). Often the author aggressively introduces the subject of speech into the sphere of the addressee and encourages him to take an action that is non-aggressive, but directly or indirectly beneficial to the addressee. This type of speech influence is manipulative (see language manipulation).

Speech aggression in media texts- This is primarily a means of manipulating mass consciousness. This or that subject of speech can be presented in such a way as to evoke or maintain an aggressive state in the audience and form a negative attitude towards it:

• And what now, when they drained the water in the pond, and on the sticky bottom there are only crumpled beer cans, Sobchak’s wet shoe, Novodvorskaya’s torn bodice? There, to this sticky bottom, the nearsighted Primakov carefully descended, short of breath, and climbed there in the wet mud. He passes something to Maslyukov, and Gerashchenko asks for something. And the three of them, like the Duremars, carry a rotten bag in which there are wet nuts, bent bicycle wheels and Chubais’s red horsehair wig (Head, No. 38, September 1998).

To create and consolidate in the minds of the audience a discrediting image (portrait-revelation) in media texts, such types of verbal aggression can be used as

1. sticking labels;
2. playing on the name of the object of verbal aggression;
3. forcing repulsive comparisons and associations;
4. savoring details, details, circumstances, unattractive and unpleasant for the object of verbal aggression. etc.

For example:

• What would you say if a stale piece of meat that you couldn’t finish, didn’t finish chewing, was thrown somewhere into the grass, where dogs gnawed at it for several days, flies sat at it, crows pecked at it - if this piece was brought to you again on a plate ? People experienced something similar when they learned about Chernomyrdin’s reappointment (Head, No. 34, August, 1998);
• If Gaidar were a mushroom, he would be a pig (Head, No. 38, September, 1998).

One way to express an aggressive attitude towards the subject of speech is dysphemization (see dysphemism).

Active direct speech aggression can be open (explicit) and hidden (implicit). Texts containing open speech are clearly aggressive in nature and contain direct attacks, threats or insults. Hidden verbal aggression is interesting in that its goals are disguised by the addressee (for example, as simple information), and linguistic means are selected in such a way as to evoke negative feelings and emotions in the addressee in relation to the object.

Public self-flagellation and verbal self-humiliation- the most harmless type of active direct verbal aggression for others.

Active indirect verbal aggression- deliberate slander, slander, dissemination of slander, malicious speculation: active indirect verbal aggression in media texts has become the cause of many noisy lawsuits in recent years.

Passive direct verbal aggression, as a rule, is an expression of disdain for the initiator of communication, a demonstration of a negative attitude towards him or a protest against his behavior: one of the forms of verbal rudeness is silence in response to a buyer’s question.

For example: (A man and a woman stand in front of the counter; the woman addresses the saleswoman)
G. Girl, how much does this hat cost?
M. (Silent, does not answer).
J. (Turning offendedly to his companion). Difficult to answer!!! My God! What a military secret! I asked her twice!!!” (Russian language of the late 20th century).

Passive indirect verbal aggression can be considered, for example, a reluctance to intervene and stop verbal insults against someone, regarded as tacit agreement with the aggressor, approval of his behavior. Meaningful silence can be a way to put pressure on a political opponent, i.e. temporary refusal of speeches and journalistic statements by politicians.

Literature:

• Berezhnaya T.M. Modern American rhetoric as the theory and practice of manipulating public consciousness: Dis. ...cand. Philol. Sci. M., 1986;
• Baron R., Richardson D. Aggression. M., 1997;
• Mikhalskaya A.K. Russian Socrates: Lectures on comparative historical rhetoric: Textbook, manual for students of humanities faculties. M., 1996;
• Speech aggression and humanization of communication in the media. Ekaterinburg: UrSU, 1997;
• Skovorodnikov A.P. Linguistic violence in the modern Russian press // Theoretical and applied aspects of speech communication. Vol. 2. Krasnoyarsk-Achinsk, 1997;
• Sharifulin, B.Ya. Language expansion, language aggression, language demagoguery // Problems of development of teacher’s speech culture. Tomsk, 1997;
• Russian language of the late 20th century (1985-1995) / Ed. E.A. Zemskoy. M., 1996.

Workshop script

"Speech aggression"

Target: increasing the psychological and pedagogical competence of teachers.

Objectives of the seminar:

provide theoretical information to teachers about the causes of verbal aggression;

develop skills in using techniques to control verbal aggression;

Target group: teachers.

Seminar progress:

Introduction 15 min

Announcement of the topic, introduction.

Greetings

Warm-up

Theoretical part 30 min

Speech aggression of the teacher

Forms of manifestation of verbal aggression

Practical part 30 min

Practicing the skill

Feedback

Total duration: 1 hour 15 minutes

Workshop “Speech aggression”.

Introduction

Announcement of the topic

Greetings

Participants are invited, sitting in a circle, to talk about their mood, associating it with the weather, book, color, etc.

Warm-up “And I’m going...”

Participants sit in a circle. There is one more chair in the circle. One of the participants sits clockwise on an empty chair and says: “And I’m going.” The next participant in the chain moves to an empty chair and says: “And I’m next.” The next one behind him sits on the vacant chair and says, “And I’m a hare.” The next one changes seats and says: “And I’m with...” (name of any participant). The named person moves next to him. Thus, the circle is broken and the whole chain begins anew. Each time the participants change clockwise faster and faster.

Theoretical part.

Concept, causes of verbal aggression

Speech aggression - this is offensive communication, the verbal expression of negative emotions, feelings or intentions in an offensive, rude, unacceptable form.

Causes of verbal aggression

Speech aggression is a widespread phenomenon among children and adolescents.

Adolescents prone to verbal aggression generally do not assess their verbal behavior as aggressive.

Speech aggression of the teacher

Reasons

As an involuntary reaction of a teacher to an irritating situation that has arisen; most often acts as a kind of defensive reaction.

As a conscious, purposeful reaction.

Consequences of teacher verbal aggression

In children and adolescents, self-esteem decreases and self-doubt arises.

The teacher unwittingly develops an aggressive response in children.

First, a negative attitude is created towards the aggressor himself, and then this negative attitude is transferred to the entire society that the teacher represents.

The main forms of manifestation of verbal aggression

Insults.

Threats.

Rough requirements.

Rough refusal.

Hostile remarks.

Ridicule

Techniques for controlling verbal aggression

Ignoring verbal aggression (extinction method).

A person does not react to verbal aggression addressed to himself, as if he “does not notice” the hostility on the part of the interlocutor, and does not respond with rudeness to rudeness.

Example:

Silence in response to aggressive speech.

Refusal to continue communication (turn away and leave).

Continue communication in a calm, even tone.

Switching attention - involves an attempt to distract the interlocutor from an aggressive intention, to move the conversation to another topic.

Example:

Ask your interlocutor an unexpected question (“What do you think about...?”)

Make an interesting proposal (“Let’s go to the movies.”)

Offer an interesting and exciting task (game).

"Tactical Doubt" (the “provoking” method) - involves verbal “provocation”: to hurt pride, to challenge.

Example:

“I thought you were a good boy, I was probably mistaken...”

“Come on, who is the bravest - who will be the first to make peace?”

Open verbal reprimands. Involves the elimination of open, clearly expressed verbal aggression.

Example:

“I am giving you a stern reprimand!”

“Guys, stop arguing!”

Humor, joke - a strong means of diverting aggression, because laughter often simply “relieves the anger of others.”

Requirements:

The joke shouldn't be offensive.

Should be clear.

Take into account the individual characteristics of children and adolescents (sensitivity).

Belief - explaining to children and adolescents the rules of disciplined behavior.

Don't:

Convince the inaccessible (“you never have to quarrel again”).

Raise your tone.

Persuade casually.

Suggestion - indirect beliefs are softer, hidden, less offensive to the addressee.

Example:

Advice (“If I were you, it would be better to do this…”).

Expression of attitude towards the offense (“I would have done it not this way, but this way...”).

An indication of the negative consequences of verbal aggression.

Preventive conversation .

It is advisable to carry out this in a situation where there has been a specific case of verbal aggression on the part of the child, and not because the child in question is generally prone to verbal aggression.

Practical part

Psychologist:Now we will try to practice using techniques to control speech aggression. To do this, we will unite into two teams. Each team will receive a conflict situation. Your task, through joint discussion, is to indicate the form of manifestation of aggression in a given situation, and to resolve it by using some method of controlling aggression.

9. Practicing the skill of using techniques in practice:

1. Children and teenagers are preparing for a big event. Most children take an active part in this. But one 13-year-old boy distracts the teacher and other children with his conversations, that is, he allows himself rude ridicule and insults towards the participants: “Sanya, your hands are like hooks, why do you cut so crookedly!”; “Oh, Lenka, what did you think of, color the title in red, no idea!” etc.

2. An intellectual game “What? Where? When?". In addition to the direct participants, other children are present at the event - spectators, who offend the players with caustic statements: “Yes, Zhenya, we thought that you were smarter, but in reality it turned out wrong,” “Leshka, are you a fool or something, such a simple answer, and you don’t know!” etc.

Teachers discuss their options. After 15 minutes, a representative from each team says that they did it.

10. Feedback

What new did you learn? Was everything clear? Will you apply the proposed techniques in practice, if not, then why?

Literature

Shcherbinina Yu.V. "Russian language. Speech aggression and ways to overcome it.” Textbook/M.: Flinta: Nauka, 2004.

Abstract: This article talks about verbal aggression.

A definition of aggression is given and the types and conditions of its manifestation are described. The attention of teachers, parents and children is drawn to the problems of speech behavior and speech aggression.

"Tell me how you talk and I'll tell you who you are"

We all complain that there is more and more aggression in the life around us. Aggression most often means some kind of action. And if we were insulted, we were threatened, what is it?

There are actually two types of aggression: physical and verbal. Very often they cannot live alone without the other. Sometimes it seems that the air is saturated with it. These feelings are not far from the truth. We can leave the house in a great mood, but gradually the speech of those around us changes our feelings, irritation and harshness appear.

We hear:

- “Get out of here!”

- “I can’t stand you!”; "You're pissing me off!"

- “Black sheep”, “Stupid chicken”.

Unfortunately, this is not an “invention” of our century. This feature of abuse was noted by Aristotle:

“From the habit of swearing in one way or another, a tendency to commit bad deeds develops.”

It is not without reason that it is believed that a person’s speech is his self-characterization, and, to paraphrase a well-known saying, it is quite possible to say: “Tell me how you speak, and I will tell you who you are.”

Although the use of vulgarisms and abuse is not necessarily a manifestation of verbal aggression, it nevertheless demonstrates to us the speaker’s bad manners and tactlessness. And it creates a general aggressive environment.

Speech aggression– offensive communication; verbal expression of negative emotions, feelings or intentions in an offensive, rude, unacceptable form in a given speech situation.

Speech aggression happens two types:

1. As a reaction to external and internal environmental stimuli.

It is an expression of negative emotions and feelings (anger, irritation, resentment, dissatisfaction, disgust, contempt, etc.).

For example, we were treated rudely in a store, our feet were stepped on on the bus, or we were denied some request.

2. As a special intention, that is, the speaker’s purposeful desire to cause damage to the addressee (to humiliate, insult, ridicule, etc.).

We encounter this everywhere, we get verbal aggression that we did not provoke (at the clinic reception, at an appointment with an official...).

We hear children greet each other: “Hey, morel” or “Hello, big guy” (and this is a belittlement of physical characteristics).

Often, in this “forbidden” way, people realize some of their needs (self-affirmation, self-defense, self-realization, etc.). You automatically “become” better, smarter, taller.

It is precisely this type of verbal aggression “in itself,” aggression “in its pure form” that is most dangerous, because it is a thoughtful, planned, prepared speech act. It is precisely this kind of aggression: planned, thoughtful, for the sake of one’s own pleasure, that only a person is capable of. Since aggression in the animal world is present when an animal obtains food, defends itself or its cub, i.e. to live.

Conditions for the manifestation of verbal aggression:

– as a negative communicative intention of the speaker (for example, to humiliate the addressee, express negative feelings and emotions). The boss-subordinate situation is typical (“You won’t get anything smart from you”);

- as a discrepancy between the statement and the nature of communication and the “image of the addressee” (for example, familiar address in an official setting;

Addressing only one interlocutor during group communication, offensive hints addressed to the interlocutor);

– as negative emotional reactions to a given statement (offense, anger, irritation). They told us only one word, but everything is boiling inside us. We feel insulted. There are reflective responses (So we talked!);

It is important to note that both verbal and physical aggression have similar verbal and mental operations. We plan both the utterance and the physical action with the help of internal speech, which, as is known, is formed from external speech. Closely connected with her. Such similarity in speech and mental activity often leads to the fact that verbal aggression is a predecessor of physical aggression or follows it.

Therefore, it is necessary for a person to control his own speech actions.

Can we consider verbal aggression as a typical phenomenon for modern society?

Yes, we can.

With the change of the political system, the speech and behavioral stereotypes characteristic of it disappeared. They were replaced by new ones, in which the modern generation (our children) was formed. With the tacit encouragement of public consciousness, verbal aggression is an integral part of the code of speech behavior of a “modern,” “strong,” “self-confident” individual.

Reasons for speech aggression:

• social,
• psychological,
• sociocultural,
• actually communicative.

Let's look at each one separately.

1. Social:

Political, economic and cultural instability of modern society, which determines the decline in living standards.

Propaganda of violence in the media, the media, and especially television, themselves act as a source of verbal aggression. Corresponding models of speech behavior of characters and verbal clichés are given. Computer games and music contribute to this.

In addition, verbal aggression is peculiarly “stimulated” by an unhealthy interest in the details of crimes presented in many modern printed publications.

It can also be noted that many media outlets cultivate the unjustified use of swear words and expressions with a clear reduction in censorship control.

Social reasons also include the loss or weakening of mechanisms that traditionally restrained manifestations of verbal aggression.

2. Sociocultural:

The attitude of society towards aggression itself and the degree of its condemnation.

In modern European society, there is practically no strict legal control over manifestations of verbal aggression.

In Russian administrative legislation, “obscene language in public places, offensive harassment of citizens” is classified as “petty hooliganism.”

Can we remember cases of prosecution under this article?

Unfortunately, this turns out to be quite difficult, because many people prefer not to notice verbal aggression addressed to them, not to respond to verbal attacks, or to respond with retaliatory aggression.

3. Communication:

These are the attitudes of parents, which are expressed mainly in the following verbal patterns: “always fight back”, “be the best”, “meet parental expectations at any cost”, etc.

Most often, this means verbal rather than physical aggression. Insufficient attention to the child’s speech in the family and a decline in general culture in society also contribute.

4. Psychological:

These include age-related crises and instability of the emotional regulation system in adolescence. In addition, in a modern children's team, the environment itself is very aggressive.

The main danger of verbal aggression in social terms lies in the underestimation of its danger by public consciousness. Today, rudeness is often seen as a natural form of response in a conflict situation, and politeness as weakness or something “too difficult” to resolve a conflict. Norm and antinorm change places.

Research on this topic was conducted among schoolchildren. Those of them who demonstrated a high level of readiness for verbal aggression did not rate their verbal behavior as aggressive. For them it's just a habit.

One of the reasons for this behavior is a low level of speech culture, poor vocabulary, lack of ability to express one’s thoughts and feelings in literary language and a basic inability to communicate.

Sometimes a person strives in this way to demonstrate “knowledge” of profanity, to show his “maturity”, “liberation”, “originality”.

At the same time, verbal aggression complicates the full exchange of information and inhibits the perception and understanding of each other by the interlocutors. She is a companion to almost any quarrel.

According to the results of a survey of teenagers, often the only source of developing skills of effective verbal communication that does not allow rudeness and tactlessness is the teacher. In general, the teacher has to confront society, the family, the media, literature, and art.

After studying CHAPTER 13, the student should:

· know:

ü the main forms of existence of hate speech;

ü main types of verbal aggression;

ü basic quarrel tactics

· be able to:

ü recognize verbal aggression and resist it;

· own:

ü skills to overcome conflict in communication;

ü tactics of conflict-free behavior.

Verbal aggression, extremely common today in various types of communication, is a serious obstacle to effective communication. The term “speech aggression” in modern linguistic and psychological research is used in relation to a variety of speech actions, very heterogeneous in the motivation of the participants in the communicative act, situations of manifestation, forms of verbal embodiment and goals pursued by the interlocutors.

In its most general form, verbal aggression is understood as (1) rude, offensive, hurtful communication and (2) verbal expression of negative emotions, feelings or intentions in a form that is unacceptable in a given speech situation. Speech aggression manifests itself in insult, threat, rude demand, rude refusal, accusation, ridicule. Aggressive intentions can be hidden or indirectly expressed in a variety of forms: from mockery and abuse to denunciations and gossip.

Yu.V. Shcherbinina, a specialist in the field of verbal aggression, identifies several ways to classify verbal aggression:

– by intensity: weak (“erased”, “blurred”) and strong (“maximum”, “ultimate”);

– according to the degree of awareness of the speaker’s actions and the purpose of the influence: conscious and unconscious;

– by the method of expression: expression of aggression in both form and content; the expression of aggression is exclusively formal; expression of aggression in content;

– by the number of participants: mass and socially closed (group, interpersonal).

If we are talking about interpersonal communication, then traditionally the following types of verbal aggression are distinguished:

1. Insult is a deliberate humiliation of honor and dignity, expressed in an indecent form. The structural formula of the insult is extremely simple: “(You are) X", Where X– any emotionally evaluative word with a negative meaning. Second part of the insult ( X) determines the semantic content of the offensive statement.

As the most common methods of insult, Professor V.I. Zhelvis identifies the following: a) comparison of the addressee’s name with obscene (obscene) names; b) metaphorical transfer of the name of the animal to the addressee ( goat); c) accusation of violating social norms ( thief); d) the use of a reduced word or expression to demonstrate a negative attitude towards the addressee ( ate his face).

2. Threat- this is a promise to cause harm or evil to the addressee if he does not perform or, conversely, performs any action. The structural formula of a threat is as follows: “If you (don’t) do X, then I will do something bad to you.”

The threat has various linguistic forms: a) an incentive sentence with a subordinate clause (“ If you... then I...!"); b) a complex sentence, one of the parts of which contains an imperative mood (“ Do it... or else..."); c) a complex sentence with a subordinate clause (“ Once again..., (then)...!"); d) statement of a future fact (“ You'll dance with me!"). Hidden or indirect threats are also possible, which are embodied in the form of statements based on the technique of silence or with the help of a hint.

3. Rough requirement- This is a rude order expressed in a decisive, categorical form. A structurally crude demand is almost always formalized as a sentence that is motivating in purpose and exclamatory in intonation, the semantic core of which contains the imperative form of the verb (“ Get out of here!»; « Come on eat!"") or the form of the indicative mood in the sense of imperative (" She started answering quickly!»; « He shut up and sat down!», « Let's go quickly!»).

4. Rough refusal is a negative response to a request or demand expressed in an inappropriate form. Usually this form of verbal aggression does not contain the necessary politeness formulas ( Sorry, Please), is accompanied by a raised tone and does not contain an explanation of the reason for the refusal. The linguistic embodiment of a rude refusal can be different: from simple non-widespread (“ You'll get by!»; « Run away!»; « Leave me alone!") to a complex sentence (" You need it - do it!»).

5. Hostile remark- this is a remark that comes down to expressing a negative position towards the addressee or others (“ I can't stand you!»; « Your presence disgusts me!»; « You're pissing me off", etc.). A distinctive feature of a hostile remark should be its clichéd (frozen, unchangeable) linguistic form. Thus, according to teachers’ observations, the following hostile remarks are typical for communication in Russian secondary schools: “ You don't know anything!»; « Why is he bothering me?! I'm tired of it!»; « You got me!»; « You're talking nonsense!».

A type of hostile remark is curse: « Damn you!»,« May you die!», « May you fall through the ground!».

6. Censure- This is an expression of disapproval, condemnation. According to the apt remark of the famous linguist E.M. Vereshchagin, we can distinguish different types of censure depending on the degree of their impact on the addressee: “small is reproaches, commensurately intense – denunciation, overly intense – roasting».

Structurally, censure consists of addressing the addressee (usually “you”, less often “you”) or naming him in the third person and an evaluative verb or syntactically integral phrase (“ You were rude to me!», « You are being rude!"). Sometimes censure is framed in the form of a rhetorical question-exclamation (“ Are you completely crazy?!»).

7. Mockery(causticity) is an offensive joke made at someone’s address with the aim of saying something unpleasant to the interlocutor, subjecting him to ridicule. Ridicule presupposes special verbal sophistication and is very often based on subtext or an ironic discrepancy between what was said and what was actually said. An example of a barb would be the suggestion to seek advice from a person who is considered a fool: “ Let's listen to what the smartest among us has to say!»

Speech aggression in ridicule can manifest itself not only in the content of the statement, but also in its form - for example, in ironic, caustic intonation or a special tempo of speech (with a deliberate, exaggerated stretching of words, with artificial pauses, etc.).

8. Argument is a complex speech genre of interpersonal communication in which verbal aggression is most manifested.

Structurally, a quarrel is framed as a dialogue in which the roles of speaker and listener periodically change. If one of the participants in such a dialogue claims to have a dominant role (most often - the “accuser”), then the quarrel takes on a monological character. It is important to note that quarrels do not arise out of nowhere: one of the communication participants already has some complaints against the second participant from the very beginning of the conversation and is ready in advance to realize his aggressive intentions.

The linguistic embodiment of a quarrel is diverse: it is no coincidence that dictionaries of synonyms in the Russian language provide an extensive series of words with similar meanings: quarrel, disagreement, discord, discord, spat, strife, discord.

Psycholinguists I.N. Gorelov and K.F. Sedov identifies the following tactics for developing a quarrel:

1. Tactics of indignation - used, as a rule, at the beginning of a quarrel as a negative emotional reaction to the action of the interlocutor.

2. Tactics of ridicule - most often based on the use of irony and can arise at any moment of a quarrel.

3. Tactics of barbs - based on an indirect expression of the speaker’s intentions (hint, subtext).

4. Tactics of reproach - takes place at any stage of development of a quarrel.

5. Tactics of demonstrating resentment - the speaker’s dissatisfaction is expressed not about any action of the addressee, but about his speech behavior, which is considered offensive.

6. Insult tactics - usually arises at the climax of a quarrel and involves the use of offensive language.

7. Threat tactics - arises most often in the highest stages of a quarrel.

K.F. Sedov connects verbal aggression with personality type and identifies the so-called conflict aggressors(they are prone to quarrels, scandals, showdowns) and conflict manipulators(they prefer to use the speech genres of reprimand, moral teaching, etc.)

It must be remembered that verbal aggression creates a negative model of human behavior and can serve as the basis for stronger and socially unacceptable behavior - physical aggression. As V.I. writes Zhelvis, “having become stronger in the acceptability of verbal aggression, a person can extend this model to other areas of life that, in his opinion, require physical aggression.”

In addition to the types of verbal aggression considered, which primarily characterize private, interpersonal communication, there is also mass verbal aggression. Thus, the famous expert in the field of rhetoric A.K. Michalskaya especially highlights situations of verbal aggression in which “mass of people participate under the leadership of a leader,” where “all participants unite in an act of verbal aggression against some common “enemy” represented / not represented in the situation by a specific person / persons”: “the leader is directed and deliberately influences a special instinct ... “inspiration,” “inspiring fighting impulse.” Examples of such situations include mass events (political rally, football match, rock concert, etc.).

A special manifestation of verbal aggression is becoming a phenomenon characteristic of a number of media and some politicians, such as hate speech(from the English hate speech), which includes the designation of any public “linguistic act” that directly or indirectly contributes to the incitement of national, religious, social and/or other hostility.

It should be noted that the Committee of Ministers of the Council of Europe defines “hate speech” as all forms of expression that involve the dissemination, provocation, stimulation or justification of racial hatred, xenophobia, anti-Semitism or other types of hatred based on intolerance, including intolerance in the form of aggressive nationalism or ethnocentrism, discrimination or hostility towards minorities, migrants and people with immigrant roots.

In Russia (as in most civilized countries of the world) there are quite strict administrative and criminal prohibitions on actions that incite racial, national and religious hatred, but from time to time direct or camouflaged manifestations of hate speech arise in the public space, which you need to be able to see and deal with. which, of course, should be fought.

Sociologists and linguists identify various forms of existence of hate speech, of which it is important to know the most common:

1) Calls for violence (for example, declaring violence as an acceptable means, including in the form of abstract calls like “ All AIDS patients - to a desert island!»);

2) Calls for discrimination, including in the form of general slogans (for example, “ Down with migrant workers! Jobs only for locals!»);

3) Veiled calls for violence and discrimination (propaganda of “positive”, historical or modern, examples of violence or discrimination, often framed as expressions like “ It would be nice to do such and such with those», « It's high time...", etc.);

4) Creating a negative image of ethnic, religious, age, gender, professional, etc. groups (not associated with specific accusations, but rather conveyed by the tone of the text " It is known that blondes do not have a high level of intelligence»);

5) Justification of historical cases of violence and discrimination (expressions like “ Turks massacred Armenians in 1915 in self-defense»);

6) Publications and statements questioning generally accepted historical facts of violence and discrimination (for example, the existence or scale of the Holocaust);

7) Statements about various types of inferiority (lack of culture, intellectual abilities, inability to do creative work, etc.) of a particular social or ethnic group as such (ideas like “ blacks are stupid», « villagers are rude»);

8) Statements about historical crimes of a particular ethnic or religious group as such (such as “ Poles have always prepared provocations against the Russians»);

9) Statements about the criminality of a particular ethnic or religious group (for example, “ all Italians are mafiosi»);

10) Statements about the moral shortcomings of a particular ethnic or religious group (“ gypsies are deceivers»);

12) Discussions about the disproportionate superiority of one or another social group in material wealth, representation in government structures, the press, etc.;

13) Accusations of the negative influence of a particular ethnic or religious group on society and/or the state (“ erosion of national identity», « Mormons undermine the Orthodox foundations of Russian society»);

14) Mentioning an ethnic or religious group or its representatives as such in a humiliating or offensive context (for example, in a criminal chronicle);

15) Quoting xenophobic statements and texts without commentary that defines the demarcation of the positions of the interviewee and the journalist.

Thus, it should be remembered that freedom of the media should not conflict with such a fundamental value of a democratic society as equal rights of citizens. Any media outlet in its activities can accidentally cross this line, but a purposeful imbalance, especially one of a massive nature, may indicate an imminent social conflict, a painful state of society.

According to Yu.V. Shcherbinina, verbal aggression prevents the implementation of the main tasks of effective verbal communication: it complicates the full exchange of information, inhibits the perception and understanding of each other by interlocutors, and makes it impossible to develop a common interaction strategy.

It should be remembered that there are rules of conflict-free behavior. For example, Professor I.A. Sternin identifies as the most important the “principle of tolerance towards your interlocutor,” which includes the following advice:

· do not try to change the interlocutor during a conversation;

· try to overcome a negative attitude towards the interlocutor; during communication, be distracted from the shortcomings of the interlocutor;

· adapt to the interlocutor (take into account his mood, level of speech preparedness, etc.).

There are many ways to overcome verbal aggression in specific communicative acts.

Ignoring. A very productive course of defense against aggression can be the absence of a reaction to tactlessness addressed to oneself. Very often, the winning tactic in a situation of aggression is to “not notice” the hostility on the part of the interlocutor and not to respond to rudeness with rudeness. This could be silence in response to an aggressive statement or refusal to continue communication. Experienced and seasoned interlocutors can continue communication in a calm tone. In most cases, such tactics do not allow the conversation to continue in a militant manner.

Ignoring is a method that, due to the effect of surprise, has a psychological impact on the aggressive interlocutor and destroys his negative scenario of action. However, it should be remembered that this method of combating aggression is effective in the case when the situation has not become acute and has not turned into openly offensive, unacceptable communication. Otherwise, such tactics can only aggravate the conflict.

Switching attention. It is useful in a situation of a quarrel or showdown to distract the interlocutor from his aggressive intentions or change his negative emotional state, for example, by moving the conversation to another topic. Possible ways to switch attention include the following: an unexpected question (“ Listen, how long have we been arguing?"); distracting sentence (" Let's try to find the answer to this question on the Internet.», « Let's ask mutual friends about this"); appeal to past experience (“ On this occasion I remember an incident..."), joke (" It's just like in a joke..."), etc.

Projecting positive qualities"aggressor". In a certain situation, with good knowledge of the “strengths” and positive traits of the interlocutor, you can remember these qualities (hint at them) using statements that emphasize the randomness of the offense or aggressive speech behavior, for example: reminder (“ You are an adult, reasonable person!"); astonishment (" Could you really say that?!"); disappointment (" I thought you would act differently...»).

Positive evaluative statements. Purposeful demonstration of approval, a friendly attitude towards the interlocutor, praise of his qualities and actions prevent verbal aggression. It is important that the expression of approval be varied in form. The expression of a positive assessment can be not only traditional “ Well done! And " smart girl!”, but also an appeal to past successes (“Last time you did a great job, let’s do it even better this time!”); agreement, gratitude, support for the interlocutor’s opinion (“ I like the way you completed this task»; « I completely share your opinion»; « Thanks for the interesting question»).

Humor. A well-timed joke can relieve tension. However, it must be remembered that jokes with hostile content are no longer humor, but sarcasm (sarcastic, evil, caustic ridicule). Such jokes, on the contrary, can provoke increased aggression (see paragraph 8.4).

Belief. There are requirements, the violation of which makes persuasion ineffective and can irritate the interlocutor. For example, in order to avoid retaliatory aggression, you should not use the following techniques: explaining obvious things to your interlocutor (for example, saying why you should not insult another person), moralizing (“ Interlocutors must listen to each other carefully"); convince of something unacceptable in a given situation (“ It is always necessary to be the first to come to terms"); raise the tone (speak irritably or overly pretentiously).

It is always better to start with a description of the merits of the interlocutor, his achievements, successes. This allows you to relieve emotional stress, set up positive communication, and reduce the possibility of protest. In the process of persuasion, an effective technique for changing roles is modeling a situation in which the “aggressor” finds himself in the place of the “victim.” In this way, one can achieve awareness of the incorrectness of behavior through empathy (empathy): “ Would you yourself be pleased to hear what you told me?», « Imagine being in my situation...»; « Think about what you would do in his place».

Thus, verbal aggression as a negative method of communication has various forms of existence - from ridicule and rude refusal to political slogans and extremist calls - however, over the long history of its existence, humanity has also developed a weapon to counter verbal aggression, which can and should be learned to use.