Methodological development (senior group) on the topic: Speech aggression. Speech aggression in print media

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Definition of verbal aggression

The complexity of the definition of the concept of "speech aggression" lies in the fact that this is not a single form of behavior that reflects any one impulse. This term is used to describe a wide variety of activities. Some researchers note that even a simple cry - without formulating a speech statement - often has an aggressive character. Manifestations of verbal aggression are heterogeneous in terms of motivation, situations of manifestation, forms of expression, results, etc.

Yu.V. Shcherbinina in the external, formal aspect of speech includes, in addition to intonation, timbre, speech tempo, also the specifics of “lexical means and speech constructions” [Shcherbinina 2001: 38]. The internal, formal aspect, in her opinion, corresponds to the analysis of the topic, content, purpose of the statement.

Pronounced verbal aggression is mostly direct. Traditionally, it is associated with the use of brane invectives [Sheigal 2004, Zelvis 1990, 1997]. “The basis of invective communication is the desire to lower the social status of the addressee or the level of his self-esteem, inflict moral damage, and finally achieve a change in the behavior of the addressee” [Zelvis 1990: 23].

IN AND. Zhelvis defines verbal aggression as “the transformation of processes external in form into processes occurring in the mental plane of consciousness, and these latter are verbalized, reduced and acquire the ability to evolve” [Zelvis 1997: 35]. At the same time, V.I. Zelvis notes that the perlocutionary effect of verbal aggression depends on the attitude of the addressee.

One cannot but agree with L.P. Krysin that the use of invectives is “a consequence of negative processes occurring in extralinguistic reality; they are closely connected with general destructive phenomena in the field of culture and morality.

A. Bass sees in verbal aggression the expression of negative feelings both through the form (quarrel, scream, squeal) and through the content of verbal responses (threat, curses, swearing).

As a working definition of the term, we use the definition of speech aggression by K.F. Sedov: " Speech aggression- purposeful communicative action, focused on causing a negative emotional and psychological state (fear, frustration, etc.) in the object of speech influence” [Sedov 2003: 200].

Types of speech aggression

Types of verbal aggression can be classified into different grounds: according to the intensity of manifestation, the degree of awareness of the subject, the nature of the severity, the direction of aggression, the number of participants in the communication situation, etc. Consider the most common classifications.

In the psychological aspect, L.V. Enina distinguishes several types of active verbal aggression, including: a) active direct (this type includes statements with command semantics: directly and clearly expressed demands on another person) and b) active indirect - the spread of malicious slander or gossip [Enina 1999: 97].

Yu.V. Shcherbinina considers the types of verbal aggression in the form of dichotomies - binary oppositions.

Classification by intensity: a) weak, erased and b) strong. She considers scolding, swearing, censure, rude demand, shouting to strong forms of aggression. Here she also includes hostile remarks, sarcastic ridicule, weighty threats. Weak manifestations, in her opinion, contain a very rude refusal, an indirect insult, an indirect condemnation. By the nature, the way of expression, Yu.V. Shcherbinina distinguishes overt (open) and hidden (implicit) aggression. In open verbal aggression, the content plan corresponds to the expression plan within one aggressive utterance. It includes a clear threat, a deliberate insult, a rude demand, a refusal, a remark-reprimand.

Hidden verbal aggression is most often realized in hostile hints, ironic remarks, hidden threats; sometimes in the form of gossip, denunciations. In relation to the object Yu.V. Shcherbinina speaks of transient and intransitive verbal aggression. Transitional aggression is directed at one real participant in the speech situation, while intransitive aggression manifests itself in cases where a person unfoundedly, abstractly scolds “life in general”, expressing a negative assessment of the whole world around [Shcherbinina 2001: 109].

A.K. Mikhalskaya pays special attention to the classification of verbal aggression according to the number of participants in the communication situation - mass and socially closed. She speaks of verbal aggression, in which masses of people participate under the leadership of a leader, where all participants unite in an act of verbal aggression against a certain common enemy, represented / not represented in the situation by a specific person [Mikhalskaya 1996: 149]. Mass events (political rally, football match, etc.) can serve as an example of such situations.

Analysis of the means of verbal aggression allows E. I. Sheigal to distinguish three of its varieties:

1. Explosive - the most direct, sharp, impulsive-emotional form of verbal aggression (swear invectives; speech acts of threat, verdicts and categorical demands and appeals).

2. Manipulative - more rationally conscious forms of verbal aggression based on ideological transformations of the original meaning (invective labels, means of defamation).

3. Implicit aggression associated with a veiled expression of the corresponding illocutionary intention (indirect speech acts, indirect predications, ironic invectives) [Sheigal 1999: 221].

A generalized classification of the types of verbal aggression is given by K.F. Sedov. He distinguishes ten binary oppositions in accordance with the manifestation of verbal aggression:

1. Verbal / non-verbal.

Here, the criterion of distinction is the nature of the sign means of expressing verbal aggression. Among the non-verbal forms of K.F. Sedov attributes, first of all, gestures, as well as silence (threatening, ironic, protesting, etc.).

Direct verbal aggression is the result of a communicative act, the illocution of which contains open, obvious hostility. These are such manifestations of verbal aggression as insults, threats, malevolence.

V.V. Dementiev defines indirect communication as “meaningfully complicated communication, in which the understanding of the utterance includes meanings that are not contained in the utterance itself, and requires additional interpretive efforts on the part of the addressee, being irreducible to simple recognition (identification) of the sign” [Dementiev 2001: 3].

3. Instrumental / non-instrumental.

Instrumental aggression in a communicative act, in addition to a hostile intention, also contains the desire to achieve some other goal. Non-instrumental aggression is aggression for the sake of aggression. It serves the purpose of cathartic discharge at the expense of the communicative partner and is usually of an affective nature.

4. Initiative / reactive.

Initiative aggression is a means of attack. Reactive aggression performs the function of protection from the aggressor (real or imaginary).

5. Active / passive.

K.F. Sedov notes that this division is very reminiscent of the above opposition - initiative / reactive. However, here he sees significant differences between reactive and passive aggression. Reactive aggression is aggression against aggression; passive - aggression by terminating contact or demonstrating unwillingness to enter into it.

6. Direct / indirect.

This dyad is distinguished on the basis of the nature of the communicative contact. Direct verbal aggression occurs within the framework of a speech act, in which the communicants are in the same space and time. Indirect aggression is considered to be a speech impact carried out in different time periods.

7. Spontaneous / prepared.

The criterion of differentiation in this case is K.F. Sedov names the originality of the process of generating an utterance. Spontaneous aggression is manifested within the framework of a speech act, where the motive and communicative intention are realized almost simultaneously with their verbal expression. Prepared aggression is pre-planned. Sometimes it becomes an expression of the communicative intention of the individual, which has been prepared for a certain period of time.

8. Emotional / rational.

Emotional aggression usually manifests itself within the framework of a spontaneous speech act. K.F. Sedov characterizes emotionally aggressive speech actions as affective. Rational aggression is a pre-planned speech statement, which finds expression in indirect forms of influence of various kinds: barbs, jokes, irony.

9. Strong / weak.

The need to highlight this opposition K.F. Sedov sees in the possibility of measuring the perlocutionary effect of aggressive action. Strong aggression becomes the result of a speech act that can affect the change in the emotional state of the communicative partner, cause him strong frustration, a feeling of humiliation, fear, etc. At the same time, the intensity of speech impact, according to K.F. Sedov, does not directly depend on the rudeness of the speech act. In some cases, the effect of strong frustration may be the result of a caustic joke or taunt.

10. Hostile / non-hostile.

The nuclear form of the studied speech phenomenon K.F. Sedov considers hostile aggression. Non-hostile aggression is aggression only in form. With all signs of aggressiveness, the main intention of the speech act does not contain the desire to bring harm, damage to the interlocutor and is used in informal friendly communication [Sedov 2003: 201-207].

In real discourses, verbal aggression manifests itself in the form of intra-genre speech tactics. The term intra-genre tactics is defined as a minimal one-act genre form (equal to a sub-genre) that embodies a plot twist within an intra-genre interaction. The main purpose of tactics is to determine the nature of the thematic development of discourse [Sedov 1999: 71]. Analysis of specific material revealed the following aggressive tactics:

Tactics related to direct aggression (insult, threat, accusation, curse, malevolence, appeal, statement of incompetence) and

Tactics related to indirect aggression (ridicule, taunts, reproach, indignation).

In the speech communication of the individual K.F. Sedov distinguishes the following tactics: insult (invective), threat, accusation, curse, malevolence, statement of incompetence, indignation, mockery, causticity, reproach, demonstration of resentment, rude termination of communicative contact, reference and threatening silence.

1.3 Media discourse as a space for the manifestation of verbal aggression

The main communicative space in which verbal aggression is present is the print media. Of course, the media are not the exclusive scope of speech aggression, but in terms of the number of one-time recipients of one or another type of speech impact, they leave far behind any other areas of information functioning.

MEDIA? it is the main (and most effective!) instrument of political manipulation. Political manipulation is a specific type of speech influence, which aims to introduce into consciousness, under the guise of objective information, an implicit but desirable content for certain political groups in such a way that the recipient forms an opinion based on this content that is as close as possible to the required one. The technologies of speech influence in the media discourse today have been developed so much that they can really and significantly influence the behavior of the masses, the outcome of elections, the popularity of a particular product, policy or political project, a public figure in general, etc.

Speech aggression in the sphere of mass communication has a more complex structure than in interpersonal communication, where an aggressive speech act "serves to manifest or establish social asymmetry" [Mikhalskaya 1996: 165]. The evolution that the use of aggression by the media undergoes, depending on the socio-political system, is of particular interest to us. Journalists act as intermediaries between professional politicians and a mass audience of non-professionals. E.I. Sheigal calls journalists “relays, storytellers, entertainers, interviewers, pseudo-commentators” [Sheigal 2004: 62]. She emphasizes that “thanks to the media, citizens receive the most complete information; but in the role of witnesses, observers of political events... they are subject to such analytical pressure that the interpretation of events often acquires greater significance than the event itself” [Sheigal 2000: 62].

As a means of verbal aggression, journalists deliberately resort to offensive vulgarism. At the same time, the direct addressee - the reader is understood as a like-minded person. The intention of verbal aggression is aimed at overthrowing the enemy. The bottom line is to say something that could “worse the public image, damage reputation and, thereby, reduce his chances of political survival” [Sheigal 1999: 214]. The realization of this intention can be achieved through invective and defamation. Defamation is understood as “the public dissemination of information (real or imaginary) that disgraces someone” [Sheigal ibid.]. If the invective publicly humiliates, saying “he is bad!” Without explaining why, then the means of defamation convey some information that discredits the opponent, and the value judgment deduces the addressee from this information. Defamation of the opponent is carried out with the help of various operations with the truth aspect of the statement, which range from complete inconsistency with the truth (falsehood) to minor deviations from the true state of affairs [Sheigal 1999].

Drawing a conclusion, we can say that verbal aggression in the media is, first of all, a means of achieving agitation and propaganda goals. Moreover, the object of aggression is a political opponent, and the addressee is the reader. Using aggression against one common enemy, the author unites with the reader, trying to mobilize him to fight.

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Introduction

The Russian language is characterized today, as many researchers note, by a decrease in the level of speech culture, vulgarization of speech, taboo vocabulary, and propaganda of violence in the media. All this is the result of increased 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, makes it difficult to fully exchange information, and reduces the possibility of mutual understanding between communicants. In this regard, in my opinion, every person today needs to have an idea of what verbal aggression is in order to be able to deal with 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 a 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 human life due to the fact that communication appears in all these areas. That is why the concept of "speech aggression" is interpreted differently by researchers.

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

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

Speech aggression is the intentional targeting of insulting or harming a person through various speech methods.

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

1.1 Types of speech aggression

Active direct aggression. Verbal humiliation of a person. This type of verbal aggression includes command statements. Characteristics: 1) requires immediate submission); 2) threatens with unpleasant consequences 3) uses verbal abuse or humiliation of another person (group of persons), shows sarcasm or ridicule.

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

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

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

According to the intensity of speech aggression, the following 2 types can be distinguished:

1) Strong verbal aggression - obvious abuse or swearing (this can often be seen in public discussions of V.V. Zhirinovsky), when the speaker does not hide his desire to offend the 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 speech aggression and its awareness:

1) Conscious, purposeful (deliberate, proactive) verbal aggression. This type speech aggression is characterized by the fact that the aggressor wanted to influence (insult) 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 cue, assert himself, which can lead to insulting others). This point can be attributed to aggression as a way of protection (often observed in television discussions).

1.2 Causesmanifestationsverbal aggression

Verbal aggression caused by subjective reasons (for example, mental or mental disorders) 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, at least the following can be distinguished among them:

1. Biological;

2. Social;

3. Psychological;

4. Sociocultural;

5. Actually communicative.

Since this issue has many aspects to consider and may be the subject of a separate scientific research, in this work we will only restrict ourselves to short enumeration the most important reasons for the wide spread of verbal aggression in modern society, in particular, in the school speech environment.

Speaking about human aggression, in particular about its verbal manifestations, it must be recognized that the emergence and development of aggressiveness depends mainly on social conditions, which include both the social formation as a whole and the immediate social environment, small group.

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

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

Meanwhile, in the hermeneutic concept of the French philosopher P. Ricoeur ("Triumph of language over violence. Hermeneutic approach to the philosophy of law"), as one of the possible oppositions to linguistic violence, a restraining mechanism, legal norms, process (trial - tribunal) are rightly considered as " 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 power; the desire for power; the popularity of the idea of an end that justifies the means, etc.) and the corresponding social attitudes (the idea of the world as about cruel and full of violence, focus on 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. Promotion of violence in the media. Mass media, primarily television, act as a source of verbal aggression. (The mechanism of the impact of the media on the consciousness of the consumer, including his linguistic consciousness, is described in the article by O. Starova "Mass Media as a Source of Aggression".)

The spread of verbal aggression is also facilitated by the popularity of 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 rightly believes V.G. Kostomarov, "an element of play, looseness, familiarity penetrates the presentation of tragic events, testifying not only to the insolvency of the author, his bad individual taste and bad manners, but also to a triumphant stylistic trend." (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 injure the drinking companion with whom he spent 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. Zelvis, in the last five to seven years, not only foreign, but also Russian media have been "cultivating the invectivization of speech" (20, p.25) - the unjustified use of swear words and expressions. This position is also confirmed by the studies of V.G. Kostomarov. In his work "The Linguistic Taste of the Epoch" he gives numerous examples of how "the 'unprintable word' today simply bursts into 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 unlimited freedom of expression, behind the familiar swagger of 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, such a 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 goblin, 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 enter the house where people quarrel and swear, etc. (81, p.56);

b) more strict observance norms of speech etiquette;

The latter had a particularly strong impact on linguistic consciousness, since, as A.K. 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) Yu.M. Lotman (43, pp. 164-169).

Social preconditions for widespread verbal aggression in modern world in many respects determine the actual communicative reasons for the manifestation of this phenomenon, among which it is first of all necessary, in our opinion, to single out the following:

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

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

- "The convergence of the styles of the literary language, by its nature bookish, even with oral implementation, with uninhibited colloquial speech…" (27, p. 232)

This largely explains the fact that lately "journalists, especially in youth newspapers, ... are deliberately cultivating a "roughened Russian language", which "bribes with its realism" and "spreads the circle of readers" (27, p. 30)

2. A number of stereotypical communicative attitudes of parents who are afraid that their child will not be able to easily adapt in a "cruel" world, which are expressed in such verbal patterns as "hit back", "fend for yourself", "justify parental hopes at any cost", etc. .P. moreover, most often this implies verbal (as less condemned), and not physical aggression!

As K. Byutner notes, "when sending their child" into the world ", parents are naturally concerned about whether he can and how to protect his personality in all the collisions awaiting him." (4, p.19) At the same time, "even if in family education the emphasis is on cooperative and tolerant behavior, the hope 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 the lack of targeted training in communication skills at school.

4. Pathogenic communicative environment in the children's team, negative personal experience verbal communication of a child who is not initially prone to verbal aggression (setting to negative verbal contact in the children's team, expressed in desires such as "arguing", "mocking" and hanging verbal labels, for example, "sneak", "liar", "imagined" and etc.)

Sociocultural factors that determine a greater or lesser degree of manifestation of verbal aggression in a society include the following:

1. Attitude towards verbal aggression and the degree of its condemnation in a given society, culture. So, 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. Traditional for this society form of sublimation of physical aggression. According to the research of V.I. Zelvis, based on a comparison of various speech 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 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 one to regard itself as a kind of substitute for physical aggressiveness." (19, p.104) If we talk about the Russian speech tradition in this aspect, then for it, as well as for European culture in general, according to V.I. Zelvis, more typically invective, verbal aggression.

Thus, we can conclude that the widespread occurrence of the phenomenon of verbal aggression is due to significant social loyalty to this type of aggression, as well as the attitude in the 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 studied speech environment, it is necessary, first of all, to take into account the following age-related psychological characteristics of middle and high school students:

1. The psychological crisis of adolescence, marked, as you know, by an increased manifestation of aggression in general and speech especially.

2. Exacerbation in adolescence of psychological discomfort when getting into a situation of frustration and 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, the stereotype of behavioral reactions, 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 result, fixation on negative impressions, their too acute experience" (104, p. 50), which can provoke aggression, in particular verbal.

Hyperfunction of the level of expansion, the features of which are the development of the level of claims, the creation of the 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 a more complex purposeful behavior. Therefore, in the case of hyperfunction of this level, the need for dramatization of relations with the world increases and, consequently, the tendency to quarrels, conflicts, and aggressive statements.

Hypofunction of the level of emotional control, "responsible for resolving complex ethological problems of organizing the life of an individual in society" (104, p. 25), establishing emotional interaction with other people, developing the ability to empathize with another person (empathic). With the weakening of this level, there is also a weakening of the influence of social acceptability, the correctness of 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 expedient 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 actually communicative (verbal aggression as a speech phenomenon).

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

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

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

The well-known researcher of aggression N.D. Levitov rightly notes that “in everyday life, including school life, there are often forms of rude violent behavior that undoubtedly relate to aggression, although they are not usually called by this term. when they see aggressive behavior…"

Thus, we observe the widespread prevalence of speech aggression with relative loyalty to this phenomenon on the part of modern society.

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

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

The immediate sphere 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 not taken into account at all. So, in most cases of offensive communication, there is a weakening or complete lack of control of the communicants over their own statements.

The evidence for this is the active use of the invective; violation of intonation, timbre, tempo and other phonological features of speech; lack of consideration of the "addressee factor" (constant interruption of the interlocutor, touching on "taboo" (forbidden) topics, etc.).

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

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

So, in the case of verbal aggression, a kind of substitution or distortion of the initial communicative intention of one or more participants in communication occurs. For example, a discussion that initially has a positive communicative orientation - proof of one's own point of view or a joint search for truth, easily develops into a quarrel, verbal squabble, the purpose of which is to hurt the opponent. This happens as soon as in the speech of at least one of the opponents there are signs of verbal aggression: an increase in tone, a sharp categorical judgment, a "transition to personalities", 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;

It slows down the perception and understanding of the interlocutors of each other;

Makes it impossible to develop a common strategy for interaction.

2 . Ways to overcome verbal aggression

How to counter verbal aggression?

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

First, we can talk about an innate tendency to aggression and, as a result, the inevitability of certain of its manifestations in our lives. The mental and psychological characteristics of the personality (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, for the aggressive reflection of the interlocutor's verbal attack.

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 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, hostility towards us will definitely manifest itself on the part of other people - bus passengers, sellers in the market, neighbors in the entrance, 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 the norm of communication, as long as we do not want to see our own tendency to 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 one’s own speech and mastering the skills to respond correctly to the rudeness of the 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 their speech actions, it is especially necessary.

Consider the following areas of control over verbal aggression:

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

II. Mastering private psychological and pedagogical methods of preventing and eliminating verbal aggression in specific situations of communication.

III. Using means of speech etiquette to prevent verbal aggression.

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

1. Reflection (lat. reflexio - bending, turning) - reflection on one's internal state, a tendency to analyze one's experiences, introspection. Reflection involves self-observation and self-control over one's speech, systematic work to identify the shortcomings of one's own speech activity.

folk wisdom

Master of your anger is master of everything.

Do not give free rein to the tongue in a feast, and the heart in anger.

Hold your tongue, and squeeze your heart in a fist.

2. Empathy - the ability to empathize, compassion, the ability to understand another person. This skill is very important to prevent verbal aggression in a situation of disagreement, when it is possible to misunderstand the position of the interlocutor. To avoid offensive communication, it is often enough just to 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 benevolent tone and etiquette nature of speech communication, but is also the most important component of the communicative competence of the speaker and speech-thinking culture as a whole.

3. Tolerance (lat. tolerans - patiently enduring) - tolerance, indulgence. Tolerance implies the correctness of assessments, the ability to forgive another person for his harshness, intemperance in speech, recognition of the interlocutor's right to his own opinion.

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

A constant increase in the individual level of speech culture is the first step towards overcoming verbal aggression.

You need to remember the principle of "three Cs", which allows you to overcome the tendency to offensive communication:

introspection,

Empathy,

Condescension.

2.2 Private psychological and pedagogical methods of control over verbal aggression

Private psychological and pedagogical methods of controlling speech aggression are methods and methods of psychological and educational influence that allow preventing or eliminating speech aggression in specific situations of communication. Let's consider the main ones.

1. Ignoring verbal aggression (in psychology - the method of "extinguishing") suggests that a person does not react to verbal aggression in his address, as if he "does not notice" hostility from the interlocutor, does not respond with rudeness to rudeness. verbal 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 an aggressive statement;

Refusal to continue communication (turn away, leave);

Continuation of 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 based on the principle: “he gives me a word, and I give him ten”. So - word for word - and a quarrel breaks out, a verbal squabble, each participant of which tries to "talk" the enemy, trying to reserve the "last word".

Ignoring, on the other hand, 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 deceived expectation).

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

We 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, one needs willpower, the ability to show patience, endurance, calmness - qualities that must be developed in oneself stubbornly and purposefully. Practical ways to develop these qualities are active participation in disputes, discussions; public performance; autotraining.

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

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

Ability to manage the flow of a conversation;

Ability to quickly respond to the words of the interlocutor;

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

Let's highlight the main ways to switch attention:

Ask the interlocutor an unexpected

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

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

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

In pedagogical communication - the alternation of various

types of speech activity: 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, which emphasize the unexpectedness and randomness of the misconduct.

Such expressions may take the form of:

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

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

An expression of disappointment (for example: “But I thought you would do differently ...”), etc.

4. "Tactical doubt" (the method of "incitement") - a private version of the projection method - a means of targeted verbal influence on the addressee by means of a verbal "challenge" or "provocation": hurt pride, challenge, express feigned distrust.

For example, like this: “I thought you were a good boy, you probably made a mistake ...”; "Well, who is the most courageous - who will be the first to put up?"; "Can't you do without rude words?"; “It must be hard for you to show patience and endurance!” etc. (see task 9).

The mechanism of influence here is generally similar to the method of projection: the actualization in the mind of the child of a positive model of speech behavior 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 - a verbal demonstration of approval, a friendly attitude towards the interlocutor, an expression of praise (cf. the behavioral term “positive reinforcement”, the term of the American psychoanalyst E. Berne “verbal strokes”). This contributes to the creation of a positive atmosphere of communication and prevents verbal aggression .

Especially important are positive evaluative statements in pedagogical communication, which, as is well known, is in itself a system of evaluative situations: in the form of a mark or verbal assessment, we express our attitude to the child's educational activity.

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

This vicious communication model was brilliantly reflected in the well-known anecdote "about Vovochka":

Vovochkina mother, addressing her daughter:

Zin, run and see what Little Johnny is doing there? Yes, tell him to stop immediately, otherwise I will ...

The mechanism of the impact of positive evaluative statements is that a positive assessment evokes in the child a sense 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, rude refusals.

Indicative in this respect can be considered an 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 use of the “praise tactics” by the teacher in this situation (note good work, praise the most accurate students) instead of censure (in the form of an inappropriate proverb about an unsuccessfully written dictation and a barb against a student), could prevent subsequent verbal aggression.

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

Firstly, in this way the sincerity of the attitude of the teacher, who has taken the trouble to do without a stereotyped phrase, is manifested. Secondly, a variety of positive assessments implements an individual approach to each student, takes into account his personal characteristics and preferences. Thirdly, this is one of the most 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 whole subject of his speech as a whole.

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

Referring to past successes (for example, “Last time you did a great job!”);

Expressions of consent, approval, gratitude, support for the opinion, action, undertaking of the child (for example: “I like how you completed this task”; “I completely share your opinion”; “Thank you for an interesting question”);

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

Thus, the formal and meaningful variety of positive evaluative statements contributes to the establishment of a 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 a misconduct (a kind of “negative reinforcement”. For example, you intend to emphasize that your interlocutor behaved tactlessly, acted dishonestly, spoke unfairly, etc.

The 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 (“Be kind, be quiet, please!”) A false idea is created about the content of communication (as a violation of silence in the lesson, and not insulting students towards a classmate). Such a statement contains a hint of flattery, the teacher's uncertainty in his actions. It would be more expedient to turn to specific students and directly condemn their verbal behavior, demand that insults be stopped. For example, like this: “Kolya and Petya, I make you a stern remark! Please don't insult Misha, now you will go to the blackboard" or "Guys, please stop swearing! You are behaving very ugly!”

At first glance, direct censure 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, prohibition, demand, appeal) can naturally have the opposite result - cause retaliatory verbal aggression.

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

Finally, it should be emphasized:

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

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 not compatible with open aggression.

Ethologists have established that our smile, like the grin in 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 deterrent" that "delivers a palpable sense of social cohesion." “Laughing comments or actions often… just take the anger out of others.”

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

Let us single out the basic requirements for a joke, with the help of which it is possible to eliminate or prevent verbal aggression:

Harmlessness (should not hurt the dignity of the addressee);

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

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

Humor - the ability to see and show the funny; condescendingly mocking attitude towards something; laughing at relatively harmless comic contradictions.

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

Sarcasm - caustic mockery, evil irony, indignant ridicule.

8. Persuasion - "explaining to children the rules of disciplined behavior in order to, on the basis of understanding and appropriate feelings, teach them to observe these rules."

Let us single out a number of requirements related to both the formal and the content side of a persuasive statement, the violation of which, firstly, makes persuasion ineffective; secondly, it can cause irritation, hostility of the addressee.

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

Explain the obvious (for example, why you can’t insult another person), it’s better to correctly recall (for example: “Masha may be offended by these words”);

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

To convince in the inaccessible (for example, that “you never have to quarrel again”, or that “it is always necessary to come to terms first”);

To raise the tone (to speak irritably or overly emotionally, snobbishly) - the tone should be calm, even, but confident;

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

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

a) begin with a description of the merits of the addressee (his positive qualities, achievements) in order to remove emotional stress, set up for positive communication, reduce the possibility of protest, disagreement;

b) use the technique of role reversal: verbal modeling of a situation in which the "aggressor" is in the place of the "victim", in order to achieve awareness of the incorrectness of speech behavior through empathy. For this, the following forms of expression can be used:

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

Motivation (“Imagine that you were in the place of Sasha ...”, etc.);

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

c) use an argument in the form of a 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, consequently, inhibits verbal aggression.

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

9. Suggestion - "a belief that takes on the character of indirect influence"

In many situations of pedagogical communication, suggestion is more in an efficient way prevention or elimination of verbal aggression than persuasion, since such an impact is softer, hidden, less offensive to the addressee.

Suggestion can be expressed in various forms:

Advice (“In your place, it would be better to do so ...”);

Expression of opinion, attitude to misconduct (“I would have done it differently, but like this ...”);

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 - a kind of oral dialogic form of pedagogical communication; can be seen as an extended form of persuasion.

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

Influencing (goal - in addition to explaining some phenomena, concepts, the impact on emotions, feelings);

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

The conversation can be individual, if verbal aggression has already taken place, or collective - mainly of a preventive orientation. When preparing for an individual conversation with a child, it is necessary 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 this child is generally prone to verbal aggression;

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

Know the individual personality characteristics of the child (character traits that contribute to / prevent the manifestation of verbal aggression, and the type of his linguistic personality). Most often, the 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

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 variety of situations, including conflict situations. Carefully developed rituals of appeals, requests, refusals, apologies are intended to prevent the quite possible discontent, irritation, disagreement of the addressee.

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

Thus, etiquette is one of the most 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 an example of ritual inciting in ducks: it rarely happens that a drake, under the influence of inciting a female, actually attacks the “enemy” indicated by her. As the excitement grows, the duck itself turns away from the "enemy" and eventually takes out its own tail with its beak. In ducks, baiting simply means a marriage proposal.

In addition, one of the main features of the rules of good manners is the obligation to fulfill them by all participants in the speech situation. One 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, a violation of the harmony of speech.

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

So, it's important to remember:

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

This is especially true of pedagogical communication, the speech of a teacher, educator, and parents. Communication with children implies increased speech responsibility and does not allow rudeness, tactlessness. Mastering the norms of speech etiquette is one of the most important components of the teacher's communicative competence. Consider the 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 for one's wrong judgment, a rude statement addressed to him and thereby restore friendly ties, return the addressee's disposition, prevent the development of conflict, manifestations of verbal aggression.

Meanwhile, we can say that an apology "changes the sign" of the conflict situation - from negative to positive; it determines the general direction, the setting of communication: from disunity, alienation, hostility of communicants - to reconciliation, unity, reaching agreement, restoring harmony in 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 occurs as a response to a rude demand, often caused not by a desire to offend the addressee, but by an elementary 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:

The form of the question ("Could you ...?"; "Why don't you ...?", etc.); - the use of the subjunctive mood (for example, "Would you go to the store"); - the use of a hint - statements, meaning which is understood by conjecture (for example, “We don’t have bread…” = a request to go get some bread).

3. The 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 referring to an unfamiliar or unfamiliar, older person) leads to a violation of the harmony of communication, provokes objection, discontent, protest of the interlocutor. Meanwhile, polite and appropriate treatment is one of the main etiquette ways to demonstrate a benevolent, respectful attitude towards the addressee.

In Russian speech etiquette, the appeal "you" is accepted in the following situations:

To an unfamiliar (unfamiliar) addressee;

With a close long-term relationship of old acquaintances;

in a formal setting;

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

The appeal "you" is accepted:

To a well-known addressee;

In an informal setting of communication;

With a friendly, familiar, intimate attitude towards the addressee;

To an equal and junior addressee.

At the same time, it is necessary to take into account at the same time 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, the variation in the forms of appeals in conditions of conflict or offensive communication makes it possible to show a negative attitude towards the actions, deeds, words of the addressee and at the same time avoid rudeness, open aggression. For example, to correctly express a negative assessment, as well as demonstrate resentment, disagreement, it is sometimes enough to turn to a closely familiar and equal or younger interlocutor in “you”, using full form name: “Maria, you are preventing me from teaching a lesson” - to a student (cf. “Masha, you are 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 considered:

Varying the forms of address is a fairly effective way to influence the addressee and avoids verbal aggression in resolving the conflict.

4. Polite expression of disagreement. Disagreement with the opinion of the interlocutor is often expressed by us rudely, sharply, which makes it offensive to the addressee, can provoke reciprocal verbal aggression, lead to a quarrel.

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

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

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

The main techniques of euphemistic substitutions: - the use of descriptive turns of speech, paraphrasing (for example, "the person who appropriated something" instead of "thief");

Words with the prefix not - (for example, "not true", instead of "false");

Indirect information (the so-called metamessages): allusions, allusions, allegories (for example, "You acted like a dishonest person" instead of "scoundrel");

The “change of addressee” technique is the projection of the speech situation onto the third participant in the conversation (for example, “The other would have acted in this situation in this way ...”).

At the same time, the richness of our language, the diversity means of expression provides the ability 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.

...

Why does it occur

Language aggression occurs:

If you need to express negative emotions in response to external stimuli - classic example: something heavy falls on the leg, up to 90% of adults will express their attitude to what happened extremely negatively.
To express negative emotions: anger, resentment, irritation, dissatisfaction and contempt require their expression: in the form of verbal "skirmishes", curses or neutral in meaning, but extremely aggressive in context, words. Such aggression can be directed at people who have caused negative emotions or at those who influence the aggressor in one way or another: they pushed in the crowd, stepped on their feet, slammed the door loudly, and so on.

The main reason for linguistic aggression is an attempt to achieve a specific goal with the help of special speech strategies that should frighten the interlocutor, make him feel guilty or discredit him in the eyes of others.

Verbal aggression is always the desire to harm someone. Even expressing one's own negative emotions, as a rule, represents aggression against someone. It is rather difficult to define or classify it, since there are no clear criteria to distinguish aggression from neutral statements. The use of profanity or words with a negative meaning cannot be a sufficiently clear criterion, since their use does not always carry a semantic load and does not demonstrate a true attitude to the situation. And neutral words, spoken with the right intonation or a certain tone, can be extremely aggressive for a person.

Kinds

Speech or verbal aggression is classified in different ways.

Main types:

An active line is aimed at a certain person, a group of people, and so on. This is the expression of threats, negative wishes, abuse and calls for violence, aggressive actions.
Active indirect - spreading slander, gossip about someone, undermining authority, imposing a negative opinion on others about someone or something.
Passive direct - refusal to communicate with anyone, silence or avoidance of an answer, a conversation.
Passive indirect - refusal to give any explanation.

Most often, we are faced with the first two types of aggression.

Active line in modern life occurs both in everyday, everyday life, and in public speeches, and in the reaction of the media.

This type of aggression includes talking in raised tones in the family, quarrels between colleagues, squabbles between neighbors and hundreds of other situations that everyone faces daily.

In the same way, active aggression is threats and destructive wishes addressed to someone by the media.

Active direct aggression is divided into open (explicit) and covert (implicit). Open linguistic aggression is expressed in the form of direct attacks, threats or insults. With hidden, the true goals are masked: neutral words and expressions are selected in such a way as to evoke negative emotions in listeners in relation to something or someone.

Active indirect is the deliberate, deliberate dissemination of negative false information or "shuffling" of known facts about someone or something. This is done in order to cause negative emotions in relation to something.

The passive line is the refusal to communicate with anyone. It can be both demonstrative and in the form of evasive answers.

The passive indirect consists in the unwillingness to defend someone from aggressive attacks, the refusal to give comments or explanations in someone's favor.

What to do if faced with verbal aggression

Everyone should know how to deal with verbal aggression. Since anyone can face it, regardless of his age, social status, gender and lifestyle.

If you are the target of a verbal aggressor:

Ignore him - if the situation allows, just get away from a quarrel or abuse, if this is not possible - do not respond to attacks.
Switch attention to something neutral - in response to negative statements, you can ask clarifying questions, be interested in the details of what is happening.
Agreeing with an opponent is an effective method in dealing with aggression in the family. Any aggression needs "feeding" from the second side. It is simply impossible to argue and swear with a person who agrees with everything in advance.
React with a joke or make fun of the situation.

The most important thing when dealing with any kind of verbal aggression is to remain calm and not let the person provoke a retaliatory attack on your part. To do this, you need to clearly understand the reasons that prompted your offender to “attack” you and the goals that he pursues. Thinking about this well helps to cope with the usual aggressors, who cannot be avoided: family members, relatives, colleagues, and so on.

If you yourself are the source of aggression, then you need to learn how to cope with negative emotions without splashing them out on others. Without this, it will not be possible to get rid of the habit of “splashing out” everything on someone.

If you can’t cope with verbal aggression both in your address and your own, you can use the following methods:

Taking medication - if you are having a hard time with verbal aggression addressed to you in any form, you can strengthen your nervous system and get rid of fear, anxiety, sleep problems with the help of herbal sedatives: extract of valerian, motherwort, peony or light antidepressants: Afobazol, Aminalon and others - they are used only as directed and under the supervision of a physician.
Special methods - reduce the load on nervous system breathing exercises, methods of switching consciousness will help: for example, reading poetry or multiplication tables to yourself, yoga or meditation.
Psychotherapy - You can truly stop responding to verbal aggression with the help of psychotherapy. The psychotherapist helps a person to realize why he reacts so sharply to certain statements and teaches methods not to succumb to provocations.

You are holding an unusual textbook in your hands, which deals with verbal aggression - a phenomenon that has completely captured many spheres of the life of modern society and is increasingly noted in the speech of specific people - bus passengers and sellers in the market, school teachers and kindergarten teachers playing games. yard of children and parents watching them.

Verbal aggression impedes the implementation of the main tasks of effective verbal communication: it makes it difficult to fully exchange information, inhibits the perception and understanding of each other by interlocutors, and makes it impossible to develop a common interaction strategy. She is the companion of almost any quarrel and the most dangerous enemy of politeness. Therefore, a comprehensive study of verbal aggression is a necessary condition for ensuring the communicative security of an individual and society as a whole.

Aggression of the word actively participates in children's games and entertainment of adolescents, stays in our kitchens, sits at a school desk, "helps" teachers and parents "educate" children. In this regard, the creation of this manual is determined by the particular relevance of the problem of verbal aggression for the children's speech environment and pedagogical communication.

The formation of effective speech communication skills that do not allow rudeness, tactlessness, and teaching the ability to prevent manifestations of aggression in children's speech is one of the primary tasks. vocational training modern teacher and the most important moment of raising a child in the family.

Finally, the relevance of the study of verbal aggression is determined by the lack of research into this problem in domestic science and on domestic material. Even at present, publications on this topic are few in our country and are mainly a review of foreign studies.

In the development of this manual, a systematic approach to the study of verbal aggression as a socio-psychological phenomenon and pedagogical problem was used, which involves the use of the achievements of various sciences and interdisciplinary complexes: rhetoric, linguistics, psychology, pedagogy, ethics, philosophy, sociology, ethology, psycholinguistics, linguoethology.

The manual includes ten topics, each of which reveals one of the aspects of the study of verbal aggression as a social, pedagogical, speech problems. Of particular interest are sections 8-10, the purpose of which is the formation and development of the necessary communication skills that allow you to control, prevent, prevent verbal aggression in children's speech and in pedagogical communication.

Each section begins with setting goals and defining the objectives of the study and the formulation of problem orienting questions. Further, the necessary minimum of theoretical material on this problem is presented. At the end of the topic, tasks and exercises are presented that illustrate the theoretical provisions and are aimed at the formation and improvement of communication skills indicated in the tasks of studying the section. Tasks are accompanied by the necessary methodological commentary.

Fragments of works of art and models of specific speech situations are offered as the main didactic material for tasks and exercises. This allows us to demonstrate the variety of manifestations of verbal aggression in specific communication conditions and show the possibilities of using various communication strategies and tactics to overcome it. Special attention is paid to working with proverbs and aphorisms as genres that most accurately and succinctly reflect the norms of speech communication.

The manual ends with a list of references, which are referenced in the theoretical part of each section and which is recommended for additional study of topical problems of verbal aggression. Application materials contain:

- 20 speech situations marked by manifestations of verbal aggression of schoolchildren and teachers and obtained in the course of a stating experiment conducted on the basis of several secondary schools in Moscow (Appendix 1);

- drawings of schoolchildren obtained as a result of using projective methodology"Drawing of a non-existent animal" (Appendix 2);

- mini-compositions of students of the 6th and 8th grades on the topic: “How do I imagine my rights and opportunities to punish another person for his wrong actions, words, deeds” (Appendix 3);

- thematic planning of classes for a special course for students of pedagogical universities "Speech aggression as a pedagogical problem" (Appendix 4). The textbook was developed on the basis of the author's Ph.D. thesis "Verbal aggression in the school speech environment" (Moscow, 2002) and is addressed to the widest range of readers, primarily students of pedagogical universities, teachers, educators, and parents.

In the process of studying the tutorial, you will come across the following conventions:

* - problematic questions and tasks that precede the study of the topic.

! - information that requires special attention, memorization.?

- generalizing tasks in the course of studying the theoretical material, drawing up diagrams, tables, formulating general conclusions).

♦ – methodological commentary on tasks.

A SMALL WORD CREATES A BIG OFFENSE

What is verbal aggression?

The tasks of studying the topic:

- to get acquainted with the concept of "speech aggression";

- to get acquainted with the main approaches to the study of aggression;

- learn to distinguish speech aggression from related and similar phenomena (vulgarisms, invectives, specific forms of speech behavior in children's and youth subculture);

- learn to identify verbal aggression in specific communication conditions.

* “For some people, speaking means offending: they are prickly and caustic, their speech is a mixture of bile and wormwood tincture; ridicule, mockery, insults flow from their lips like saliva. Are you familiar with what the French satirist-moralist of the 17th century writes about? Jean La Bruyère? How often do you encounter such communication in your daily life? Do you often show rudeness, tactlessness, aggression in your speech?

The terms "verbal aggression", "verbal aggression" (lat. invectiva (oratio) - swearing) are widely used both in Russian and foreign scientific literature of recent decades.

What is verbal aggression? How to define this concept?

Speech aggression in its most general form can be defined as follows:

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

Let's consider this definition in more detail.

Speech aggression arises under the influence of various motives and acquires different ways of expression.

On the one hand, verbal aggression serves as an expression of negative emotions(reactions to external and internal environmental stimuli) and feelings(a special type of emotional experiences, characterized by comparative stability and arising on the basis of higher human social needs). Emotions and feelings that cause verbal aggression include anger, irritation, resentment, discontent, disgust, contempt, etc.

Such aggression occurs most often as a response to an external stimulus. For example, a person was rude in a store, stepped on a foot on a bus, denied a request, objected to a dispute - the answer to this physical or psychological discomfort can often be scolding, swearing, verbal attacks on the interlocutor, the main function of which is psychological relaxation, relieving nervous tension, getting rid of negative emotions.