general characteristics scientific style of speech

Scientific style refers to book styles of literary language, “which are characterized by a number of general conditions functioning and linguistic features: preliminary consideration of the utterance, its monologue nature, inclination towards standardized speech" [Rosenthal, 2004, p. 21].
The specificity of scientific speech is largely related to extralinguistic factors. The purpose of scientific works is to present research material and familiarize readers with scientific information, which predetermines the monological nature of the language of this functional-style variety of book speech. The scientific style has three main functions: communicative, epistemic and cognitive, which allows you to reflect reality, preserve and transmit received information, and acquire new knowledge.
The sphere of scientific communication “is distinguished by the fact that it pursues the goals of the most accurate, logical, unambiguous expression of thought” [Kozhina, 1983, p. 164]. Since thinking is generalized, the linguistic embodiment of the dynamics of thinking is expressed using scientific concepts, judgments and conclusions arranged in a strict logical sequence. This determines such features of the scientific style as abstraction, generalization, and logical presentation. These extralinguistic features systematize all linguistic means that form the scientific style and determine secondary, particular, stylistic features. According to M.N. Kozhina, typical for scientific speech are “semantic precision (unambiguousness), ugliness, hidden emotionality, objectivity of presentation, some dryness and severity, which do not, however, exclude a kind of expressiveness” [Kozhina, 1983, p. 165]. Particular expressiveness and emotionality depend on the genre and theme, the form and situation of communication, as well as the author’s individuality. The expressiveness of scientific speech, according to M.N. Kozhina, “is achieved primarily by the accuracy of the use of words and the logic of presentation (the so-called intellectual expressiveness),” for which intensifying and restrictive particles, pronouns, quantitative adverbs, emotionally expressive adjectives, superlatives (a simple form of the superlative adjective), etc. are used. [Kozhina, 1983, p. 172]. Figurative means in scientific speech are of a general linguistic nature and denote not individual, but general properties of an object.
Written speech- the main form of implementation of the scientific style, although with the expansion of scientific contacts and the development of mass media in society, the importance of the oral form of communication increases. However, it should be taken into account that different shapes the presentations are united by common extralinguistic and intralinguistic features and are a single functional style.
A scientific text is characterized by semantic completeness, integrity and coherence. Important feature The language of written scientific speech is a formal-logical way of presenting material. Logicity is understood as the presence of semantic connections between parts of a coursework or dissertation, the sequence of presentation, i.e., the movement of thought from the particular to the general or from the general to the particular, the absence of internal contradictions in the text. The logical consequence of the presented scientific material is the conclusions.
The main means of expressing logical connections are special functional-syntactic means of communication. The most common and typical type of connection between sentences in scientific speech is the repetition of nouns, often in combination with demonstrative pronouns this one, that one, that one.
The clear logical structure of scientific speech determines the widespread use of adjectives and participles, adverbs, adverbial expressions, as well as other parts of speech and combinations of words in the connecting function: named, indicated, therefore, therefore, first, then, subsequently, in conclusion, finally, in addition , while, nevertheless, etc.
In scientific texts that present conclusions or generalizations, introductory words indicating the following are common:
. sequence of thought development (first of all, firstly, secondly, etc.);
. contradictory relationships (however, on the contrary, on the one hand, on the other hand, etc.);
. cause-and-effect relationships or conclusion (therefore, so, thus, means, finally, etc.);
. source of the message (for example, according to scientist A.A. Ivanov).
The monologue nature of presentation in written scientific speech presupposes impersonal reasoning (the use of third person singular verbs), since attention is focused on the content and logical sequence of the message, and not on the subject. In a scientific monologue, the use of the first person singular form of the personal pronoun “I” is limited, which is not a consequence of etiquette, but a manifestation of an abstract and generalized stylistic feature of scientific speech, reflecting the form of thinking. The second person singular and plural forms are practically not used, as they are the most specific, usually indicating the author of the speech and the addressee. Scientific speech is usually addressed not to a specific interlocutor or reader, but to an indefinitely wide circle of people. However, in discussion articles and in that part of the text where polemics are contained, the so-called intellectual expressiveness of scientific speech is allowed, the degree of which depends on the author’s individuality.
Thus, the author’s “I” seems to recede into the background. In this case, it becomes a rule that the author scientific work speaks of himself in the plural and uses “we” instead of “I,” believing that the expression of authorship as a formal collective gives greater objectivity to the presentation. Indeed, expressing authorship through “we” allows you to reflect your view of the problem as the opinion of a certain scientific school or scientific direction. This is understandable, since modern science characterizes A complex approach to solving problems, which is best conveyed by the pronoun “we” and its derivatives (for example, in our opinion).
The strict selection of linguistic means of a scientific text is determined by the style-forming features of the scientific style, among which the following are distinguished: generalized abstract nature of presentation, emphasized logic, semantic accuracy, informative richness, objectivity of presentation, ugliness.
A significant part of the lexical means of scientific speech consists of words of general scientific use, abstract vocabulary and terms. Accuracy in scientific presentation presupposes unambiguous understanding, therefore, in scientific texts the use of ambiguous vocabulary and words with a figurative meaning is not allowed. Terminological vocabulary is the most essential feature of the language of science. According to the dictionary entry, “term (Latin terminus - limit, boundary, boundary sign) is a word or phrase that precisely designates any concept used in science, technology, or art. Unlike common words, which are often polysemantic, terms are, as a rule, unambiguous, and they are not characterized by expression” [Rosenthal, 1976, p. 486]. The term not only denotes a particular concept, but is also necessarily based on the definition (definition) of the concept. For example:
Lexicology is a branch of linguistics that deals with the study vocabulary language (Linguistics).
Phraseological combinations of scientific style are also characterized specific features. Here we use general literary, inter-style stable phrases that act in a nominative function, for example, a voiceless consonant. Unlike other types of phrases, terminological combinations lose their figurative and metaphorical expression and do not have synonyms. The phraseology of the scientific style can also include various kinds of speech cliches: represent, includes, consists of..., is used in (for)..., consists of..., relates to..., etc.
Quite typical for the language of science is the refusal of figurative expressions, a certain dryness and severity of presentation. However, the degree of manifestation of these traits may vary depending on the topic, genre, and communication situation. For example, “the appearance of expressive elements in scientific speech can be caused by the polemical content of the text,” or “philological research is more inclined towards emotional speech than research in the field of exact sciences” [Golub, 2002, p. 39].
Words and stable phrases with a colloquial connotation, words of limited use (archaisms, jargons, dialectisms, etc.) are not commonly used in the scientific style.
The morphological features of scientific speech significantly influence the linguistic stylistic design of the text. The desire for generalization and abstraction at the morphological level is manifested both in the choice of morphological categories and forms, and in the features of their functioning. The scientific style is characterized by a clear predominance of the name over the verb, the use large quantity nouns with an abstract meaning and verbal nouns in -nie, -ie, -ost, -tion, -fication, etc. with the meaning of a sign of action, state, change. Most nouns are used only in the singular form: the singular number of a noun in the plural serves to designate a whole class of objects, indicating their characteristic features or collective meaning.
Among case forms, the first place in terms of frequency of use is occupied by the forms of the genitive case, which act as a definition: the norm of literary language, means of artistic expression, philological translation of a poetic text. After the genitive case, in terms of frequency of use, there are forms of the nominative and accusative cases; As part of passive constructions, forms of the instrumental case are common: introduced by A.P. Kvyatkovsky, established by N.M. Shansky.
Widely represented relative names adjectives, because they, unlike qualitative ones, are capable of extremely accurately expressing the characteristics of concepts. If it is necessary to use qualitative adjectives, preference is given to analytical forms of comparative and superlative degrees, formed by combining the original form of the adjective with the adverbs more, less, most, least. The synthetic form of the superlative degree of the adjective with the suffixes -eysh-, -aysh-, due to its emotionally expressive connotation, is atypical for scientific speech.
A feature of the scientific style is the use short adjectives, which express not temporary, but constant sign objects and phenomena. The vast majority of verbs are used in the present tense. They appear in an abstract temporary meaning (present timeless): Methodology B.A. Goncharova is based on...; The concept of a linguistic naive picture of the world represents... and others. The abstraction of meaning extends to the forms of verbs of the future and past tense, acquiring timeless meaning: Let us highlight the nominations...; The study established...etc.
Of the aspectual forms of verbs, the imperfective forms are the most frequent in scientific speech as they are comparatively more abstractly generalized in meaning. Submitted by M.N. Kozhina, in scientific speech they make up about 80% [Kozhina, 1983, p. 169].
Perfective verbs are often used in the form of the future tense, synonymous with the present timeless; the aspectual meaning of such verbs is weakened, as a result perfect view in most cases, it is possible to replace it with an imperfect one: we will conduct (an experiment) - we will conduct it, we will compare (results) - we will compare, we will consider (changes in legislation) - we will consider.
The indicative mood of the verb is often used, the subjunctive mood is rarely used, and the imperative mood is almost never used.
The desire for abstraction and generalization determines the tendency of the verb to desemantize. Firstly, the scientific style is characterized by verbs of abstract semantics, therefore reflexive verbs and passive constructions are widely used: to have, to change, to observe, to manifest, to end, to be discovered, to exist. Secondly, many verbs in the scientific style act as connectives: to be, to become, to appear, to serve, to possess, to be called, to be considered, to be concluded, to differ. Thirdly, a number of verbs perform the function of components of verb-nominal phrases (verbonominants), in which the main semantic load is carried by nouns: to find application, to carry out transfer, to influence, etc.
In the scientific style, conjunctions, prepositions and prepositional combinations are active, in the role of which full-valued words, primarily nouns, can act: with the help, with the help, in accordance, as, as a result, for the reason, on the basis, in relation, etc.
Emotional and subjective-modal particles and interjections are not used in scientific speech.
The syntax of scientific speech is determined by a strict logical sequence and a desire for information richness, which leads to the predominance of simple common and complex conjunctive sentences.
Among simple one-part sentences, the most common are indefinite personal ones with a direct object at the beginning of the sentence, synonymous with passive constructions; generalized personal sentences with the main member expressed by a verb in the form of the first person plural of the present or future tense in a timeless meaning; impersonal sentences of various types (with the exception of those that express the state of man and nature). The use of nominative sentences in scientific texts is quite limited. They are usually used in headings, wording of plan points, and in the names of tables.
Of the two-part sentences, the most frequent are sentences with a compound nominal predicate, which is closely related to the morphological features of the scientific style noted above. Moreover, in such a predicate in the present tense the use of the copula is characteristic: “Language is the most important means of human communication.”
In scientific speech, individual sentences and parts of a complex syntactic whole are very closely related to each other. Therefore, a scientific text that requires complex argumentation and identification of cause-and-effect relationships is characterized by complex sentences of various types with clear syntactic connections. The predominance of allied sentences over non-union sentences is explained by the fact that the connection between the parts of a complex sentence with the help of unions is expressed more accurately and unambiguously. In scientific texts, complex sentences with causal, temporal, conditional, consequential, and other subordinate clauses are more common, rather than complex sentences. The reason is that subordinate constructions, expressing causal, temporary, conditional, investigative, etc. relationships, are more closely related to each other. Hence the variety of compound subordinating conjunctions: due to the fact that, meanwhile, since, instead of, in view of the fact that, because, due to the fact that, after, while, etc. Among complex sentences, the most common are sentences with attributive and explanatory subordinate clauses, in which the main information is contained in the subordinate clause.
Sentences are often complicated by participial and adverbial phrases, inserted constructions, clarifying members, and isolated phrases.
Such is the general outline characteristics of scientific style.

1. Scientific texts widely use abstract, abstract vocabulary: equilibrium, knowledge, attribution.

There are many abstract nouns:

– words formed from verbs: transformation, study;

– words of the neuter gender: property, phenomenon, perception(Academician V.V. Vinogradov argued that the neuter forms, in contrast to the masculine and female, is characterized by “the general abstract meaning of thing-like objectivity”).

2. In scientific style, words are usually used to indicate general concepts, rather than specific items. This even applies to specific nouns (denoting in language objects that can be seen, touched, counted): Common in central Russia Linden cordifolia; Birch tolerates frost well. In such cases, the singular form denotes plurality (i.e., there is a contextual transition from specific nouns to collective nouns).

However, the opposite phenomenon is also noted: words that usually do not form a plural form (abstract and real nouns) are found in this form - also with the meaning of generalization: frequencies, length,warmth, climates.

3. Short adjectives which are usually called temporary sign, in a scientific text (as well as in official business) indicate a constant feature: Copper oxide is insoluble. Short participles can also be used with the meaning of a constant attribute.

4. Verbs(such as go, follow, wear, make up, indicate) V scientific text are used not in their primary, specific meanings, but in secondary, figurative, generalized-abstract. Wed: follow me –hence the conclusion; carry firewood – the conclusion is approximate.

5. Generality is achieved through the use adverbs, adjectives And pronouns, which denote permanent or general quality, action, state: usually, regularly, Always, any, every, all; Every metal has the ability to conduct electric current; Every modern literary language is a system of styles.

6. Verbs and personal pronouns predominate in the form 3 persons, which allows you to focus on the subject of consideration, and not on the personality of the scientist, etc.: I require a special commentno use of the verb betray.

7. Personal pronoun We used instead of pronouns I (the predicate verb takes the corresponding form): So we can conclude that... Such use of numerical forms also contributes to the fact that the personality of the researcher is not brought to the fore.

8. Among the few verbs, 70% are verbs present time; of which 98% have timeless meaning: Mercury changes from liquid to solid at a temperature of –79°C(always moves on).

9. Forms are also used future time since timeless meaning: Let's write down the condition of the problem(typical action when solving problems).

10. Verbs are more often (in 80% of cases) used in forms imperfect form, which are more abstract compared to perfective forms.

11. Used a lot reflexive verbs: counts, is being considered, applies.

12. Passive designs prevail over active ones.

The predicates in such constructions can be expressed:

– reflexive verbs in the passive voice form: At the end of the experiment, the remaining acids are counted;Dissonant relationship between form and content observed only in the area of ​​permissive meanings of imperative statements;

- passive participles: Dot deleted from the plane; Among the sources of precedent texts, the names of paintings were identified.

The subject of the action in such constructions, as a rule, is not named.

13. Frequently used impersonal offers. The predicates of such sentences are usually expressed by an impersonal verb, a personal verb in an impersonal meaning, or a combination of a word of the state category (with a modal meaning) and an infinitive: In modern Russian there are about 150 color terms; It should be noted that contextual markedness of symbolic meanings is not regularly present in the text.

A generalized abstract character can also be imparted to a scientific text through the use of vaguely personal proposals: Bromine is produced similarly to chlorine.

LOGICALITY AS A PROPERTY OF SCIENTIFIC STYLE: MEANS OF ITS FORMATION.

CM. Karpenko

In connection with the modernization of education and the planned transition to specialized training special meaning attached to the quality of the educational process. High-quality implementation educational programs require the teacher to turn to tools that are auxiliary in the learning process - teaching aids.

The features of the educational and scientific text are not sufficiently covered in the scientific literature, although in general the scientific style has been sufficiently studied by Perm researchers linguistic school(see the works of M.N. Kozhina, M.P. Kotyurova, E.A. Bazhenova, etc.).

Our task is to characterize the genre and stylistic features of the textbook based on a generalization of the material available in the scientific literature and analysis of a number of texts of the indicated genre. Understanding the genre as “relatively stable thematic, compositional and stylistic types of statements,” we note the specific composition of this genre and the features of the implementation of the main stylistic features of the scientific style in relation to the text of the textbook. A textbook as a genre of scientific style is an educational and scientific text and occupies an intermediate position between strictly scientific and popular science texts, which determines its specificity.

Highlight different types textbooks: 1) methodological instructions (recommendations) (author – compiler); 2) educational and methodological complex, including courses of lectures and practical classes; 3) a study guide containing the course program, development of each topic within the program, exercises and practical tasks that facilitate the assimilation and consolidation of the material covered, summary tables, texts for analysis, topics for educational messages, a list of used and recommended literature, etc.; 4) collections of control and training exercises, etc.

The structure of the educational and scientific manual is traditional and includes the following main sections: abstract, table of contents, preface, introduction, main content, bibliographic lists [see. more details: 2].

When characterizing any genre, the extralinguistic context that forms the basis is important. verbal communication. Extralinguistic factors influencing the specifics of an educational and scientific text are style-forming. Among extralinguistic factors, the sphere of communication, the nature of the addressee, the tasks of verbal communication in this sphere, the type of thinking, the form of speech, etc. are traditionally distinguished.

Any text as a means of communication is addressed to a specific category of readers. The factor of the addressee of an educational and scientific text is leading both in the formulation of tasks and in the choice of language means. Unlike the text of the scientific substyle itself - a scientific article, monograph, etc., the textbook is addressed to a non-specialist, a person whose goal is learning, i.e. acquisition of scientific knowledge. The learning situation to which a text of this type is oriented determines its informational focus and the accessibility of the presentation of scientific material. Thus, scientific character and accessibility of presentation are equally characteristic of the textbook. The task of the author of the textbook is to present scientific information in an accessible way for the addressee, explain it, illustrate it with examples, summarize it, accompany it with questions and select tasks to reinforce the material and practice practical skills.

The written form of speech determines the selection of linguistic means, which in this style are mainly bookish in nature. The inability to ask again in the written nature of the presentation dictates the need to choose precise wording, complete syntactic structures. Scientific text is a form of communication between the student and the teacher. Despite the monological nature of speech, communicants in this case enter into dialogic relationships, which are realized in question-answer complexes. The author of the textbook maintains a constant dialogue with the addressee, posing questions and answering them. For example: What constitutes the conceptual basis for teaching text activity? How are the concepts of speech activity and text activity related? What are the conditions for effective textual activity? What types of textual activities stand out?. Each question is followed by a detailed, detailed answer.

When implementing the dialogic nature of an educational and scientific text, it is necessary to take into account the rhetorical principles of dialogization of speech behavior, highlighted by A.K. Michalskaya: taking into account the addressee factor, the principle of specificity, the proximity of the content of speech to the interests and life of the addressee. The principle of concreteness is implemented through examples that confirm previously expressed thoughts, some figurativeness (as far as is permissible in a scientific style), specification of facts, and the use of not generic, generalizing names, but specific names that have specific semantics and contribute to the implementation of the principle of accessibility. Among the methods of dialogization, one can highlight the motivating nature of the presentation, which manifests itself when formulating tasks through the use of verbs of the 2nd person, plural, imperative mood: please indicate, open, define, identify, distribute, pick up, use, form, make up, transcribe, write down, rewrite, analyze, summarize etc. The use of verbs in an indefinite form, which gives categoricalness and imperativeness to the statement, does not contribute to the intended communication between the author and the addressee (cf.: Specify complex sentences. Specify complex sentences).

The stylistic features characteristic of the scientific style as a whole fully characterize the text of this genre. Let's consider some features of the implementation of stylistic features of the scientific style in relation to the genre of teaching aids.

Rigor, objectivity of presentation.

The purpose of the textbook is “to present scientific knowledge that is objectively already known to science, but new to the recipient. Thus, the addressee is introduced to science, scientific knowledge.”

The author accordingly acts as an interpreter and, to some extent, a popularizer scientific information. When implementing such a stylistic feature of a scientific text as objectivity, the author should not duplicate the material of other textbooks. “The textbook presents already established, basic (disciplinary) scientific knowledge; the presentation as a whole does not have a problematic nature or polemical emphasis.”

But the teaching aid may be devoted to the consideration of any controversial problem. In this case, the presentation of different points of view may be preceded by a question, for example: “ How is the issue of introductory units resolved in textbooks and scientific grammars?" Or: " Let us turn to the understanding of water units by linguists who stood at the origins of Russian syntax". The following are presented sequentially different positions scientists, after which the author’s generalization is formulated: “ As you can see, linguists do not have a categorical approach that closes the scientific search for truth» (ibid.).

Generalized and abstract nature of the presentation.

The generalized nature of the presentation is manifested in the semantics and structure of the text. Generalization follows, as a rule, after consideration of problematic issues, analysis of different points of view and is introduced into the text with words and combinations: So, Thus, generally, as seen, as the analysis showed etc. The use of verbs in the “real timeless” meaning has a generalizing character: stand out, are determined, are subdivided and etc.; " it is no coincidence that in textbooks of the new generation when studying parts of speechare given data on their role in speech practice". Generalization is also realized through the structuring of text fragments: “ Let's sum it up»; « Self-test questions» etc. To highlight and summarize the material, tables, diagrams, and comments are used. This style feature is updated in manuals that serve as guidelines for implementation. tests and containing diagrams, plans, memos, comments, samples of word analysis in scientific and school grammar, etc. [see, for example: 8].

Serves the purpose of generalization and repetition of previous information in a slightly modified form: “ The extra-linguistic factor is understood as the creative activity of the author, who intentionally directs the reader’s associations in the right direction, and the perceiver..." and further: " In other words, the extra-linguistic aspect of figurative perspective is the creative activity of subjects encoding and decoding text". Compound verb forms “with weakened lexical and grammatical meanings of time, person, number” are used: it is recommended to write out, must be distinguished, It should be noted.

Logic

The logic of reasoning in a scientific text has a retrospective-prospective orientation. New knowledge, presented in the main part of the textbook, is introduced sequentially based on “old knowledge”, “and at each new, forward-moving turn, two indispensable processes occur: a) pushing away from the old and returning to it and b) introducing a new thought ". Researchers have noted the communicative effect (conditioned by the laws of psychology of perception and understanding of text) and the text-forming function of the retrospective-prospective nature of a scientific text.

The means of expressing the categories of prospection and retrospection are verbs let's emphasize, let's remember, comparable etc. As observations have shown, the most commonly used technique is retrospection: “ In the narrative text discussed above...» ; « As you can see from the example above...» ; « As you know, the main method of cognition is the dialectical method...". The category of prospection is more often realized in the immediate future of the text: “ Let us dwell in more detail on the main private methods of analyzing literary texts» ; « Here is an example of an associative text field» .

The implementation of logic is provided by the linguistic means of compositional, structural and informative connections of text fragments. Compositional-structural connections determine the place of the statement in the text (at the beginning, middle, end of the development of the topic; in a series of similar micro-topics; at a distance from the previous and subsequent fragments). Informative connections are classified according to the types of information highlighted, each of which corresponds to certain linguistic connections.

Illustrative objective-logical information: “So, in D. Kedrin’s poem “I”, participles dominate, constituting a third of all significant words...”.

Essential objective-logical information: “ Special attention deserves the position of A.G. Rudneva".

Typical objective-logical information: “But in many cases, the members of the management committee are so logically closely related to each other that rearranging them is practically impossible.”

Atypical objective-logical information: “In some cases, when rearranging the specified and the specified, the explanatory (in a broad sense) relationship is preserved...”.

Objective information obtained from certain sources: “A.A. Shakhmatov believed that..."

Clarifying objective information: “The content, in other words, is ....” ; “In other words, even if the meaning of the general and the particular in a sentence is preserved, but the members representing them are located in reverse order, then the Criminal Code is not formed."

Additional objective-logical information: “However, it should be noted that in some cases the number common features may be large, and differential ones – accordingly – smaller.”

Subjective assessment of a logical thesis based on its reliability: “It’s clear: this part is incorrect, because focuses on the question, what are they in the sentence.”

Accuracy

This style feature is realized primarily by using full syntactic constructions, introductory words and inserted constructions, terminological vocabulary, links and footnotes in the text indicating the initials and surname of the author, the year of publication of the work, etc. The specificity of the use of terms in educational and scientific texts is due to the need for an accessible interpretation of terminological designations. Researchers note the admissibility of popularizing scientific knowledge of the textbook text. At the same time, popularization is understood as an accessible, but not simplified presentation of scientific information. S.V. Sypchenko identifies methods for popularizing scientific knowledge when using terms (techniques for including a scientific term in the context): 1) introduction with an illustrative example, followed by an explanation of the term; 2) preposition of the use of the term using commonly used words; 3) etymological certificate; 4) contextual synonymization, i.e. the use of commonly used words and phrases as correlative means of designation scientific concept; 5) comparison aimed at explaining the generalized-abstract through its correlation with the concrete, visual; 6) use of functional-semantic type of speech (description, narration, reasoning) to interpret terms.

When creating a teaching aid, it is necessary to take into account the peculiarities of the recipient’s perception, his presupposition and such text parameters as associativity and regulation. The associativity of perception is important not only for the perception and interpretation of a literary text, but also, to some extent, when mastering scientific information. They play a big role in this keywords. In a scientific text, these are, as a rule, terms that denote both concepts already familiar to the addressee and new ones. Regulativeness is the organization of the recipient’s cognitive activity by means of text. The means of regulation of educational and scientific text are linguistic (lexical, morphological, word-formation, syntactic, stylistic) and extralinguistic (compositional, logical, graphic).

Thus, a textbook is a genre of educational and scientific substyle that has its own specifics.

Literature

Bakhtin M.M. Aesthetics of verbal creativity. – M., 1979. – 318 p.

Regulations on the preparation and publication of scientific, educational and educational literature at TSPU / Comp. N.I. Medyukha. – Tomsk, 2002. – 30 p.

Kozhina M.N. Scientific style // Stylistic encyclopedic Dictionary Russian language / Ed. M.N. Kozhina. – M., 2003. – P. 242-248. Bolotnova N.S. Philological text analysis: a manual for philologists. Parts 1 – 4. – Tomsk, 2001 – 2005. Matveeva T.V. Educational dictionary: Russian language, speech culture, stylistics, rhetoric / T.V. Matveeva. – M.. 2003. – 432 p. Bazhenova E.A., Kotyurova M.P. Genres of scientific literature // Stylistic encyclopedic dictionary of the Russian language / Ed. M.N. Kozhina. – M., 2003. – P. 57-67. Brazhnikova A.I. Introductory units in modern Russian. Methodological development for philology students. – Tomsk, 2003. – 20 pp. Morphological analysis of words different parts speeches: Guidelines for students of the correspondence department of the Faculty of Philology / Compiled by L.G. Efanova. – Tomsk, 2003. – 32 p. Kozhina M.N., Chigovskaya Y.A. Stylistic-textual status and interaction of the categories of retrospection and prospection in scientific speech (interdisciplinary aspect) // Stereotyping and creativity in the text: Interuniversity. Sat. scientific works / Rep. ed. M.P. Kotyurova. – Perm, 2001. – P. 118 – 156. Matveeva T.V. Functional styles in the aspect of text categories: a synchronic-comparative essay. – Sverdlovsk, 1990 – 172 p. Glebskaya T.F. Modern Russian language. Syntax. Explanatory connection in a simple sentence: Educational and methodological manual. – Tomsk, 2005. – 36 p. Sypchenko S.V. Speech techniques for popularizing scientific knowledge in the pedagogical process // Problems of development of teacher’s speech culture: Materials of a regional scientific and practical seminar (November 28-29, 1997). – Tomsk, 1997. – P.32-37.

Delivered for recruitment on June 13, 2006.

Signed for publication: 06/17/2006

Format 62x84/16. Times typeface.

Screen printing. Offset paper No. 1.

Conditional oven l. 6.98. Order No. 44.

1 Rats M.V., Oizerman M.T. Reflections on innovation // Questions of methodology. – 1991. - No. 1.

2 Budon R. Place of disorder. Criticism of theories of social change. Per. from fr. – M., 1998. – 284 p.

3 Senge P., Kleiner A., ​​Roberts S. et al. Dance of change: new problems of self-learning organizations. Per. from English – M.: ZAO “Olymp-Business”, 2003; Geiselhart H. Learning enterprise in the 21st century. Per. with him. N.V. Malova. – Kaluga: “Spiritual Knowledge”, 2004.

4 Geiselhart H. Learning enterprise in the 21st century. Per. with him. N.V. Malova. – Kaluga: “Spiritual Knowledge”, 2004. – P. 228.

5 Shchedrovitsky P.G. The beginning of a systemic-structural study of relationships in small groups. Lecture course. /Their archive P.G. Shchedrovitsky. T. 3. – M.: Publishing house “Put”, 1999. – 352 p.

6 Ibid., pp. 212-213.

7 Essays on Russian literature of Siberia. T.1. Pre-revolutionary period. – Novosibirsk: Science, 1982. – P. 45.

8 The total number of hours in the Russian language for grade 5 and the indicated distribution are given in full accordance with existing Russian language programs recommended by the Ministry of Education Russian Federation(see Programs educational institutions. Russian language. 5-9 grades. M.: Education, 2000.

The originality of the scientific style and its speech structure is revealed mainly in syntax and at the super-phrase level (i.e. in connections, relationships of sentences within the text and its components - paragraph and super-phrase unity, or a complex syntactic whole). It is in the functioning syntactic units and in the organization of interphrase connections and correlations in the text, such basic features of the scientific style as the generalized abstract nature of the presentation and its emphasized logic manifest themselves most fully.

Simple sentence. Among simple sentences, common ones predominate (90%) *, as a rule, with a very ramified system of minor members of the sentence, with homogeneous members of the sentence (often with whole series of homogeneous members); in the structure of simple sentences, semi-predicative formations are active (participial and adverbial phrases, and therefore isolations), as well as introductory words, introductory and inserted constructions. For example: The Greco-Roman tradition, thanks to the development of book printing and the division of literature into scientific and artistic (which is associated with the development of printing), consistently created rational rhetoric and poetics as the doctrine of style and the embodiment of thought in words(from the book by Yu. Rozhdestvensky “The Theory of Rhetoric”).

* Cm.: Kozhina M.N. About the speech systematicity of the scientific style in comparison with some others. Perm, 1972. P. 323.

Special calculations have shown that the average number of words in one sentence of a general scientific text is 24.88, but most sentences contain 17 words* (to be precise, word forms, i.e., prepositional-nominal combinations).

* See: Functional style of general scientific language and methods of its research / Ed. O.S. Akhmanova and M.M. Glushko. M., 1974. P. 22.

In the field simple sentence vaguely personal, impersonal, as well as generalized personal sentences are active.

Definitely personal sentences, naturally, are not relevant here, since the scientific style tends to an impersonal manner of presentation, to the actual elimination of the subject of speech as an active figure (the 1st and 2nd person forms are possible in polemical texts. However, in written texts of a polemical nature These forms are extremely rare; they are more natural in oral – academic – speech). As for the "author's We", then it has a generalized character. This confirms its synonymy with the impersonal sentence: So, we came to the conclusion... And So, we can conclude...

Most often in the scientific style, indefinite-personal sentences with a predicate verb expressed in the 3rd person plural form are used. Such a predicate denotes (“timeless”) generally accepted phenomena, facts, patterns: Distinguish three types of yarn; Compound place into the flask.

Generalized personal proposals with verbal predicate in the 1st person present and future plural: Let's give function definition; We will produce summation of all terms; Let's take it this function to the class of differentiable functions.

Among impersonal sentences, three types are more common:

a) with modal words expressing possibility, impossibility, necessity, + infinitive (Need to find the curve; It is forbidden derive the formula);

b) in the predicate – an impersonal verb or an impersonal form of a finite verb (Required determine the current strength when connecting sources in series);

c) predicative adverbs (Any proper rational fraction easily express through simple fractions). Impersonal sentences that express the state of nature and man are not presented (It's freezing; It's drizzling; I feel sick).

In the scientific style, passive constructions clearly prevail over active ones. This can be explained by the desire for objectivity and generalization of presentation without indicating the subject of the action. Verb constructions presented (Installation produced for the first time; Ongoing additional hiring of workers); participial constructions (Dot deleted from the plane; Force attached to the body at a certain angle to the horizontal);

Regarding constructions with verbal nouns (Study of the phenomena of changing time scales in a gravitational field), then their activity in the scientific style is explained primarily by its nominal character (as well as the official business style), which is manifested in the functioning of verbal formations in scientific texts, along with the predominance of nouns over verbs, as well as the auxiliary function of verbs in a sentence.

Difficult sentence. In the scientific style, there is a clear predominance of complex sentences over complex sentences. This is explained by the fact that the former express causal, conditional, investigative, temporary relationships (which, of course, is very important for scientific presentation).

At the same time, in the scientific style, multicomponent syntactic structures are cultivated, in which, along with the subordinating connection, the coordinating connection is also presented, for example:

Thus, it was found that the phenomenon of desynchronization is observed upon stimulation of those estero- and interoceptive fields in which there are endings of somatic or cerebrospinal fibers going to the central nervous system without interruption, while the phenomena of synchronization are caused predominantly from those interoceptive fields (gastric mucosa ), in which, according to our data, there are endings of only or predominantly sympathetic afferent fibers, going to the central nervous system most often with a synoptic break (one or more) in the autonomic ganglia.

Such complex formations usually distinguished by clarity of grammatical and semantic connections, orderliness internal organization. The above illustration is quite typical in its syntactic structure: to the main clause it was found There are two “chains” of subordinate clauses, the construction of which is characterized by parallelism.

Multicomponent constructions are often complicated by participle and participial phrases (judging by special studies, usually their number does not exceed two or three, but there are sentences with a much larger number of clauses - from 8 to 12), inserted constructions.

Collocations. In the syntax of the phrase, substantive noun phrases are brought to the fore. Widespread genitive adjective (labor productivity, soil erosion, angle of attack), as well as (mainly in terminology) combinations like noun + adjective (Agriculture, economic geography, stressed consonant, culture shock...). This selectivity is due to the tendency of the scientific style towards nomination as a means of logicalizing reality, accurate information about reality (and science is concerned with obtaining objective information about the patterns and exact facts of natural, social and spiritual life), towards differentiation of nominations (in accordance with the tendency of scientific analysis to detail , differentiation of concepts).

In the scientific style, the highest percentage of uses of the genitive case is up to 46% (in the language fiction. – up to 22%). Accordingly, phrases with genitive adjectives are also very active.

Word combinations operating in a scientific style are very diverse in their structural structure. Multicomponent phrases attract attention, since they arose and arise due to the inherent scientific analysis differentiation of concepts: primary winding of the transformer; alternating transmission system; spaceship launch reusable ; frequency-modulated audio carrier.

Superphrasal level. The specificity of a scientific text is that its content finds expression and becomes accessible to the reader thanks to strict logic, coherence and consistency of presentation.

As already noted, the logic of presentation in a scientific style is manifested to a great extent in the fact that complex sentences dominate here, the connections between parts are expressed incomparably more clearly, more varied, more differentiated than in complex sentences. To characterize the coherence of scientific speech, the overall high percentage is indicative complex sentences(50.3%)*, as well as the fact that a simple sentence is complicated by phrases containing subordinate connections**.

* Cm.: Kozhina M.N. About the speech systematicity of the scientific style in comparison with some others. Perm, 1972. P. 325.

** Cm.: Lariokhina N.M. Questions of the syntax of the scientific style of speech (analysis of some structures of a simple sentence). M., 1979. P. 27.

The syntax of the scientific style is characterized by the richness of speech and text with a variety of means of expressing emphasized logic. The subject of special concern of the author of a scientific text is the identification and delimitation of the main thing in the content of the text from the secondary, the main, basic concepts from derivatives, clarity in the delimitation of theses. In this regard, in the presentation important role is given to such formulations, methods of presentation, turns of speech as a direct indication that the discussion this issue, thesis is completed and we're moving on to the next question, the thesis that this concept is fundamental, basic, etc. Introductory words like firstly, secondly, on the one hand, on the other hand, so, thus, therefore, introductory structures: as already noted, as established in the previous paragraph etc., various kinds of figures of speech and phrases activate the reader’s attention, help him systematize the material being presented, and follow the author’s presentation. For these purposes, the question-and-answer form, rhetorical question, “lecture We".

As an example, let us give an excerpt from the book by K.A. Timiryazev “Plant Life”:

So far we have considered leaf activity... Based The basic law of chemistry is that matter is neither created nor destroyed, we tried our best find the sources of this substance and the transformations that it... experiences.

But the plant body represents to us not only matter... hence, a reserve of heat has accumulated in the birch... The question arises: where did this warmth, this strength come from? For to find out we have to look to familiar chemical phenomena...

Semantic connections between sentences in the text are “provided” by a variety of syntactic ways of organizing presentation. One of these methods is repetition.

Repetition is presented in different texts functional varieties literary language. Thus, within the framework of the language of fiction, repetition is the most important factor in organizing a poetic text with lyrical content. See, for example, the beginning and final stanza of V. Bryusov’s poem “Heaps of Brought Snow...”:

The organizing role of repetition in the composition of lyric poems is determined by the specifics of this genre. In a scientific style, as in a formal business style, repetition acts as an important means of communication between sentences, which ensures the accuracy and logical validity of information.

Repetition as a way of organizing presentation is as follows:

Repetition of the same word (usually a noun) - so-called lexical repetition (The interaction of two atoms can only occur when collision these atoms. Collision must occur with sufficient kinetic energy);

Using a synonym of a word, generally a synonymous replacement of words, in a subsequent sentence - synonymous repetition (Potassium cyanide solution has an alkaline reaction and smells strongly of hydrocyanic acid. Similar properties possesses sodium cyanide);

Replacing part of the previous sentence with pronouns this, all of them, all of this– pronominal repetition (When an element is in a free state - it forms a simple substance, then the movement of electrons around all atoms of this substance occurs in the same way. This true for all simple substances, regardless of their structures).

Along with ensuring the coherence of the text and the connection between sentences, repetition participates in the logical development of the presentation. For example: Every organism represents a set of ordering of interacting structures that form a single whole, i.e. is system. Alive organisms have signs, which most people lack nonliving systems. However, among these signs there is not one that is unique to the living. Possible way describe life- this is to list the main properties living organisms. (Here, words with the same root also act as a kind of repetition.)