Kalbinio bendravimo būdai: samprata, bruožai bei funkcionalumas

LTKalbinį bendravimą nagrinėja ne viena mokslo sritis. Tam tikrais aspektais jį nagrinėja lingvistai, psicholingvistai, psichologai, komunikacijos ir edukologijos mokslų specialistai. Atsižvelgiant į tai straipsnyje aptariama kalbinio bendravimo būdų sąvoka, nagrinėjamas jų savitumas bei taikymas bendravimo procese. [Iš leidinio]Reikšminiai žodžiai: Ekspromtas; Kalbinio bendravimo būdai; Kalbinio bendravimo būdai, spontaniškas, parengtas, ekspromtas; Parengtas; Spontaniškas; Impromptu; Prepard; Prepared; Spontaneous; Ways of verbal communication; Ways of verbal communication, spontaneous.

ENThe article discusses theoretical notion of the verbal communication way. Three ways of verbal communication are singled out: spontaneous, prepared and impromptu. Spontaneous organization of speech is the easiest one for subject, as it is based on a stably active field of a perceptive mass. With regard to the spontaneous way of verbal communication as the basis for general preparedness, other ways of verbal communication should be developed, first of all the skill to speak impromptu, the application whereof expands the possibility of qualitative communication. An absolutely prepared speech, as a tool of verbal communication, only in few cases is functional, as it eliminates the subject's possibility to adjust the communicative situation; therefore it can be discussed as to how much the teaching to reproduce prepared texts is significant for the development of speech as a way of communication. As impromptu organization of speech as a reflective process, which is thought-over, controlled and applied purposefully by the subject with regard to the communication partners, an intermediary objective of development should be formulated: the capability of speech self-control, which constitutes the basis for the skill to speak impromptu.Considering the peculiarity of this way of verbal communication (unexpected changes in the situation, selection and application of definitely unplanned contents), other objectives occur alongside: to develop the skill to watch the partners and listen to them, to notice changes in the situation and react to them, to select and express contents, which are optimum to the given situation, to plan purposefully acts of speech, or, to put it in other words, to 'encompass' a number of interrelated components, the total whole whereof determine qualitative communication of the subject. [Text from author]

• Komunikacija / Communication
• Edukologija / Education