Учебное пособие 1715

In the XXth century the concept “value” became interdisciplinary, and scientists of different scientific fields were engaged in studying it. The American anthropologist C. Kluckhohn understood by value the conception, distinctive of an individual or characteristic of a group, of the desirable, which influences the selection from available modes, means, and ends of action.”

[4, p. 395]. C. Schlecht believed that values are ideas that are considered desired by society. Values are a particular guidance for a person [5]. R. Lay also believed that a value is the human conception of the desirable and is directly related to the process of human development [5].

Russian scientists Yu. E. Prokhorov and I. A. Sternin consider values as social, sociopsychological ideas and views that are recognized by society and are passed down through generations [6, p. 37]. V. I. Karasik, mentioning the most important and significant cultural meanings that have ethnic specificity, uses the term “value dominants” [7]. According to V. I. Karasik, the set of value dominants forms a certain type of culture that is maintained and preserved in the language. From our prospective, values should be understood as a set of attitudes and ideals that are perceived by members of an ethnos as typical and important for the people [8, p. 31].

Research methodology.

The basic value Glück / happiness has been chosen as the object of study. Despite the variety of lists of values (Schwartz 2006, Deese 1965, Ingarden 1984, Inglehart 2000, Maslow

1967, Münsterberg 1908, Reiss 2000, The Hofstede Center URL, Gorbi 2004, Inglehart 2018, Kagan 1997, Rickert 2000, Rozov 1998, Rokich 2004, Kurbangaleeva 2003, Smirnov 2002, Schwartz 2012, Scheler 1999, Werte 21) and highlighting of completely different values as basic (for example, security, wealth, faith, power, attention to people, harmony, money, trust, wealth, friendship, life, legality, health, truth, mercy, peace, independence, education, peace, decency, work, homeland, family, justice, work, respect for parents, respect, success, etc.), the inclusion of the concept “happiness” in the list of basic values seems to us undeniable, primarily because it is included in the list of universal values.

The concept of happiness has changed over time. In ancient Greece happiness was understood as a favorable fate, a favorable attitude of the Gods to the person. Aristotle connected the idea of happiness with the state when life brings a person pleasure and enjoyment of various benefits. In Christianity happiness was understood as the kingdom of God, which may come on earth when human souls are purified. In the Middle Ages happiness was associated with material wealth. In the modern times, happiness was compared with satisfaction and peace of mind.

The aim of the study is to establish the psychologically relevant content of the value Glück / happiness, as well as to establish the possible dynamics of the value. By the dynamics of the basic value we understand the change in its content. Despite the fact that, according to psychologists, basic values change slowly and remain stable for 2-3 generations of native speakers, the linguistic analysis shows that even nuclear (most common) values change much faster now.

To achieve the aim, we use the data of lexicographic sources, which are to be compared with the data of a free associative experiment. The free associative experiment was conducted in Fecht, Berlin, Freiburg and Baden-Baden in 2019. The respondents were German native speakers aged 17 to 23 years.

The semantic field method and the free associative experiment method were used in the article. A semantic field should be understood as a set of units acting as a system and united by a common integral feature in terms of intensity. In comparison with the semantic field, an associative field is a scientific construct that systematizes reactions to the word-stimulus. Like any field model, an associative field has a core and a periphery. Psycholinguists believe that an associative field integrates other types of fields and reflects external and internal connections and relations of the word as a unit of language.

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Generalization of the results of the study. Word etymology of Glück / happiness.

The word Glück / happiness was first used in 1160 in early court poetry. The concept extended along with the development of the court chivalric culture of the Rhine to other Germanspeaking territories. The concept Glück / happiness initially meant fate, dexterity, completion of any activity or deed (both good and bad). The concept Glück / happiness was used in various expressions in the meaning fateful and was understood as “a favorable course of events or result of an event” [1**]. The concept has broadened over time and is now understood as a description of the desirable state, strong inner satisfaction and joy. In the XIVth century the word

Glück / happiness also acquired the meaning “work, livelihood” [1**].

Modeling of the semantic field of the word Glück / happiness according to lexicographic sources.

To determine the semantic field of the word Glück / happiness, we use data of the explanatory dictionary of the German language by E. Agricola. The lexeme Glück / happiness is represented in dictionary definitions as (1) günstiges Geschick, Erfolg / a successful skill, success; (2) Zustand völliger Befriedigung / a state of complete satisfaction; (3) einziger günstiger

Zufall / a particular lucky chance [2**].

In the German explanatory dictionary WAHRIG the following definition of the lexeme

Glück / happiness is given: (1) günstige Fügung als Schicksal / luck, fate; (2) der daraus erwachsende Erfolg / success made out of it; (3) Hochstimmung und Gemütszustand innerer Befriedigung besonders nach Erfüllung ersehnter Wünsche / a state of inner satisfaction and delight, especially when the dearest wish comes true; (4) günstiger Zufall / a lucky chance [3**].

In the explanatory dictionary DUDEN there is the following definition of the word Glück

/ happiness: (1) etwas, was Ergebnis des Zusammentreffens besonders günstiger Umstände ist; besonders günstiger Zufall, günstige Fügung des Schicksals / something that results from a combination of especially favorable circumstances; particularly fortunate occasion; fate; (2) das personifiziert gedachte Glück; Fortuna / embodied happiness, fortune; (3) angenehme und freudige Gemütsverfassung, in der man sich befindet, wenn man in den Besitz oder Genuss von etwas kommt, was man sich gewünscht hat; Zustand der inneren Befriedigung und Hochstimmung / a pleasant and joyful state in which a person is when they realize that they have what they wanted; a state of inner satisfaction and delight; (4) einzelne glückliche Situation; glückliches Ereignis, Erlebnis / a particular happy situation; a happy event, experience [4**].

Based on the definitions of explanatory dictionaries, we model the semantic field of the word Glück / happiness: (1) günstiger Zufall / a lucky chance, (2) günstige Fügung / lucky coincidence; (3) Erfolg / success; (4) Wünsche / desires; (5) Schicksal / fate.

Modeling of the semantic field of the word Glück / happiness based on phraseological units.

It is well known that phraseological units are not just set expressions. Phraseological units reflect folk wisdom, culture, customs and traditions. Based on the phraseological units, it is possible to determine how a folk used to live at the time, since any expression has its own etymology.

Let us turn to the phraseological units that contain the lexeme Glück / happiness, presented in the dictionary Duden Redewendungen [5**] and in the German-Russian phraseological dictionary [6**]. We are going to distribute them according to the features that emerge from the analysis of the phraseology semantics.

• Happiness as a reward / pursuit of happiness:

1) das Glück des Tüchtigen (das Glück, das jemand, der tüchtig ist, hat): SWV-Männern fehlte im Ortsderby am Ende das Glück des Tüchtigen: 32 Tore geworfen und doch nicht gewonnen / luck comes to those who work hard (luck comes to the hard-working): In the end, the

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SWV men were not lucky with the hard work in the local derby: 32 goals scored, but still did not win (hereinafter – the author’s translation – A. Kh.).

2)Sein Glück machen: Aber nicht jeden Tag bietet sich eine solche Gelegenheit, dein Glück zu machen / to make your own happiness, to succeed: to be successful, to break through: It’s not everyday there is an opportunity to succeed.

3)jeder ist seines Glückes Schmied / everyone is an architect of one’s own fortune (everyone builds one’s own destiny and well-being).

4)sein Glück versuchen: Swoboda ... versuchte sein Glück als Komparse beim ... Stummfilm / to try one’s luck (to do something hoping for success): Freedom ... try your luck as an addition to ... the silent movie.

5)das Glück ist dem Kühnen hold – none but the brave deserve the fair.

• Fragility of happiness:

1)Glück und Glas, wie leicht bricht das: Unser Erfolg sollte uns nicht übermütig machen

–Glück und Glas, wie leicht bricht das / Happiness (luck) and glass break easily; happiness is fragile: happiness can be easily destroyed: Our success should not make us bold – happiness is fragile.

2)das Glück ist wie Aprilwetter / happiness is changeable.

3)sein Glück verscherzen / to miss the chance.

4)das Glück hat ihm den Rücken gekehrt / happiness has turned away from him.

• Luck:

1)bei jemandem (mit etwas) Glück haben (bei jemandem / mit etwas Erfolg haben, etwas erreichen): Du kannst es ja mal probieren, vielleicht hast du mit diesem Vorschlag Glück bei der Betriebsleitung. Er hat kein Glück bei den Frauen / to have success with someone (with something) (to achieve something): You can try, maybe the management will approve of your suggestion. He has bad luck with women.

2)Mehr Glück als Verstand haben (unwahrscheinliches Glück haben): Corinna schwebte in einer Todesangst ... Aber er hatte immer Glück. Er hatte überhaupt mehr Glück als Verstand

/to be not as smart as happy (to have incredible happiness): Corinna was terrified... But he was always lucky. He was not as smart as happy.

3)Glück muss der Mensch haben (man muss schon ein Glückspilz sein): Von einem erkrankten Arbeitskollegen habe ich noch zwei Karten für das Länderspiel bekommen. Glück muss der Mensch haben! / One should be lucky sometimes: I have received two tickets for an international match from my colleague who has been ill. One should be lucky sometimes!

4)Glück im Unglück haben (von einem Unglück, Missgeschick nicht ganz so schwer getroffen werden, wie es zu erwarten gewesen wäre): Sie hat noch Glück im Unglück gehabt, da in der gestohlenen keine wichtigen Papiere waren / to have luck in unsuccessful circumstances / a blessing in disguise (to be not so unlucky as expected): Nonetheless, she had luck with her misfortune, since there were no important papers in the stolen bag.

5)auf gut Glück (ohne die Gewissheit eines Erfolgs): Manche Menschen werden tatsächlich öfter von Mücken gestochen als andere. Denn die Blutsauger attackieren nicht auf gut Glück / luckily, on the off-chance, at random, sink or swim (without confidence in success): Mosquitoes bite some people more often than others, because the bloodsuckers attack at random.

6)von Glück gesagt können: Er konnte von Glück sagen, dass ihn die Polizei nicht zur

Blutprobe mitnahm / to assume that one is lucky (to be thankful for a happy coincidence): He was lucky that the police had not done a blood test.

7)zum Glück (glücklicherweise): Zum Glück sah ich den Lastwagen noch zeitlich genug, sodass ich auf die Straße laufen konnte / fortunately: Fortunately, I saw the truck on time and was able to run outside.

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8)Hans im Glück (ein Glückspilz): Burgenländischer Hans im Glück. Hans Niessl: Vom Unbekannten zum Landeshauptmann / to be lucky: A lucky man from Burgenland: Hans Niessl: From the unknown to the governors.

9)dem Glück die Hand bieten / to get along with fortune.

10)wer das Glück hat, führt die Braut heim / whoever is lucky, will get it.

• Failure:

1)noch nicht von seinem Glück wissen (eine unangenehme Nachricht noch nicht erhalten haben): Seine Schwiegermutter kommt zu Besuch, aber er weiß nichts von seinem Glück / not to know about a happy occasion yet (one has not received any unpleasant news yet): His mother-in-law will come to visit him, but he does not know about this happy occasion yet.

2)das hat mir zu meinem Glück noch gefehlt (das kommt mir äußerst ungelegen): Der

Motor springt nicht an. Das hat mir zu meinem Glück noch gefehlt! / Just what I need (when something happens at the wrong time): The engine does not start. Well, just what I needed.

3)weder Glück noch Stern haben / to have bad luck in anything.

Based on the analysis of the set expressions given in phraseological dictionaries, the following features that correspond to the concept Glück / happiness can be distinguished: 1) luck, fortune (10 expressions), 2) happiness as a reward / pursuit of happiness (5 expressions), 3) fragility of happiness (4 expressions), 4) failure (3 expressions). According to the lexical meaning of phraseological units, happiness is understood in the German linguoculture primarily as luck and fortunate circumstances. The highlighted feature ‘happiness as a reward / pursuit of happiness’ indicates, on the contrary, that certain efforts must be made to receive happiness as a reward. To achieve happiness, a person must possess certain character traits: diligence, courage, and desire to take risks. The feature ‘fragility of happiness’ emphasizes its short duration. Happiness can be destroyed or missed. It is compared with the weather in April, which can be either warm or cold. The expression das Glück hat ihm den Rücken gekehrt / happiness has turned away from him is built on personification. Happiness can turn away from a person. Three contexts allow us to highlight the feature ‘failure’. However, this feature has an ironic connotation.

Modeling of the associative field of the word Glück / happiness.

During the free associative experiment 200 reactions to the word-stimulus Glück / happiness were received. For more precise interpretation we are going to distribute the reactions according to the model of associative meaning created by V. A. Pishchalnikova [9, p. 154]. On top of that, we are going to highlight additional features which the associating is built on.

Concepts:

Zufall / occurrence (19), Pech / failure (18), zufrieden / satisfied (15), Zufriedenheit / pleasure (2), fröhlich / joyful, zufrieden sein / to be pleased, Unglück / unhappiness. As a result of the experiment, 56 reactions-concepts were identified.

The largest number of reactions is reactions-concepts. They correspond to the vocabulary meanings of the lexeme: (1) Zustand völliger Befriedigung / a state of complete satisfaction and

(2) günstiger Zufall / a lucky chance. They are either synonyms of the word Glück / happiness or its antonyms.

Based on the reactions-concepts, we highlight the most frequent features: ‘occurrence’, ‘failure’, ‘satisfaction’.

Conceptions:

-happiness in family relationships: Liebe / love (28), Ehe / marriage, kleine Schwester / little sister – 30 reactions;

-inner satisfaction: Freiheit / freedom, Leben / life, Ruhe / peace, Wohlgefühl / well-being

–4 reactions;

-pursuit of happiness: Erfüllung / fulfillment, streben / to strive, verdienen / to deserve, Wunsch / desire – 4 reactions;

-favorite pastime: Hobby / hobby, Tanzen / dancing – 2 reactions;

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-happiness in friendship: Freund / friend, Freundschaft / friendship – 2 reactions;

-material well-being: Geld / money – 1 reaction;

-pleasure in studying: Notenvergabe / getting marks – 1 reaction;

-dependence on external circumstances: hängt vom Gott aus / depends on God – 1 reac-

tion;

-price of happiness: unbezahlbar / priceless – 1 reaction;

-fragility of happiness: kurzlebig / short-lived, nicht immer / not always – 1 reaction;

-aesthetic manifestation of happiness: schön / beautiful – 1 reaction;

-manifestation of happiness: lachen / to laugh – 1 reaction.

As a result of the experiment, 48 reactions-conceptions were identified.

Respondents connect the greatest number of conceptions with a happy family life and, above all, with love. The feature ‘happiness in friendship’ emphasizes the importance of the value friendship for respondents. However, happiness in family relationships seems to be more important to respondents. The feature ‘inner satisfaction’ points out values, the presence and implementation of which is a basic human need. The feature ‘pursuit of happiness’ is associated with the fact that happiness is not given from above (unlike the feature ‘dependence on external circumstances’), it must be earned. Moreover, the feature ‘price of happiness’ points out that happiness is priceless and it is impossible to buy it. Only one reaction is connected to ‘material well-being’, which confirms the fact that happiness is not a material category, but a moral value. The feature ‘fragility of happiness’ expresses the idea that happiness is a short-lived state and cannot last forever.

The most frequent feature highlighted in reaction-conceptions is ‘happiness in family relations’.

Formal grammatical reactions: glücklich / happy (18), haben / to have (18), teilen / to share. 36 formal grammatical reactions were identified as a result of the experiment.

18 formal grammatical reactions are derived from the word Glück / happiness.

Based on the formal grammatical reactions, we distinguish the most frequent features:

‘state of happiness’ and ‘presence of happiness’.

Cultural reactions: Kleeblatt / clover (46), Lotto / lotto (2), Vierblatt / four leaf clover (2),

Schwein haben / to have luck, Spiele / games. 52 cultural reactions were identified as a result of the experiment.

In many cultures a four-leaf clover is a symbol of luck and happiness. This symbol is connected to various legends and ceremonies, but the main meaning has been preserved: a fourleaf clover brings luck in any of its manifestations. The reactions Lotto / lotto and Spiele / games are connected to having luck in gambling. The expression Schwein haben means to have luck, to be happy. The origin of this expression remains unknown. It is probably connected to the medieval custom when a pig was given as a consolation prize to the loser of the competition [5**].

Psycholinguists have found that, as a rule, four features are being actualized when associating: conceptual, emotionally evaluative, subjective and operational. However, since the value happiness belongs to basic values and has its own history in any linguoculture, a fifth feature is identified in our experiment as well – a cultural feature. We emphasize, however, that it is possible to attribute reactions to formal grammatical or cultural reactions only after a personal conversation with respondents. The cultural reactions were recognized by the respondents as such. Therefore, the fifth feature was identified.

We are not distinguishing the emotionally evaluative component in the model of associative meaning of the basic value Glück / happiness. We believe that when analyzing the basic value, which initially has an emotional component, we could attribute most of the reactions to emotionally evaluative ones.

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Results of the study.

Let us compare the features highlighted in the word etymology, in the semantic field, in phraseology and in the associative field of the word Glück / happiness.

Table. Comparison of the word etymology, semantic field, phraseology and associative field of the word Glück / happiness.

Based on the table, we can point out that the features identified in the word etymology, semantic field, phraseology and associative field of the word Glück / happiness partially coincide. The feature ‘fate’ is recurrent both in the etymological dictionary and in the semantic field. This fact indicates that happiness of a person depends on a higher power, on the fate that is predetermined. Nonetheless, this feature does not appear in phraseological units and in the associative field of the word Glück / happiness. However, on the basis of the etymological dictionary, semantic field, phraseology and associative field, we can point out that happiness is a desirable state that a person strives for and receives as a reward. In the semantic field, in phraseology and in the associative field, the feature ‘lucky chance, luck’ recurs, which demonstrates the instant nature of the value. Moreover, the feature ‘fragility of happiness’ shows that happiness has a short duration.

Conclusion.

Thus, it has been found that the content of the basic value Glück / happiness in the German linguoculture is relatively stable. For the German native speakers Glück / happiness is the state of mind that one must strive for. Moreover, one must overcome obstacles and have positive character traits in order to achieve it. In this meaning, the content of the value Glück / happiness is close to the ancient Greek concept of happiness. It differs, nonetheless, from the

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Christian concept and is not related to material goods, which used to be the main component of this value in the Middle Ages. A new feature ‘fragility of happiness’ appears in the associative field and in the lexical meaning of phraseological units. This feature is not identified either in the word etymology or in the semantic field established on the basis of explanatory dictionaries. This fact emphasizes the dynamics of the basic value. This is probably connected to the fact that many respondents identify happiness with luck and consider it a gift of fate which is actually temporary. However, such an assumption requires verification.

To sum it up, we would like to underline that the study of basic values is a relevant research area. Establishment of the content of basic values contributes to the effective intercultural communication between people of different nations. Besides, it allows us to define the specifics of the worldview of a particular ethnic group.

References

[1]Lotce R.G. Mikrokosm. Mysli o estestvennoj i bytovoj istorii chelovechestva. Opyt antropologii. – M.: Knizhnyj dom «LIBROKOM», 2016. – 208 s.

[2]Kant I. Kritika prakticheskogo razuma. – M.: Mysl', 1963–1966. – 528 s.

[3]Kluсkhohn S. Values and Value Orientations in the Theory of Action // Toward a General Theory of Action / Ed. by T. Parsons, E. Shils. – Cambridge, 1951. – P. 388–433.

[4] Definition, URL: http://www.karlschlecht.de/fileadmin/daten/karl_schlecht/Werte/pdf/021111_Def_Werte.pdf (vremya obrashcheniya – 25.03.2020).

[5]Prohorov YU.E., Sternin I.A. Russkie: kommunikativnoe povedenie. Izd. 2-e, ispr. i dop. – M.: Flinta: Nauka, 2006. – 238 s.

[6]Karasik V.I. Kul'turnye dominanty v yazyke //V.I. Karasik YAzykovoj krug: lichnost', koncepty, diskurs. – Volgograd: Peremena, 2002. – S. 166–205

[7]Khlopova A.I. Verbal'naya diagnostika dinamiki bazovyh cennostej [tekst]: dissertaciya na soiskanie uchenoj stepeni kandidata filologicheskih nauk: 10.02.19 : zashchishchena 16.04.18: utv. 19.12.2018 / Khlopova Anna Igorevna. – Moskva, 2018. – 213 s.

[8]Elishev S.O. Izuchenie ponyatij «cennost'», «cennostnye orientacii» v mezhdisciplinarnom aspekte, URL: http://www. izuchenie-ponyatiy-tsennost-tsennostn-e-orientatsii-v- mejdistsiplinarnom-aspekte.pdf (vremya obrashcheniya – 22.03.2020).

[9]Pishchal'nikova V.A. Istoriya i teoriya psiholingvistiki: Kurs lekcij. CH. 2. Etnopsiholigvistika. – M.: MGLU, 2007.–200 s.

Dictionaries used

[1**] Wolfgang Pfeifer et al., Etymologisches Wörterbuch des Deutschen, URL: https://www.dwds.de/wb/wb-etymwb (vremya obrashcheniya – 31.03.2020).

[2**] Agricola, E. Wörter und Wendungen. Wörterbuch zum deutschen Sprachgebrauch.

– Mannheim; Leipzig; Wien; Zürich: Dudenverlag, 2012. – 818 S.

[3**] Wahrig-Burfeind, R. WAHRIG Deutsches Wörterbuch. 9. Auflage. – Brockhaus, 2011. – 1730 S.

[4**] DUDEN. Universalwörterbuch. URL: http://www.duden.de/Shop/Das-Wörterbuch- der-sprachlichen-Zweifelsfälle?affiliate_id=318 (vremya obrashcheniya – 19.03.2020).

[5**] Duden. Redewendungen. Wörterbuch der deutschen Idiomatik. 2., neu bearbeitete und aktualisierte Auflage. Band 11. – Bibliographisches Institut und F.A. Brockhaus AG, Mannheim. 2002. – 955 S.

[6**] Nemecko-russkij frazeologicheskij slovar' / pod red. L. E. Binovicha. – M.: Gosudarstvennoe izdatel'stvo inostrannyh i nacional'nyh slovarej, 1956. – 904 s.

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METHODS AND DIDACTICS

UDC 81’25

LINGUISTIC AND PRAGMATIC PECULIARITIES

OF PRESCHOOLERS INVITATIONS

I.V. Kozhukhova

Chelyabinsk State University

PhD in Linguistics, Associate professor at

Theory and Practice of the English Language Department Irina Vladimirovna Kozhukhova

e-mail: vinantov@mail.ru

Problem statement. The article on the material of the mediated discourse completion test analyzes linguistic and pragmatic features of the implementation of the speech act “invitation” in the speech of middle and senior preschoolers (4-7 years). Invitations in the speech of preschoolers are considered from the point of view of their imperativeness, interrogativeness, subjunctiveness, performativity. The need to study this speech act is determined by its mixed nature (directives + commissions), as well as tracking the stages of the formation of the invitation expression in Russian communicative behavior, in particular, in the communicative behavior of preschool children.

Results. Analysis and results of the mediated discourse completion test are described, showing the prevailing refusal of invitations (initiative transfer to an adult) in the speech of middle and senior preschoolers. Verbalized invitations show a high degree of social distance. In the analyzed standard invitations (invitations with the realized illocutionary goal) productive forms (direct imperative) are highlighted, intensifiers, mitigators, and also additional elements (appeals) are described.

Conclusion. The observations allow us to see the dynamics of the transformation of a speech act in the process of ontogenesis of speech-genre competence.

Key words: invitation, speech act, Russian language, preschool children, ontogenesis, imperative, performative, intensifier, mitigator, discourse completion test.

For citation: Kozhukhova I.V. Linguistic and pragmatic peculiarities of preschoolers invitations / I.V. Kozhukhova // Scientific Journal “Modern Linguistic and Methodical-and-didactic Researches”. – 2020. - № 2 (29). – P. 51 – 59.

Introduction.

This work is a logical continuation of the author’s article (G.R. Vlasyan being a coauthor) “Formal and informal invitations in the Russian language: context and politeness strategies” [1]. The article examined the implementation of the speech act “invitation” from the point of view of pragmatics (politeness theory), as well as structural and syntactic characteristics. As a result of discourse completion task, the main productive formulas for the implementation of invitations were revealed for pupils, students (students of secondary special and higher educational institutions) and adults (workers and retired). Invitations were considered in terms of social distance - formal and informal. The article, however, did not pay its attention to this speech act in Russian-speaking children of preschool age. In this paper, an attempt is made to describe the speech act “invitation” in children of primary and secondary preschool age (4-7 years). The difference with the previous study is a partial discussion of the formation of speech competence on the example of the analyzed material. The relevance of the study lies in the description of real speech formulas in preschool children.

______________________

© Kozhukhova I.V., 2020

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Ontolinguistics, which has close ties with psychology, is productive and promising for the research. As S.N. Zeitlin notes, the manifestations of children's speech can be examined from two standpoints: “1) an approach to it from the standpoint of the existing language system of an adult, which is based on the comparison of units and categories of a child’s language with units and categories of an adult language; 2) an approach from the standpoint of a child’s language system, considered to a certain extent an autonomous object with its own units and its own structure” [2, p. 276-277]. The first of the described approaches is a strictly linguistic description of speech units. The applicability of the principles and interpretations of data investigated with this approach will be unified. The second approach involves taking into account and using other sciences (psychology, in particular) to interpret language processes. In the framework of this approach, the attitude to children's speech as a self-sufficient phenomenon is formed, which allows you to see the process of formation and improvement of a child’s speech. The aim of our study is to describe language models with minimal psychological interpretation.

The choice of a speech act is due to its duality: on the one hand, it is a face-threatening speech act as it potentially limits the freedom of the invitee and in case of refusal can harm their positive face (directive component of the speech act). On the other hand, the comissiveness of the speech act provides benefits for the both parties of communication, implying that not only the inviting person is interested in a causable action, but the invitee, as well. Speech act of request is realized due to the optionality of causation. Both communication participants are the beneficiaries. The suggestion of the speech act is most clearly manifested in a multi-status invitation, when the communicant (preschool child, in our case) thinks that all participants in the communication will be by default happy to become participants in the invitation (cases of manifestation of child selfishness).

The analysis of Russian and foreign literature shows that the main interest in our chosen and related topics is realized in the following areas: a) research on the formation of speech competence in the framework of a foreign language acquistition; b) the functioning of certain (typical or productive) speech genres in children's speech; c) features of the functioning of particular grammatical / lexical categories and phenomena in children's speech.

The given study is a natural complement to the problems of studying both children's speech (ontogenesis, the formation of speech and genre competencies), and pragmalinguistics (politeness theory, speech act theory).

Middle and senior preschool age represents the period of active speech act and speech genre competence formation, “the set of problems of genre competence ontogenesis is currently one of the unexplored issues of speech, which determines the importance and relevance of researches conducted in this direction” [3]. The formation of monologic and dialogical speech is among the priority areas for a child development, enabling the process of successful socialization. In the process of ontogenesis, a child gradually learns the norms and rules of speech design of social interactions, acquires the skills of communicative behavior in conventional and unconventional language situations. With the expansion of social experience, the genre repertoire of a person is enriched. “The basis of the genre repertoire at an early consists of questions, everyday conversations, requests, complaints, quarrels, etiquette genres, which in their form are more inclined to one-act speech utterances” [Ibid.]. An increase in the active vocabulary leads to an expansion of the variety of forms of expression of thought, the use of syntactically expanded constructions, and the inclusion of extralinguistic factors.

The active use of questions and requests, but insufficient experience of different-status social interactions, makes the topic under study relevant. “By the age of 4, a child develops a stable and recurrently verbalized picture of the world in discourse. From the same age, children, as a rule, are included in the active social learning system, which immediately leads to drastic changes in their worldview - the child’s unique worldview is partially destroyed” [4, p. 4]. Recurrent verbalizability is realized due to a) precedence (speech experience of other

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children in similar situations) and b) repeatability. These two parameters are largely responsible for the formation of speech and genre competence, while the social background of these parameters also greatly affects the quality and level of practical mastery of a language.

There is a wide variety of didactic works aimed at introducing and mastering the basic formulas of speech etiquette. It is expected that in middle and older preschool age children have already acquired or are in the process of assimilation of directives and commissives, using general formulas and reactions like:

–Давай (-те)…

–Прошу…

–Возьмите…

–Садитесь, пожалуйста,

–Хотите (хочешь) я помогу?

–Ладно, я согласен

–Спасибо (и др.) (согласие)

–Спасибо, не беспокойтесь

–Спасибо, я сам [1*].

Directive speech acts have a clearly recognizable pragmatic component. A feature of their use in the Russian language (regardless of age, social and gender characteristics) is the use of a simple imperative with various modifiers that adjust communicative pressure depending on the situation. The main modifiers-mitigators in children's speech can be considered modifiers of

‘please’ type. The formula “imperative + please” is supposed to be the best polite formula in children's speech.

Request (as well as the transfer of information, the desire to share views and feelings) is one of the main communicative needs [5, p. 86-88]. Let us show the interconnection between the request (i.e. standardly directive expressions in Russian) and invitations. A feature of an invitation as speech act is that the beneficiary of the invitation is not only the speaker, but also the listener (i.e. a request to come or take part in something will matter or benefit both sides of the communication). In this regard, an invitation in Russian is rarely considered from the point of view of a threat to a person. Mutual interest hybridizes the speech act by mixing directives with a comissive. In other words, there exists a “neutralization" of the directive intention. An invitation often includes the application of a certain moral effort, which is lexicized in the form of using a variety of modifiers of equal and unequal status, age, and other parameters of communication.

Traditionally, in linguistics, invitations are divided into explicit and implicit, however, only explicit invitations will be considered in this paper, as implicit ones are an element of phatic communication. Suppose that the phatic communication in the speech of middle and senior preschoolers is not developed, then the function of directly exchanging information and the etiquette function come to the fore.

Methodology of the research.

Object of the study is formal and informal invitations recorded in the speech of middle and senior preschoolers (40 children aged 4-7 years).

Subject of the study is the linguistic and pragmatic features of invitations in the speech of senior and middle preschool age children.

Purpose of the work is the description of the linguistic and pragmatic features of invitation expression in the various status communication in children 4-7 years old.

The survey was conducted in the form of indirect discourse completion task (DCT). The material was the answers to the questions of the simulated situation of 40 respondents. Respondents are middle and senior preschoolers aged 4-7 years. The mediation of the method is characterized by the partial involvement of third parties (parents of preschool children) in the

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