Учебное пособие 1802

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The results are presented using the techniques of statistical processing of the material, and in the way of formal presentation.

The period of the French Academy in the XVII-XVIII centuries witnessed the formation of communicative patterns for official communication. Those communicative patterns were presented by the ceremonial speeches made by academics,as well as those who were accepted into the Academy. Academics represent a discourse community. Let us consider this notion through the terminology of J. Swales who defines a discourse community as a group of persons with common goals, who use oral or written communication to achieve them. Discourse community possesses the following obligatory features:

common public goals;

mechanisms of intercommunication;

participatory machanisms used to provide information and feedback;

one or more genres of communicative futherance;

some specific lexis;

threshold of expertise [1, p. 21–27].

Due to the fact that a set of such features is typical of the academic community, we believe it is rightly to use the term academic discourse community in relation to the French Academy. A collegial participant in a communicative situation was made by the community, consisting of 40 members, among which we can name those who influenced the language policy of the French Academy through their status: a French writer Valentin Conrart (1603-1675) and famous playwrights Jean Racine (1639-1699), Jean Demarets de Saint-Sorlin (1595-1676), Isaac de Benserade (1612-1691), Jean-Baptiste Vivien Châteaubrun (1686-1775), etc.

The initial stage was determined by the paratopy factor, as the meetings were held within some private mansions. Despite the fact that the French Academy had already been under the patronage of the state, as it was mentioned by E. Hasse, the official place for academic activities was not provided [2, p. 179].

A French linguist D. Maingueneau determines the paratopy factor (paratopie) as some pragmatically, socially, and culturally relevant space [3, p. 28]. According to the scientist, paratopy may take a different form depending on the era, society, and the type of discourse. Etymologically, the term "paratopy" (from Greek: para – “near at” + topos – “place, area”) [1**, p. 360, 499] explains the openness of the communicative space of discourse. Scientists indicate that with regard not only to social and cultural communication, but also to literature of the seventeenth century, the position of paratopy factor paratopia was occupied by clubs and salons. They made that open space which united those who owned professional book knowledge [4, p. 30; 5, p. 108]. The think-tank gathered in the salons – writers, politicians, lawYers, scientists, who can be defined as "the aristocracy of philology" (aristocratie des lettres) [2**, p. 83]. It was exactly those circles and salons that plaYed the role of a paratopy factor, witnessing the beginning of the creation of the French Academy. Let us point out that those meetings were also held at private property.

However, the French Academy, in which various issues concerning language policy were discussed, had no private room up to 1672. We believe it is important to analyze the places of knowledge (lieu de savoir), named so after Sh. Jacob, where members of the French Academy were able to gather together. Under the places of knowledge Sh. Jacob means the place of production and storage of knowledge (libraries, classrooms, museums, etc.); the scientific community, which can be attributed to the French Academy; policy instruments – registration and the legislative bodies; and the territories connected by the routes of dissemination of knowledge [6, p. 212; 7].

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The given study revealed that the location of meetings of the French Academy changed very frequently, sometimes several times a Year. At first the meetings were held in the residence of a French writer Valentin Conrart in San Martin street, as his house was conveniently located in the center of Paris, later in the houses of a French playwright Jean Demarets de Saint-Sorlin, a French poet Jean Shapley and others. It was not accidental that the first meetings were held in Valentin Conrart’s house, as he had already had such experience of co-thinkers’ reception when they gathered in the framework of his circle. After the death of Cardinal Richelieu, the founder and the patron of the French Academy in 1643, the Chancellor Pierre Segle became the new patron of the French Academy and his mansion in Grinnell-Saint-Honoréstreet was turned into a permanent place of meetings. Th academics gathered in the great hall, where there was a big long table, surrounded by chairs, and the academics took the places they preferred just as it happened in the salons [2, p. 179].

In March 1672, after 38 years since the foundation of the French Academy, Louis XIV, realising its significance concerning the implementation of the state language policy, provided the Academy with one of the halls of the Louvre, together with 660 volumes, that formed the first library Fund of the Academy [8, http]. Still the question of what was located in the Louvre at that time remains unanswered. In 1672, Louis XIII built Versailles, where the Royal residence was transferred to. King Louis XIV decided to turn the Louvre into the place of the Academy. First, the French Academy occupied the Old Chamber of the King’s Council (l'anciennesalle du Conseil du Roi), and later the Louvre became the site of the Academy of inscriptions and belleslettres, Academy of Sciences, Academy of architecture, Academy of painting and sculpture [9, http].

During the French revolution the French Academy as well as other academies were dissolved as Royal institutions according to the decree of the Convention dated 8, August 1793. After 2 Years, on October 25, 1795, the Directory restored their activity, but gave them a new status: now it was the French Institute (L'institut de France), consisting of three departments: the Department of economics and physics, the Department of literature and fine arts and the newly created Department of moral and political Sciences. Thus, the French Academy was restored, albeit under a different name, namely the French Institute (L'institut de France). Only after 131 Years after the founding of the French Academy, Napoleon gave Mazarini Palace, or as it was called, the College of the Four Nations (Collège des Quatre-Nations) to the French Institute, including the French Academy where it is located at the present [8, http].

Thus, at the initial stage of the formation of the French Academy for many Years the paratopy factor plaYed the crucial role, which limited the interaction of the discourse community with the French society, still it was important for the formation of this Institute. Moreover, the academic discourse was formed within the framework of the French Academy as scientific and institutional. The tasks given to the academic community by the state were addressed in speech. In relation to the French Academy, the term of primary important is academic discourse understood by I.P. Khutyz as professional interaction in the academic environment [10, p. 75]. Yet, academic discourse was formed and fixed at the initial stage more as a ritual.

Category of ritual communication made the communicative norm manifested in ceremonial speeches. Such category was expressed in the solemn words spoken by the academicians in the formal meetings. The recitation of a stump speech became a canon at that time. It can be noted that the canon serves as a cultural reality represented in the texts of ceremonial speeches, which contain sets of rules of making ceremonial speeches and characteristics that are common for them. N.S. Babenko notes that the canon correlates with the concept of pattern represented in the set of rules that are obligatory [11, p. 112]. In comparison with the concept of "aesthetic canon", we propose to use the term "academic canon", which was typical of ceremonial speeches of the members of the French Academy of the XVII-XVIII centuries.

Ceremonial speeches can be defined as "epideictic", i.e. speeches, uttered in the framework of a solemn ceremony on the occasion of any significant event [12, p. 339]. Epideictic genres as

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a small form were popular in the XVII century, and so they are nowadays. There are diversified types of these speeches, for example, praise, gratitude, compliment, etc., which are practised on formal occasions and in everyday life.

When referring to the introductory speeches of the academics in the certain period, we note that there is praise to an individual (for example, cardinal Richelieu), praise to the state (e.g. France) and praise of the remarkable event (e.g., opening of a landmark). Let us dwell on the introductory speeches. After L.G. Vikulova, we would like to point out that the ceremonial speech, defined as harangue in the French practice of the time, was given in the following cases: a greeting or response to a member of the French Academy’s greeting; track record summary presented at the annual festive session in early December by the current Director speaking of literary awards, by the Chairman of the meeting speaking about the merits and virtues of the academics, by the Secretary; speech on the occasion of the academician pass away; a speech at the opening of a landmark named after cultural figures; speech on the occasion of holidays, celebrations [13, http].

A precedent speech within the academic canon is said to be the first speech delivered on 3 September 1640 on the occasion of a known lawYer of the seventeenth century Olivier Patru joining the French Academy (Olivier Patru, 1604-1681; avocat au Parlement; fauteuil No. 19). Turning to the academics, the speechmaker used the vocative form compagnie (a community of co-thinkers) emphasizing the equal social status of the academics, which later became traditional during public sessions. For example,

"Je vis sans doute, avec joie de la naissance et établissement de cetteillustrecompagnie...".

– I live, no doubt, with joy, due to the fact that there has been such a famous society of like-minded people..." [1*].

The speech of the candidate to academics is abundant with reclamation epithets that make the speech even more encouraging:

“digne (worthy), illustre (prominent), sage (wise)” [1*].

However, O. Petru turned to the strategy of self-deprecation that characterized the speech culture of the time. As it is noted by L.G. Vikulova [15, p. 63], the derrogatory forms are revealed by various adjectives of pejorative emotional and normative assessment, reinforced by the connector très. The exaltation of the addressee is due to the self-effacement of the addresser. For example,

"C'est bien assez, à notre siècle, de s'être vu une fois quarante personnes d'une suffisance d'une vertu si éminentes". – In our century, it is very surprising to see forty so self-sufficient, worthy, and that outstanding people [1*].

Thus, it is from this speech that the tradition of making speeches not only by new candidates, but also by the academics of the French Academy started. Olivier Patru marked the beginning of the ritual to present the introductory speech, which, as a rule, was a praise.

To identify which genres of epideictic speech were used by the academics in the academic discourse, we used the descriptive method with its basic components: observation, generalization, interpretation, and classification. According to our findings, by the end of the XVII century.therehad emerged other types of formal speeches, such as the response (réponse), congratulation (compliment), panegyrics (panégyrique), eulogy (funeral speech) (éloge / oraisonfunèbre), gratititude (remerciement).

With the help of statistical processing of the material, we calculated the number and types of formal speeches delivered by the academicians during the period from 1640 to 1690 and 1740 to 1790. For statistical analysis there is a diagram (Figure 1), which allows to present the results of our study.

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Figure 1

The number of speeches delivered by the academicians during the XVII-XVIII centuries. As it becomes clear from the diagram, during the XVII-XVIII centuries, the number of inauguration speeches amounted to 135; the number of complimentary speeches – 14; the number of congratulatory speeches – 8; the number of retaliatory speeches – 101; the number of pan-

egyrical speeches – 6; the number of speeches of gratitude – 3; the number of eulogies – 5.

As it is proved, the dominant genre of epideictic speech is the introductory oration, as it was recited almost by all the members of the French Academy.

Let us pint out that within all such declamations it is possible to define the main features that were typical of the XVII-XVIII centuries:

• to use the strategy of praise (the king, cardinal Richelieu, academician);

For example, the speech delivered by Jean Doujat (Jean Doujat, un avocat, jurisconsulte) a high-profiled lawYer, in response to the ceremonial speech of Jean Barbier d’Aucour (Jean Barbierd’Aucour, un avocat et auteur satirique français) on the occasion of him joining the

French Academy on 29 November 1683:

"Elle a conƒideré vos talens, <...>elle eƒpere que par vôtre aƒƒiduité vous reƒpondrez à

ƒonattente" - "It [the French Academy] took your talents into account, <...> we hope that with that zeal of yours, you will satisfy the expectations of the community, <...>[2*].

• to use the strategy of self-deprecation;

For example, the speech of a French moralist Jean de La Bruyère (Jean de La Bruyère, 1645-1696; moraliste français; seat No. 36), delivered on 15 June 1693 at the ceremonial meet-

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ing. Starting his speech, La BruYere used the technique of self-deprecation, thus showing the greatness and high status of those to whom he addressed and who he was talking about:

"Il seroit difficile d'avoir l'honneur de se trouver au milieu de vous, d'avoir devant les Yeux l’Académie Françoise, d'avoir lul'histoire de son établissement, sans penser d'abord à celui à qui elle en estredevable" - "It is a great responsibility to be among you, members of the French Academy; after reading the history of its creation, it's hard not to think first about what it [the French Academy] indebted to him, its founder [Richelieu]"

[3*].

It should be noted that the use of praise strategies as well as strategies of self-deprecation, is canonical as they are present in almost all ceremonial speeches made in the French Academy. Thus, summarizing the above, we would like to state that the XVII-XVIII centuries saw the creation of communicative norms that define the rules of formal scientific communication. Paratopy factor is also taken into account

To conclude, the communicative norms of formal scientific communication used in the XVII–XVIII centuries is represented by a number of genres: the introductory oration, response, congratulatory speech, Eulogy, funeral speech, speech of gratitude. The study revealed that the key one is the the introductory oration, which was obligatory upon accession to the status of a scientist, a writer, a priest as well s upon joining the academic environment in order to take a certain numbered seat. Such ultimate features of the academic discourse as conventionality and regulation were defined.The communication pattern of a oratory involves the strategy of praise, as well as the strategy of self-abasement. We find it necessary to address the genres of solemn speeches of a complimentary nature in the prospect.

Bibliographic list

1.Swales J. Genre Analysis : English in Academic and Research Settings [Electronic resource] / J. Swales. Cambridge : Cambridge University Press,216. 1990. – 260 p. – URL: http://www.getcited.org/pub/102862255, svobodnyj. (vremja obrashhenija 17.06.2016).

2.Gassier É. Les cinq cents immortels : histoire de l’Académie française 1634-1906 / É.

Gassier. Paris : Henri Jouve, 1906. 491 p.

3.Maingueneau D. Le contexte de l'œuvre littéraire. Enonciation, écrivain, société /

D.Maingueneau. – Paris: Dunod, 1993. 196 p.

4.Strukova O.V., Fomina Z.Ye. Jetnokul'turnaja specifika renominacij nemeckih toponimov v raznyh arealah Rossii (na materiale nemeckih toponimov Samarskoj, Leningradskoj i Permskoj oblastej) / O.V. Strukova, Z. Ye. Fomina // Nauchnyj vestnik Vo-ronezh. gos. arh.-stroit. un-ta. SovremennYe lingvisticheskie i metodiko-didakticheskie issledovanija. – 2014. – vyp. 1 (21). – S. 116-129.

5.Nekljudova M.S. Iskusstvo chastnoj zhizni: vek Ljudovika XIV / M.S. Nekljudova. M.: OGI, 2008. 440 s.

6.Mihajlova S.V. Femininnaja identichnost' i sposoby ee ob#ektivacii v hudozhestvennom diskurse XVII veka : dis. …kand. filol. nauk : 10.02.19 : zashhita : 10.06.13 / S.V.

Mihajlova; nauch. ruk. L.G. Vikulova. M., 2012. 236 s.

7.Zagrjazkina T.Ju. Terminy kul'tury v dialoge nauchnyh shkol i kul'tur / T.Ju. Zagrjazkina // Dialog kul'tur. Kul'tura dialoga: v poiskah peredovyh sociogumanitarnyh praktik : Materialy Perv. mezhdunar. konf. (Moskva 14-16 aprelja 2016 g.) / pod red. E.G. Tarevoj, L.G. Vikulovoj. M., 2016. S. 210-214.

8.Les lieuh de savoir / dir. De Ch. Jacob. En 2 vol. Paris : Albin Michel, 2011.

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9.Krivushina E. Francuzskaja Akademija / E. Krivushina // Krugosvet.– Jelek-tron. jenciklopedija. – URL: http :// www. Krugosvet .ru/ enc / kultura_i_obrazovanie /literatura/ FRANTSUZSKAYA_AKADEMIYA.html, svobodnyj.– (vremja obrashhenija – 24.09.15).

10.Oficial'nyj sajt Luvra. - URL: http://www.louvre.fr/histoire-du-louvre/periode-3#tabs. – (vremja obrashhenija – 24.09.15).

11.Hutyz I.P. Akademicheskij diskurs: kul'turno-specificheskaja sistema konst-ruirovanija i transljacii znanij : monografija / I.P. Hutyz. M. : Flinta : Nauka, 2015. 176 s.

12.Jazykovaja norma i jesteticheskij kanon [Tekst] / pod red. V.Ja. Parhomovskogo i N.N. Semenjuk. M. : Jazyki slavjansk. kul'tur, 2006. 336 s.

13.Panov M.I. Jepidejkticheskaja rech' [Tekst] / M.I. Panov, L.E. Tumina // Jeffek-tivnaja kommunikacija: istorija, teorija, praktika : slovar'-sprav. / [otv. red. M.I. Panov, L.E. Tumina]. M. : KRPA Olimp, 2005. S. 339–352.

14.Vikulova L.G. Vneshnjaja legitimacija nauki vo Francii XVII veka / L.G. Vikulova // Nauchnyj vestnik Voronezhskogo gosudarstvennogo arhitekturno-stroitel'nogo universiteta.

Serija «SovremennYe lingvisticheskie i metodiko-didakticheskie issledovanija». – 2015. - № 2

(26). – S. 106-117.

15.Fomina Z.Ye. Vezhlivost' v prostranstve nemeckoj digital'noj kommunikacii (na primere jazyka Interneta) / Z.Ye. Fomina // Nauchnyj vestnik Voronezh. gos. arh.-stroit. un-ta. SovremennYe lingvisticheskie i metodiko-didakticheskie issledovanija. – 2013. – Vyp. 2 (20). – S. 43-56.

16.Fomina Z.Ye., Lavrinenko I.Ju. Kognitivnye strategii kak mental'nye determinanty pri jazykovoj ob#ektivacii konceptov razuma i chuvstva v filosofskom diskurse F. Bjekona / Z.Ye. Fomina, I.Ju. Lavrinenko // Nauchnyj vestnik Voronezhskogo gosudarstvennogo arhitekturnostroitel'nogo universiteta. Serija «Sovremennye lingvisticheskie i metodiko-didakticheskie issledovanija». – 2014. – Vyp. 1 (21). – S. 23-37. - URL: http: //elibrary .ru/ download /10444619 .htm, svobodnyj. - (vremja obrashhenija – 18.06.16).

17.Vikulova L.G. Volshebnaja literaturnaja skazka konca XVII – nachala XVIII veka : pragmalingv. aspekt : monografija / L.G. Vikulova ; M-vo obrazovanija RF, Irkut. gos. lingv. un- t. – Irkutsk : Izd-vo Irkut. lingv. un-ta, 2001. 286 s.

Analyzed sources

1*. Réponse au discours de réception de Jean Barbier d’Aucour (le 29 novembre 1683). –

URL :http://www.academie-francaise.fr/reponse-au-discours-de-reception-de-jean-barbier- daucour, svobodnyj. – (vremja obrashhenija – 24.09.15).

2*. Discours de réception de Jean de La Bruyère et préface (le 15 juin 1693). – URL : http://www.academie-francaise.fr/discours-de-reception-de-jean-de-la-bruYere-et-preface, svobodnyj. – (vremja obrashhenija – 24.09.15).

3*. Discours de réception de Olivier Patru (le 03 septembre 1640). – URL : http://www.academie-francaise.fr/discours-de-reception-de-olivier-patru, svobodnyj.– (vremja obrashhenija – 24.09.15).

Dictionaries used

1**. CIS – Slovar' inostrannyh slov / gl. red. F.N. Petrova. 15-e izd., ispr. M. : Rus.jaz., 1988. 608 c.

2**. Larousse – Dictionnaire Le Petit Larousse illustré [Text]. Paris : Larousse, 2001. 1786 p.

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UDC 811.111

Peoples’ Friendship University of Russia assistant of department of foreign languages of faculty of economics, candidate of philology, Alexandra Vladimirovna Radyuk

e-mail: rad_al@bk.ru

A.V. Radyuk

DISCURSIVE STRATEGIES OF GOAL SETTING AND SOLUTION SEARCH AS MEANS OF INCREASING THE PRAGMATIC IMPACT

OF ENGLISH BUSINESS DISCOURSE

Pragmatic impact is a major tool for achieving goals in English business discourse. Increasing or reducing its intensity allows to modify the direction of the semantic system to the necessary extent and to achieve an impact appropriate for the communicative situation. Two types of intensification of pragmatic impact strategies are analysed in the article: the strategies of goal setting and the strategies of solution search. In the course of empirical material analysis it turned out that the following tactics correspond to the strategy of goal setting: request, demand, order, offer, assertion. Solution search strategy is realized by the tactics of brainstorming, getting support, opinion expression, request, specification, agreement, offer. The author traces how the dynamics of pragmatic and semantic relations of discourse is developing with their help.

Key words: business discourse, pragmatics, linguosynergetics, increasing communication effectiveness, pragmatic impact, strategies and tactics.

Language is a regulator of social relations. that is why it is not surprising that the English language has received international status, and aims to improve harmonization of international and interpersonal business interaction. This task is important where people have to think about the problems of the business community - to create conditions for the development of world economy and national economies. Thus, English business discourse is intended to regulate the efficiency of international communication, which constitutes the importance of this study.

Discursive strategies intensifying the pragmatic impact of speech were singled out as one of the types in the classification of cooperative strategies and tactics of the English business discourse [1]. The above-mentioned types of strategies were chosen as an object of this article as they are very typical of the business sphere, including new forms of communicative behavior predetermined by current trends in the economic sphere [2]. They are used at meetings, negotiations, conferences, i.e. wherever targeted professional activity is required [3]. Other strategies strengthening the pragmatic impact (attracting attention, self-presentation, motivation and proof) will serve as the subject of a more detailed description.

The aim of the article is to systematize the set of tactics realizing the strategies of goal setting and solution search in English business discourse and to identify the specific speech means corresponding to these tactics. For that purpose we studied the samples of oral dialogic and monologic speech belonging to business sphere: transcripts of press conferences, meetings and presentations (resources of websites ВВС, Business English Pod (2011-2016), International Monetary Fund (2011-2016), National Public Radio (2011-2016), newspapers the Wall Street Journal (2011-2016), the Financial Times (2011-2016), the Economist (2011-2016) et al. – around 800 items).

___________________

© Radyuk A.V., 2016

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Pragmatic potential increasing the pragmatic impact was studied by method of functional synergetic analysis [4]. This method assumes that discourse is a synergic system of meanings, organized by the pragma-semantic relations between propositions. It is characterized by openness, equilibrium, nonlinearity, multidimensionality [5, 6, 7]. In the course of evolution the original speech aim is affected by various internal and external factors that forces the system to adapt to them, or organize in such a way so that it could keep the balance and reach the purpose of communication. Schematically, the analysis algorithm is as follows: one singles out the basic statement, chaotic elements, the area of bifurcation, order parameters, conclusion indicating a new equilibrium state of the system [8].

The analysis of the empirical material resulted into identification of the following tactics. Often due to the variety of verbal expression the same tactics can implement different strategies.

Goal setting strategy.

As the professional activity is focused on the practical outcome, the formulation of goals and objectives is an important part of the tactical actualization of everyday speech. In the context of globalization and the dialogue of cultures diplomatic language is important [9]. For example, setting goals is verbalized by different tactics as to the degree of categoricalness. The request is the most gentle and polite tool. It is realized with:

-indirect question (Would you mind confirming that the order has been shipped? [2*]);

-modal verbs can, could (Can you please check and find out what happened to the order? Could you give me an update on the expected delivery time? [2*]);

-non-categorical form of imperative (I’m a little concerned about the schedule, so please let me know the status of the shipment. [2*]).

The tactic of requests in vague wording encourages the recipient to act while the tactic of request is more categorical. This can be expressed in

-address by name (What are the underlying causes of the problem? Anne, what can you tell us? [2*]);

-direct question (What is at the root of this problem? Any suggestions? Perhaps we can begin by breaking down the problem? Who can start? [2*]);

-affirmative sentence (We need to deal with this problem before it gets out of hand [2*]).

The tactic of demand has also motivation potential. It is expressed by the construction how

+modal verb:

How can we meet our deadlines without working overtime? [3*];

How should we approach this problem without offending anyone? [3*];

The tactic of order is a direct command. Categoricalness can be predetermined by the necessity of taking drastic measures, for example, in case if emergency. It is expressed by:

- complex object (I need you to do exactly what I say. First, contact the CFO. Listen up. First, I want you to ask all the emploYees what they know [3*]);

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-indicative mood (Okay, this is the plan. You’re in charge of planning the sales presentation [3*]);

-imperative mood (Here’s what you have to do. Start with last Year’s expense reports

[3*]).

The tactic of offer can reflect the tasks in quite a mild form. This happens due to the usage

of:

-interrogative-negative sentences (Why can’t we remove the threat by making the process simpler and more effective? [4*]);

-subordinate causes of unreal condition (How would you feel if we were able to reduce the amount of time it takes to get our products to customers? Can you visualize what it would be like if we could eliminate the stress that all of this causes? [4*]).

The functional role of goal setting strategy consists in constructive stabilization of the system of meaning, for example:

With unemployment outrageously high in many countries clearly all policies should be aimed at restoring growth and creating jobs. There are key commitments of the G-20, including a commitment to establish fiscal plans. You will see that in paragraph 3 of the communiqué which I suppose you have received. And prominently, the G-20’s adoption of exchange rate language that is common to all members and that is clearly a policy commitment on their part. [1*]

In this example, goal setting strategy is implemented in a fairly categorical manner. The author uses the tactic of assertion actualised by affirmative sentences, giving no choice and rather stating the fact. In terms of functional linguosynergetics this excerpt is a balanced system of meanings. [10] The communicative purpose of this discourse is to identify problems relating to the obligations of G20 on fiscal policy-making. Basic utterance (speech topic) represents the initial state of the system (unemployment outrageously high). Propositions with a meaning of "goal", "commitment" is a stabilizing factor in the system of meanings, that is expressed in the insistent repetition of the word commitment. The speaker emphasizes two goals of G-20 - the formulation of policy and implementation of common rules in the field of currency exchange (a commitment to establish fiscal plans, exchange rate). Functional relationships of widening support the system evolution toward the attractor, neutralizing chaotization by a switch - departure from a subject (I suppose you have received).The next level of ordering is reached because the entire set of speech means is aimed at achieving this target - setting goals. At that the potential of each individual speech means is synergetically reinforced and increases the impact of speaker's words.

Solution search strategy.

The logical consequence of setting goals is finding ways to resolve them. Tactics of this strategy are applied at various meetings, conferences, discussions of problem nature. The search of consensus begins with the expressing opinions and offering some ideas.

The tactic of brainstorming is used when it is necessary to offer a wider range of alternatives to find solutions, putting forward the largest possible number of ideas in a short period of time, for example:

Okay everybody, let’s get started. I think we’ve all noticed that staff morale is extremely low. (Murmurs of agreement).We’ve got to get to grips with this before it comes back to bite us. To start with, what exactly is the problem? Is it budget cuts, the economy, or are we missing something? Let’s have some input.

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Well, look at the economy. Who wouldn’t be depressed?I’m not sure I follow. Could you explain?

I think he means that people are nervous. We’ve had budget cuts and lay-offs and everyone’s …

… economy affects everybody, but morale is worse here than other places and I, for one, would like to know the root cause. [2*].

A typical technique for brainstorming tactic is the consistent use of a large number of questions. This may be elaborating questions, or provoking a rapid response, encouraging even absurd proposals. Brainstorming tactic regulates the course of discussion:

the beginning (Let's go around the table and get reactions to that idea. Who would like to begin? [2*]);

request ideas (What other approaches are there to this problem? Does anybody have any ideas? [2*]);

pushing passive participants (How about other people? any comments? [2*];

summing up (I think we're onto something here [2*].

When one needs to get a response to the many influencing signals the tactic of getting support is used. It detects the feedback from the audience and allows to find out whether the pragmatic impact reached its target. Usually the tactic is associated with the expression of agreement / disagreement:

Can I get a quick show of hands? All those in favour? Let's take a vote. How many people are for this idea? Against? Thanks [2*];

and quantitative analysis:

Just quickly - is there anyone else that supports the strategy of reducing overhead? [2*].

Also the imperative mood is used for this purpose (let's get started, let's have some input, let's hear Bill out), modal verbs of obligation (we've got to), discursive expressions (to start with). The response to these questions among the communicants is a lively discussion, they already interact with each other, rather than with their boss – interrupt each other, continue the words of each other. The tactic of expressing opinion is represented by verbs of mental activity (I think, it seems obvious to me; I do not see), parenthesis (and I, for one; actually; You know). Tactic of request formulates the need to find the reasons of the problem (would like to know the root cause).

Actually, it seems obvious to me – lack of personal contact. Neil’s on Bleaker Street, Torben is who-knows-where – I have to take a cab just to file expenses! I bumped into Sarah the other day and she said “Howdy, stranger!”

You know, I don’t see what you are getting at.

Hang on, let’s hear Bill out.

In order to clarify the opinion the tactic of specification is used (Well, two Years ago, ... we all got spread out). Tactic of agreement is expressed by interjection (Yeah), adverb (Absolutely, Exactly, Good), and also non-verbally (murmurs of agreement).

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