INVECTIVES AS A TYPE OF ASSESSMENT IN THE ENGLISH-LANGUAGE EDUCATIONAL DISCOURSE OF THE XIX–XXI CENTURIES

Abstract

This article will consider the evaluation function of educational discourse (ED) with the use of invective vocabulary. Participants of the ED, a teacher and a foster, diff er in the degree of presentation activity in the dialogue, and the pupil often does no give the verbal reaction to the statements of the teacher, i.e. the speech act of silence is present in the discourse. This allows us to determine the ED as the statements of the educator to the educated person in order to produce an educating eff ect on him. The aim of this work is to determine the functional aspect of the invective vocabulary in the English-language educational discourse. The object of the study is English-speaking invective vocabulary. The subject is the use of invective vocabulary in the evaluation function in the ED. The material of the study is the texts of British and American fi ction of the XIX–XXI centuries, which give descriptions of the educational process and contains ED. Research methods include general scientifi c methods of synthesis, analysis, comparison, systematization, classifi cation; and linguistic methods: component, semantic, defi nition and contextual analyses, interpretative method. The analysis of the material showed that there is a very rich set of general and special invectives in the explicit and implicit form in the evaluation function in ED. Teachers can use direct and indirect insults with the reproach of actions or appearance of the educated person. The insulting nature of the invective lexemes is expressed in humiliation, threats of physical and mental punishment. Almost all of them are used with the pronoun YOU, which signifi cantly enhances their impact. Despite the inadmissibility of this type of assessment, it is actively used in the English-language ED in the XIX–XXI centuries.