Demonstrative Tonality in Interpersonal Communication of Schoolchildren

This article is devoted to the peculiarities of the demonstrative tonality in the communication of secondary school students. The purpose of the study is to identify the leading types of the demonstrative tonality, their functions and means of actualisation in the speech of schoolchildren. The work uses an interdisciplinary approach and a method of psycholinguistic analysis of the speech output of interactants. As a result of the analysis, it is revealed that the demonstrative tonality in the speech of schoolchildren performs protest, influencing, regulatory, attractive and self-presenting functions. The negative manipulative communicative demonstrativeness is realised by demonstrative action-oppositive, action-threat, action-aggression, action-disobedience, accentuated I-modality, syntactic parallelism, reiteration, phraseological units and hyperbolic verbs, rhetorical questions, hyperbolic constatives, negative expositives and declaratives, negative valuatives and demonstrative prosody. The positive manipulative communicative demonstrativeness is formed by the communicant with the help of positive epithets, hyperbole, I-modality, positive constatives, declaratives, demonstrative action-admiration and demonstrative prosody