REPETITION AS A MEANS OF EMOTIONAL EXPRESSIONIN FRENCH POETRY USED IN TEACHING PHILOLOGY STUDENTS

The article deals with the phenomenon of repetition as a method of teaching French to philology students and as a means of expressing emotional and evaluative attitudes towards speech-related problems in intercultural communication. It is noted that “repetition” is a multivalent concept. It is the object of study in various scientific fields such as psychology, cultural studies, philology, and folklore. Repetition is used in various speech styles, registers, and text genres, therefore it is necessary to clearly distinguish its functional purpose. The ability of philology students to identify the functions of repetition in different text genres, its lexical and semantic features, emotional and evaluative impact on the recipient of information will contribute to the adequate perception of speech and the formation of their constructions in the process of communication. However, it is important to consider the difference between repetition and imitation, tautology and linguistic redundancy, for instance, the excessive use of certain linguistic units, or vice versa, to narrow the message. The universal possibilities of repetition as a textual category are explored based on the examples of French-speaking poets from Europe, such as Henri Michaux, Maurice Careme, Marcel Thiry, Lilian Wouters (Belgium), Jacques Chessex (Switzerland), Pierre Reverdy, Jacques Prevert (France), who are of great interest to Ukrainian readers. The writers selected for the analysis have used repetition with talent, skill, and accuracy as a linguistic means to reveal the problems of the meaning of life, one's destiny, and emotional attitude to the outlined ideology of the work. The means of repetition in their poems characterizes not only their style of writing but also their linguistic map of the world. In a nutshell, the universality of repetition as a category lies in the functional purpose of text coherence, the formation of skills and abilities of one's own emotional and evaluative expression, and therefore affects the development of cognitive mechanisms of the individual linguistic map of the world.