Phonetic and Stylistic Training as a Component of Communicative Skills for Language Teachers: An Interdisciplinary and Linguodidactic Analysis

BACKGROUND The article examines the phonostylistic features of speech as the main working tool of a teacher, which helps to create a favorable emotional atmosphere, increase students’ motivation and maximize their learning. The purpose of this article is to examine professional pedagogical discourse from the perspective of phonostylistics and its impact on the formation of future teachers’ communicative competence in the field of language and literature. MATERIALS AND METHODS The research methodology is based on a communicative approach and interdisciplinary analysis. The study provides a critical review of current research in the field of phonostylistics, characterizes the impact of phonostylistic means on the effectiveness of speech and the impact on the recipients of information; determines the determinism between communicative competence and the use of phonostylistic techniques in pedagogical activity; formulates methodological recommendations for the use of phonostylistics in the process of forming the communicative competence of a language teacher. RESULTS It has been established that the phonostylistic competence of a language teacher is a multicomponent system of knowledge, skills, abilities, as well as attitudes, qualities and values that provides an adequate verbal aspect for each age category of students and for intercultural communication, based on a high level of proficiency in phonostylistic variation, namely, phonemic, prosodic and functional-stylistic aspects of language. CONCLUSION Prospects for further research in this area are a multidimensional analysis of speech acts of didactic discourse, as well as description and analysis of their phonostylistic and phonopragmatic characteristics.