superiority of the speaker. A small number of respondents (10%) testify to a high level,
since it gives preference to the inspired type of communication.
It is distinguished by the active participation of the speaker in communication on
the principles of mutual assistance and cooperation. The low level is demonstrated by
the respondents who choose the confrontational (arrogant) type of communication
(14.9%). The characteristic feature is supremacy and inflexibility. Such data may be
explained by insufficient orientation of respondents for cooperation, inability or
unwillingness to take into account the individual characteristics of the interlocutor. The
latter greatly increases the probability of conflict situations in professional activities.
The lowest rates were obtained from the communication aesthetics (65%) and
strategic competence (58%). Note that in studying the components of the aesthetic
component, special attention was paid to the absence of rough lexical forms, figurative
and lexical richness, the use of tropes and folk forms, citation. An important indicator
of aesthetic communication is the richness of etiquette formulas in the active
vocabulary of respondents, the manifestation of prosodic, kinesic and proxemic
components. The results revealed that the respondents (65%) did not pay attention to
the pace of speech, tone, volume, and speech style. Do not follow posture, facial
expressions, gestures, ignore visual contact. They also observe a poor supply of
formulaic speech etiquette. In the speech there is no use of allegory, comparisons,
metaphors, periphrases, metonymy, and epithets. This testifies to the low level of
speech formation aesthetics. A certain number (30%) of the respondents demonstrates
knowledge of 4-5 variants of each etiquette form and partial control over the use of
nonverbal tools, which is an indication of the medium level. And only a small number
of respondents (5.2%) showed a sufficient level, indicating 6-7 variants of each
etiquette form and consciously using nonverbal means of communication.
Determination of the strategic competence formation level was carried out by
analyzing the plan of conversation between a mother and an educator. The content and
sequence of phrases, replicas, questions, selected by respondents, determined the
communication tactics, and on the basis of it – the strategy. Note that the majority
(57.5%) did not demonstrate any particular communicative strategy; they could not
explain which line of conduct in communication is believed to be dominant. This is an
indication of the low level of strategic competence. Some (34.7%) tried to combine
tactics from different strategies, but such an approach did not achieve the goal. The
tactics used by the respondents allowed to carry out the division according to certain
levels: 1) the tactics of direct question, causation (creation of something, promotion of
appearance and implementation of something) of verbal / non-verbal action,
verification, provocation, doubt, clarification inherent in the strategy of a pedagogical
discourse control; 2) the tactics of attracting attention, question, order, request,
invitation, permission, prohibition, call, attributed to the organizational strategy of
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