Stereotyped lexical units are presented to the recipient as carriers of some relatively stable connotative, emotional and evaluative motivation. The achievement of the desired effect is explained, in particular, by the fact that the communication process, as a rule, occurs in non-verbal activity, and the personal meaning is also assimilated by the individual within the framework of non-verbal activity. The effectiveness of the influence of the stereotype on the consciousness of the individual is due to the explicitly expressed emotionality present in it. Figurative comparisons, rhyme, alliteration, and elements of conversational style act as factors that enhance the emotionality of stereotypes. The emergence of stereotypes is also associated with ethnopsycholinguistic factors. The reasons for the appearance of stereotypes in children's speech and in the speech of adults are directly opposite. In adult speech, the use of the name of a specific situation in place of the name of abstract semantics is permissible due to the existence of some ready-made schemes, since both the speaker and the listener possess a mechanism for determining the generality of class indicators, systematizing them, including them in the designation paradigm. In a child, the use of an utterance to denote an entire situation marks the process of building a paradigm of designation, the development of class indicators and their generalization. Therefore, conversational stereotypes are more widespread in the speech of adults than in the speech of children.
For citation:Dedova О.M., Kornev V.A. Comparative Analysis of Speech Behavior Stereotypes in the Speech of Children and Adults [Elektronnyi resurs]. Âzyk i tekst = Language and Text, 2022. Vol. 9, no. 3, pp. 56–61. DOI: 10.17759/langt.2022090306. (In Russ., аbstr. in Engl.)
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