ирония

The paper deals with ironic edification – autosemantic utterances which contain critical evaluation of human shortcomings expressed in derisive assertion of absurd, or pretentious, or malicious behavior certain people manifest. They make a specific class of proverbs, aphorisms, and miniatures of modern network discourse. They are heterogeneous and vary from profound observations of human character up to banalities used to amuse a down-home partner, from witty phrases up to acid black humour.

In the article the author examines the different points of view on a popular question of current theory of speech genres: whether irony is a speech genre.

The article deals with comic short poems of various types. It is found that these miniatures in their genre borders selectively express varieties of comical attitude to reality: authorial texts comprise the all comic types (humour, irony, satire) whereas folklore texts express humour and mockery. Main means of comical effect in poetic miniatures are described including style incongruences between the beginning and end of a poem, language play with sound form coincidences, nonce words and allusions.

The article discusses the role of intensifiers and deintensification (the minimised degree sign) in ironic contexts. Pre-analyzes the characteristics of both groups of words, identify their co-occurrence differences, the productivity and dopolnyaet intensifiers and unproductive of deintensification.

The research is devoted to the consideration of mockery as a contemporary communicative phenomenon. The article describes trends of the modification in the genre mass media field, a characterization of some sociocultural background and preconditions of mockery’s origin is discussed, two variants of mockery – intellectual and marginal – are distinguished. Mockery as a sociocultural phenomenon appears as a result of carnivalization, critical evaluation and parody, which are based on the means of the comic – irony, satire, sarcasm.

The negative-evaluative speech acts of aggressive nature, operating in the Russian pedagogical discourse are studied in this paper. The Kazakhstan secondary schools teachers’ oral speeches in the lessons framework are chosen as the research material.

The article deals with a speech genre “instructives” in network discourse. Its basic feature is intention to help a communicative partner and it is represented in advice, recommendation and instruction. Its two main types include responsive and initiative instructives, the former express an explicit problem, a request to solve it and a reaction to it whereas the latter contain preactive advice.