Features of stylistic techniques in English

The idea is to take different types of selection as criteria for outstanding styles, as represented by a single sound. This puts the whole problem on a solid basis of objective criteria, intervention of additional and mandatory functions. There is no point in quoting other definitions of style. There are too many of them and they are too heterogeneous to fall under a more or less satisfactory single concept. Undoubtedly, all these differences in the understanding of the word "style" stem from its ambiguity. But until now, all these different definitions leave the impression that, by and large, they all have something in common.

All point to some integral meaning, namely that style is a set of characteristics by which we distinguish one author from another or members of one subclass from members of other subclasses, all of which are members of the same General class. What are these sets of characteristics typical of a writer or of a subclass of the literary language will be seen in the analysis of language means of a given writer and of the subclasses of the General literary standard. Another point: the above quotes have in common that they all concentrate on the form of expression almost to the detriment of the content. In other words, style is seen as something that belongs exclusively to the plane of expression, not in terms of content. Such an opinion mainly concerns the correspondence of the writer's intention, whoever he is - a writer, the author of a diplomatic document, an article in a newspaper or a scientific treatise, the effect is always achieved.

The assessment is also based on whether the choice of language corresponds to the most General scheme of the given type of text - novel, poem, letter, document, article, essay and so on. It should be noted that the hard and fast distinction between logical and emotional accent can color the pronunciation with emotional elements, thus causing a kind of expressiveness that affects the consistency and coloring of the pronunciation. However, the extremes are clearly set against each other. The idea of individual style creates a problem of correspondence between thought and expression.

Many great minds have made valuable observations about the relationship between these concepts. There is a long list of books in which the problem is discussed from logical, psychological, philosophical, aesthetic, pragmatic and purely linguistic points of view. Here we will only point out the most essential aspects of the problem: (a) thought and language are inseparable; (b) language is a means of materializing thought. It follows that the style cannot neglect this relationship in the analysis of the individual style of the author. But it is one thing to take into account a certain phenomenon, which is part of the General concept, and another thing ‑ to replace one concept with another. What, then, is a stylistic device? Why is it so important to distinguish it from the expressive and neutral means of language? To answer these questions, first of all, it is necessary to clarify the concept of expressiveness. The category of expressiveness has long been the subject of such heated discussions among linguists. In its etymological sense, expressiveness can be understood as a kind of intensification of a statement or part of its dependence on the position in the "statement of the means that manifest this category". But for some reason recently the concept of expressiveness began to be confused with another concept, with emotionality. Emotionality and, accordingly, the emotional elements of the language show the emotions of the writer or speaker. But these elements are not direct manifestations of emotions - they are only echoes of real emotions, echoes that have undergone some intellectual alteration. They are designed in such a way to awaken the cooperation of the reader's experience and consciousness.

Expressiveness is a broader concept than emotionality, and in no case should it be reduced to the last. Emotionality is an integral part of expressiveness and, in fact, occupies a dominant position in the category of expressiveness. But there are media in the language that are aimed simply at the logical accentuation of certain parts of the statement.

Now it is possible to define the concept of expressiveness of means. Expressive means of language are those phonetic, morphological, word-formation, lexical phrases, logical and syntactic forms that exist in the language and represent a system of logical and emotional compaction of the statement. These amplifying forms of social usage and recognized by their semantic function, have been allocated to grammar, courses in phonetics and dictionaries (including phraseological ones) as having special functions, makes the utterance expressive. Some of them are normalized, and good dictionaries call them "intensifiers". In most cases they have corresponding neutral synonymous forms. Compare, for example, the following pairs:

• 1)    He has to do it! - I'm letting him do it.

• 2)    Isn't she cute? "She's very good, isn't she? Expressiveness may also be achieved by compositional devices in utterances containing several sentences in the syntactic integrity and in points. Stylistics studies expressive means of language from the other side. It takes into account the modification of values that undergo different means of expression when they are used in different functional styles. Expressive means have the form of radiating effect. They do not stain appreciably all statement regardless of whether they are logical or emotional. What is a stylistic device? This is a conscious and deliberate strengthening of some typical structural or semantic properties of a language unit (neutral or expressive), raising to a generalized status, thus turning into a generating model. It follows that a Stylistic device is an abstract drawing in which any content can be embedded. As

you know, typical is not only what is in frequent use, but also a phenomenon that reveals science with the most obvious force. Stylistic devices function in texts as disguised units. They always carry some additional information, both emotional and logical.

The idea of the function of stylistic devices is expressed most fully by V. M. Zirmunskiy in the following passage: "the Rationale and meaning of each device lies in the wholeness of the artistic impression that produces a work of art as a selfsufficient object on us. Each separate aesthetic fact, each poetical device (emphasis added) finds its place in the system, sound and meaning of words, syntactic structure scheme of the plot, the compositional meaning - all in equal degree Express this wholeness and finds an excuse".

Foreign language plays a huge role in the formation of personality, its development, because with it you can get direct access to the spiritual wealth of another country. The way and volume of perception of information has changed, so it is necessary to change the approaches to learning [1, p. 11]. Foreign language is one of those subjects that helps the deep development of the student's personality. Education at the present stage is the process of development of students, the development of creative thinking, his creative abilities. And the main task of school — development and formation of the personality of school students. We are faced with one of the most difficult tasks — the creation of an environment conducive to the formation of the personality of each child. We want to show means which help us to solve one of the main tasks of training — to teach pupils to work at a lesson and out of it, to awaken interest in his soul, to make the doctrine feasible and joyful, to bring up the personality with the developed creative thinking. Question "How to achieve the maximum creative and intellectual development of the individual?"should become the dominant in the work of the teacher. The availability of professional knowledge on the use of modern pedagogical technologies, techniques and methods of work with them help the teacher to successfully solve this problem. Pedagogical technologies that can be used to implement new requirements are well-known technologies: problem learning, project-based learning, information and communication technologies, game technologies, communication technologies, technology of critical thinking development through reading and writing. Intellectual development of the student, the development of his emotional sphere occurs by learning English from the first steps of learning. At the heart of learning English at the initial stage is the game technology. In our lessons we use a variety of games that develop intelligence, memory and creativity of the child: grammar games, lexical games, phonetic games, role-playing games (creative games), spelling games. Among them are games such as "Magic box", "Blind owl", "The most agile", "TIC-TAC-toe", "Overtake me", game project, etc. And, for example, under the topic "Profession and quality required for its mastery of" better reception than a business game to find. The teacher can distribute the roles of the interviewer and the interviewee, learn to write resumes and job ads. The basis of interactive teaching methods is the motivation for practical and mental activity, without which there is no progress in the mastery of knowledge and development of the student as a whole. The game develops the ability of the child. The game requires mental effort. Positive is the fact that the student also speaks a foreign language. Emotionality is easily combined with artistry. Theatrical, musical, literary or other activities of children in learning a foreign language not only causes their genuine interest and desire to learn, but also has a positive impact on the development of attention, memory, thinking, imagination.

The motivated use of stylistic devices in the true work of emotional literature is not so easily discernible, although they are used in some relation to the facts, events or ideas dealt with in artistic communications. Most stylistic display devices are applied in two meanings: usually one, in other words, meaning (lexical or structural), which is already set in the language - a - system. And the special meaning that is superimposed on the machine by text, that is, the meaning that appears in the language in action. But sometimes two-fold use of a lexical unit is carried out not by the interaction of two meanings, but by two words (usually synonyms), one of which is perceived against the background of the other.