Pragmatics of communicative tonality in the stylistics of english educative converse

The article is devoted to the study of communicative tonality that is considered a dynamic linguistic-and-pragmatic characteristic of the communication style, which is actualized by the choice of language means and speech techniques, correlated with the strata-tactical and genre-stylistic features of a particular kind of discourse. The corpus of educative parent-child dialogue examples allowed to identify the main goal of this discourse type, that is the child’s socialization in the course of communication based on adult status dominance, to determine four styles of educative communication that differ in patterns of functional and syntactic speech models and in language means which are a part of the communicative competence of English-speaking culture. The linguistic-and-pragmatic analysis of adults’ speech utterances revealed the specificity of stratagem-tactical intentions in choosing each style of educative communication, made it possible to designate the character of illocution, aimed at explicating the intent to socialize a child through explaining, persuading, reasoning, suggesting, compelling and criticizing behavior. The analysis of pragmatic markers of the communication tonality revealed its hybrid and modulated character, that is shown in a meaningful choice of functional-syntactic models of speech, in direct or indirect forms of empathy types - from democratic, consolidating to moralizing and adversarial. According to the study, the tonality of educative communication varies from strong and soft shades of benevolent, trustful, playful, serious, and indulgent to instructive, mentor, contemptuous, ironically mocking tones, which can be expressed in different combinations of lexical, stylistic and functional-pragmatic means of English.