Emotional-expressive means of language in the written speech of teens: psychological-pedagogical aspect (Based on the material of Russian as a native language)

The article analyzes the conditions and factors of pupils’ use of emotional- expressive means of language in written speech in grades V, VII, VIII. Using empirical evidence, the types and amount of these means in the compositions of pupils on a given topic are registered. We have identified the learning conditions and psychological factors that influence the age and individual differences in this aspect of stylistic design of the essays by teenage students. It has been established that they use a wide range of expressive means of the text, but the differences in their choice and quantity in the texts of written works depend on three factors: organizational conditions of school education, stage of adolescence and gender of the subjects. It has been revealed that the most influential factor among the conditions of the teaching process is the mixed sex/separate education of boys and girls. The effect of this factor is clearest at the age of 13 – 14 (8th grade). Prior to this period, the trend of gender differences in the emotionality of the written speech of adolescents is not detected. There has been revealed a statistical relationship between the development of imagination in adolescents and the emotional coloring of their texts in their essays. It was detected via the analysis of how some personal and cognitive characteristics of schoolchildren influence their use of the above means in the written speech. Emotionality as a personal and/or characteristic quality does not actually determine the use of emotionally expressive means of language.