Keyword: «political discourse»

Modern political discourse is considered as a multifaceted, multiaspect phenomenon that has the functions of spreading political information, persuasion, propaganda, and influencing the political views of society. In his political speeches, President of the Russian Federation Vladimir Putin uses persuasive tactics, vocabulary with positive semantics, as well as words with the meaning of progressive movement, improvement, restoration. Thus, the president's speech is convincing, inspires confidence, creates the effect of positive emotional rise, which is extremely important in conditions of instability in the country.

The article considers phraseological units as integral components of the language personality of an opposition politician. It was revealed that phraseological units are used by the opposition politician in appeals to the addressee, where they create an atmosphere of easy dialogue and reduce the distance between the author and the addressee. In addition, phraseological units act as a means of self-irony, conveying to the addressee information about the author as about an ordinary emotional person. Used for a negative assessment of political opponents, phraseological units allow a politician to create ironic, contemptuous, offensive characteristics of the actions and personalities of political opponents. It is concluded that phraseological units are important components of the linguistic personality of an opposition politician.

The article addresses the problem of developing critical listening skills in pedagogical students. Critical listening is defined as the ability not only to comprehend the content of a foreign-language utterance but also to analyze the speaker’s communicative strategies, identify persuasive techniques, and evaluate the argumentative validity of the message. Based on experimental work conducted at Ryazan State University named after S.A. Yesenin, the article describes a methodology for developing these skills using English-language political speeches as didactic material. A three-stage system of tasks is presented, including guided analysis, group analytical work, and independent comprehensive analysis. The results of the experimental verification demonstrate positive dynamics in the development of cognitive and operational-activity components of communicative competence in future teachers.