Text definition problems

The text is the primary given of all humanitarian and philosophical thinking, it is a direct activity from which only these disciplines can derive (M.M.Bakhtin, 1979: 281). This thought became fundamental to the new division of linguistics - the linguistics of the text, the science of the essence and organization of the prerequisites and conditions of human communication, . the subject of study is the construction, generation of the text, its constituent elements from both the formal and the substantive point of view.
The need for detailed study of the text indicates many linguists. For example, M. Halliday believes that "the basic unit of a language is not a word, not a sentence, but a text... the study of language as a "text" is a theoretical problem, no less interesting and relevant for linguistics than psycholinguistic research... " (M.A.Na1I<1au, 1970:145). According to X. Isenberg, further development of the text theory is a pressing social necessity, as language communication takes the form of texts (H.Isenberg, 1976). Attempts to systematize knowledge and present the general theory of the text in domestic science were made by I.R.Galperin and Z.Y.Turaeva, in whose works are formulated the main criteria of the text and presented the conceptual apparatus of linguistics of the text. Despite the intensive study of the text in recent times, many policy questions remain open up to the present.
-text definition problems;
- highlighting basic and accompanying text features;
- the relationship between text and discourse;
the status of speech.
This is primarily due to the multidimensional and multidimensional nature of the phenomenon under study, which results in the identification of the features and parameters of the text that are most relevant to a particular line of research that characterize a particular approach. Currently, in the domestic and foreign linguistics of the text formed several approaches to the analysis of the text. Among them, the following have clearly emerged:
1. Structural (or grammatical) approach, where the methods of "sentence grammar" in some form are transferred to text analysis. This approach aims to study the grammatical structure of the text in terms of structural and descriptive grammars, to clarify dependency relations and to construct formalized grammar of the text.
2. Semiotic approach, identifying the symbolic nature and semiotic complexity of the text.
3. Stylistic approach, which aims to inventory and systematize the means of expression and techniques that enhance the expressiveness of the text and promote its coherence.
4. Semantic approach, in which the researcher is not limited to the features of the surface structure of the text, but tries to determine the regularities of "deep" meaningful relationships in the text.
5. The functional and pragmatic approach, in which the text is treated as an element of communication, and the language structures are of interest to the researcher, primarily as a tool for the implementation of specific intentions of the speaker. This approach focuses on the communicative orientation of the text, its pragmatic functions.
All approaches to the linguistic description of the text are in no way mutually exclusive. It is simply a question of examining different aspects of the same subject matter - the text. The current stage of development of the linguistics of the text is connected with a general change of orientation of linguistics towards the theory of communication, pragmatic linguistics.
The study is based on a functional and pragmatic approach in which all the elements involved in structuring the text and having a pragmatic impact on the addressee are relevant to the analysis of the text. The term "text" is still ambiguous in linguistics. Along with the term " text " the term "discourse" is often used in the modern scientific literature with a similar meaning. It should be noted that the use of any of the terms - text or discourse - in all cases refers to the learning of the language in its live use, functioning, which entails combining two approaches to the analysis of linguistic phenomena. On the one hand, the text is considered purely linguistic, i.e. in its structural-semantic, logical and communicative aspects, and on the other hand, much broader, namely in its situational, psycholinguistic, sociolinguistic, thought-cognitive, Cultural and historical aspects (N.A Slyusareva, N.I. Teplitskaya, 1978:92). Assuming that the terms "text" and "discourse" are synonymous, several definitions of the text are provided. Thus, the text, in terms of the structural-semantic approach, appears as an ordered set of sentences united by different types of lexical, logical, lexical-grammatical relation as a complex whole, structural-semantic unity (M.PWge, 1970:7; N.Y.Turaeva, 1986:11; V.A. Kukharenko, 1987:81; A.I.Domanov, I.P.Shishkina, E.A.Goncharova, 1989:12 et al. ).In this work, following the representatives of the functional and pragmatic approach ( J.R. Halperin, 1981; E.A. Referovskaya, 1983 et al. ) "The text" is understood as some sort of structured unity according to certain laws, consisting of linguistic units - sentences, grouped together and forming larger units (superphrases), serving to convey a certain finished content, for the purpose of communication ( E.A. Referovskaya, 1983:5). Currently, there is an opinion according to which it is proposed to consider the text and a whole series of microtexts: a dictionary (explanatory), a file, a catalogue (I.G.Olshansky, 1980:70-74). This approach makes it possible to treat the body of law as a text consisting of microtexts - legal articles. In this paper, the text refers only to written texts (unlike some authors that include oral speech works), as ancient texts always appear before us only in writing. Written text is not always so straightforward and directly discloses its purposefulness, as oral speech. Intonation, facial expressions, gestures, the very type of communication (dialogue) reveal the intention of the speaker with sufficient clarity, while in written speech, especially in certain types of text, this intention of the addressee must recognize, By making some efforts and drawing on the experience gained in analysing different types of text. mainly in those areas that were identified by the founders of the linguistics of the text: general aspects (definition of the text, features and constituent parts of the text); the communicative aspect of the text; the study of the functioning of categories in the text, as well as the typology of texts and characteristics of various types of text. Recently, the close relationship between the type of text serving a particular communication situation and the choice of certain language tools has been increasingly emphasized. This gave the foundation1consider linguistics of specific types of texts as one of the most promising areas of modern linguistics. To date, text linguistics has, on the one hand, a significant set of data on the general properties of texts (coherence, integrity, completeness, etc.) (Dijk T. A. van, M. A. Halliday, G. P. Grice, S. I. Gindin, T. M. Dridze, O. I. Moskalskaya, G. V. Yeiger, V. L. Yucht On the other hand, studies were conducted on randomly selected types of texts: ballad, parody, short story, newspaper article, report, scientific article, lecture, patent, recipe, review, advertisement, oral report and others (C. E. MJCCHMOB, L. P. Bereza, N. V. Bessmertnaya, E. A. Lavrentva, V. V. Voronkov, I. B. Rupert, G. N. Kuznetsova, etc.). In these works, attempts are made to describe the general properties of the text on the example of a certain type. Taking into account the specific parameters of different text types makes it possible to build a typology that would allow reducing all the variety of possible texts to a finite, foreseeable set of basic types.
Taking into account the specific parameters of different text types makes it possible to build a typology that would allow reducing all the variety of possible texts to a finite, foreseeable set of basic types. This task is very difficult. "How diverse are the types of texts, so sharply do their main characteristics differ, so that it is possible to reduce all this diversity to some abstract typological schemes-models only as a result of a large accumulated experience of observations on the functioning of each individual type in different periods" (I. R. Galperin, 1981:15-16). In addition, building a text typology is difficult due to the following limitations:"...the complexity of the structure of each type of text; the possibility of transmitting "additional" meaning to them; the variability of using the arsenal of language tools; the difficulty of identifying general rules of global cohesion and coherence of the text; ambiguity of semantic interpretation of the text; thematic and genre complexity of the text, the complexity of the author's refraction, his views in the fabric of a work of art; the mobile nature of artistic associations and images" (A. A. Strizhenko, L. I. Kruchinina, 1985:163).
Currently, linguistics does not have criteria that allow differentiating and describing intuitively defined text types with sufficient completeness. "It is not difficult to develop a typology of a text, it is extremely difficult to justify it theoretically, i.e. to define its central concepts-the type of text and the criteria for typologization" (T. M. Kruglikova, 1996: 72). The lack of development of theoretical prerequisites for typological classifications creates significant difficulties in defining the concept of "text type". The multiplicity of interpretations of this concept is related both to the abundance of terms used to denote units of typological analysis ("text type", "class of texts", "type of text", "type of texts"), and with the fact that relevant features of text classifications are usually identified taking into account the specific direction of research. Thus, representatives of the semiotic approach identify types of texts, correlating different types of signs with four ways of using them, and on this basis the following types of texts are proposed: nominators (describe the subject situation), designators (the content is presented at the level of generalizations), prescriptors (are prescriptive), appreisors (evaluative type) (Ch. Morris, T.M. Dridze, I. V. Grilikhes). Within the framework of the structural approach, the following types of texts are distinguished::
1) texts whose content is based on more or less rigid, "but always obligatory" information models that have developed in this communicative sphere and are one of the constituent features of individual communicative genres,
2) texts whose content is based on common information models,
3) unregulated texts (H. Isenberg, 1978). A similar classification is proposed by SI. Gindin (1971), where the author highlights:

The concept of " legal texts"and typologization of directive texts in accordance with the basic communicative and pragmatic goal-setting of a directive speech act, the following definition of a directive text can be given: directive texts are texts whose purpose is to influence the addressee and encourage them to (not)perform a certain action. The class of directive texts is diverse in the nature of its constituent texts. In the linguistic literature, there are different approaches to differentiating directive texts:

1) stylistic, 2) functional, 3) sociolinguistic, 4) intralinguistic, 5) functional-pragmatic.

1. Within the framework of the stylistic approach, it is proposed to classify directive texts according to their belonging to different functional styles. So, in the style of everyday communication, directive texts include teacher's instructions, tasks in textbooks, instructions for using household appliances, rules of behavior in transport, etc.; in the style of official communication, they include laws, directives, decrees, and orders; in the style of science and technology, they are represented by technical instructions, technical standards, and recipes for using household appliances. manufacturing of medicines, etc.; in the style of the press and journalism Directive texts include a significant part of newspaper texts that shape public opinion and have a stimulating effect on the addressee's behavior (R. Gläser, 1979). There is another point of view that distinguishes two groups of directive texts: directly directive texts, which are characterized by a direct incentive of the addressee to perform a certain action (for example, in an order, instruction, law), and indirectly directive texts, which do not contain detailed instructions on what actions the addressee should perform. and the motivation indirectly forms certain attitudes and beliefs in him (for example, in political speech,

in the appeal). Each group is characterized by its own style features. While the first group is characterized by formality, unambiguity, accuracy, general understanding, visibility, limited possibility of individual creativity in speech, and in linguistic terms-the widespread use of cliches, performative verbs, infinitive, the second group is distinguished by emotionality, evaluative nature, freedom of expression of the individual principle in speech, various aesthetic aspects, widespread use of metaphors, etc. (\¥. P1e18cIeg, CM1cIe1, 1977).
2. Functional approach With a functional approach, authors strive to build a typology of texts based on the goals of communication, the intentions of the addressee. Depending on the global intentions of the addressee-inform, activate, explain-there are three main classes of texts: informing, activating, clarifying, which, depending on particular communicative intentions and the dominant communicative and speech methods of their implementation, are divided into the main types and types of texts ("\\^.8CT1(11, 1980). The resulting three-tiered structure of typological units can be illustrated by the example of activating texts, which, in accordance with their incentive intent, include directive texts.
3. Sociolinguistic approach The sociolinguistic approach is characterized by the linguist's desire to classify directive texts based on social-role relationships and characteristics of communicants. As a criterion for distinguishing directive texts, they suggest the degree of obligatoriness of their motivation for the addressee and distinguish between stimulating texts (for example, advertising and propaganda), and instructive texts, in which the execution of the desired action is more mandatory for the addressee.: they are represented as socially binding (for example, the law) and didactic (for example, culinary prescription, doctor's prescription) (L. Gobyn, 1984). The most complete sociolinguistic approach is presented in the classification of texts developed by G. Glints. Along with these criteria, it takes into account such criteria as the priority of the addressee/addressee in a particular field of communication, the interaction of their motives when performing various actions. Depending on the degree of obligatoriness of the addressee's expression of will, the author identifies "mandatory texts" and texts that direct the recipient's actions. The addressee's behavior. The first group includes an order, decree, or decree. The second group of texts is characterized by a significant variety, different types of relationships between communicants:
a) the addressee is in a dependent position on the addressee and openly declares its interest in performing a certain action (for example, a request, a defense speech in court), while the addressee's position is neutral;
b) the addressee and the addressee are in an equal position, the addressee is interested in performing a certain action that promises him material and moral benefits (for example, in advertising, political speech), the addressee is interested in receiving information about existing opportunities and alternatives, any field of activity;
c) the addressee has an advantage over the addressee in a particular field of knowledge that he seeks to convey to the addressee (for example, in instructions, textbooks, various manuals), the author is interested in selling the proposed texts, and the recipient is interested in moral encouragement from the addressee, the addressee is interested in obtaining relevant knowledge (N. OIpg, 1972).
4. Intralinguistic approach In the intralinguistic approach, texts are classified based on their linguistic characteristics. It is proposed to distinguish directive texts (in the terminology of A. A. Akishina, "incentive texts") by the dominant grammatical means in them. In the classification, there are distinguished texts-orders, where the dominant grammatical means is the infinitive: texts-commands, in which the imperative mood prevails; texts-wishes, where the dominant position is occupied by performative verbs, as well as certain verbal constructions (A. A. Akishina, 1979)
As an additional criterion for classifying texts, the focus of the text on the addressee or the absence of this focus is considered. While order texts (for example, rules of conduct, internal regulations, directives, regulations) are not clearly addressed, command texts (for example, recommendations, recipes, instructions) have a pronounced focus on the addressee. Wish texts that include other wish texts and advice texts are mixed in nature. In wish texts, the addressee is defined (for example, statements), but in advice texts, the addressee is usually not fixed, which is expressed grammatically in the use of generalized personal sentences.

5. Functional-pragmatic approach Consideration of the above approaches to the classification of directive texts shows that each of them, while contributing to the study of the properties of this class of texts, at the same time differs in a certain one-sidedness.

most complete classification of directive texts is provided by taking into account and combining in it a whole set of parameters that characterize the text as a communicative and pragmatic unit, which becomes possible with a functional and pragmatic approach to this type of text. From the point of view of this approach, it is possible to construct a typology of directive texts in accordance with the communicative and pragmatic goal setting and taking into account the classification of directive speech acts. It should be noted that the addressee's intention (according to which the typology of directive texts is carried out in the functional approach) and the pragmatic goal setting of the text is not the same thing:" .. the first relates to the sphere of human mental activity, the second to speech activity, although they are, of course, connected with each other and represent, as it were, sides of the same coin" (V. L. Naer, 1985: 8).