The dissertation deals with the study of psychological peculiarities of the speech behaviour of senior pupils in conflict communicative situations. In this paper the methodological background of the research was disclosed, the psychological features of the speech behaviour of senior pupils in conflict communicative situations were determined and empirically investigated. The research states that communicative conflict is a situation in which a collision of various communicative purposes of communication partners takes place, which can be seen in the speech counteraction of the communicants due to their different (frequently opposite) interests, thoughts and views, communicative intentions and directions, and also as a result of different mental models of the world of interpersonal interaction of partners.
Taking into account the results of theoretical analysis of scientific literature, a theoretical model of speech behaviour of senior pupils in conflict communicative situations has been created. The types of speech behaviour of senior pupils in conflict communicative situations were offered. The psychological mechanisms of the resolution of conflict communicative situations were singled out.
The facilitative structural-functional model of the resolution of a conflict communicative situation by senior pupils was developed. The latter consisted of five blocks: organizational, facilitative, actualizing, substantive and reflexive-evaluation. The psychological training for parents of senior pupils of experimental groups “Training for the actualization of parental competence” and social-psychological training for students “Prevention of the emergence of conflict communicative behaviour in the school age” were developed and tested during the forming experiment.
Taking into account the results obtained in the forming experiment, the following socio-psychological conditions and psychological factors of constructive speech behaviour of senior pupils in conflict communicative situations were singled out: readiness of senior pupils to carry out constructive speech behaviour in conflict communicative situations; creation of positive conditions for the formation of the self-concept of senior pupils, their Polymodal Self; facilitation by teachers Author’s Self creation of senior pupils; stimulating teachers to form the system of “Socially Important Micro-group” for each senior pupil.
The psychological peculiarities of the speech behaviour of senior pupils in conflict communicative situations were shown: destructive speech behaviour, confrontation with the subject of a conflict situation, speech behaviour in the form of distortion (deformation) are determined by the unformed Self-concept of the personality of senior pupils, interpersonal affiliation motives, “social awkwardness” and “fear of negative evaluation”, as well as the inability to use the most appropriate for specific conflict situation psychological mechanisms of its resolution; constructive speech behaviour of senior pupils in conflict communicative situations is determined by the developed self-concept of personality and polymodal self of senior pupil, which allow students to use the most appropriate mechanisms for solving of the situation, such as: the mechanism of cooperation, the mechanism of finding a compromise, the mechanism of regulating a conflict situation, the mechanism of a conflict situation’s deflection and a mechanism for forecasting the development of a conflict situation; finding by a senior pupil of conflict communicative situation solving (it is being shaped by the developed Author’s Self of pupils, as well as by interpersonal affiliation motives of “sociability” and “social proximity”, the system of “socially significant micro-group”, the mechanisms of framing transformation of the conflict situation).
Key words: speech behaviour, conflict communicative situation, communicative conflict, communicative purpose, communicative intentions, mechanisms for solving of conflict situation.
