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Stylistic gures as a factor in the formation of
communicative intention in scientic linguistic texts
Anastasiia V. Sibruk1,Svitlana V. Lytvynska1,Uliana P. Koshetar1,
Nadiia O. Senchylo-Tatlilioglu1and Kasim Tatlilioğlu2
1National Aviation University, 1 Lubomyr Huzar Ave., Kyiv, 03058, Ukraine
5
Bingöl University, Arts and Science Faculty, Psychology Department, Selahaddin-i Eyyubi Mah., 1 University Str., 12000
Bingöl, Turkey
Abstract. The given article highlights the stylistic gures as a factor in the formation of communicative
intention in scientic linguistic texts. For a comprehensive study of stylistic gures in the Ukrainian
language is extremely important to learn the basic functions in the scientic linguistic articles. The
actuality of the research topic is determined by the need of a systematic study of stylistic gures that
are traditionally considered unusual for the text, but we will try to prove that they are relevant. The
study of the linguistic features in scientic discourse is importance to nd ways of explaining a certain
material. The study, using a free associative experiment, has led to the conclusion that the use of stylistic
gures in the educational and scientic texts makes it possible to master the material better. Generally
speaking, the use of stylistic gures in scientic texts is not widespread, but the student audience prefers
these texts. If the text is addressed to the reader for educational purposes, the correct use of paths will
facilitate the quickest possible understanding of the basic thought of the message.
Keywords: scientic discourse, stylistic gures, logical structure, communicative intention, scientic
text, linguistic text
1. Introduction
The role of science in society has grown tremendously in recent decades. The linguistic quality of
scientic products signicantly aects its theoretical and practical value. The functional purpose
of scientic texts is the dynamic exchange of objective, logically constructed and complete
information intended for a narrow circle of specialists in a particular eld of knowledge.
3L-Edu 2022: 2nd International Conference on New Trends in Linguistics, Literature and Language Education,
May 18, 2022, Kryvyi Rih, Ukraine
"anastasiia.sibruk@npp.nau.edu.ua (A. V. Sibruk); svitlana.lytvynska@npp.nau.edu.ua (S. V. Lytv ynska);
uliana.koshetar@npp.nau.edu.ua (U. P. Koshetar); nadiia.senchylo@npp.nau.edu.ua (N. O. Senchylo-Tatlilioglu);
kasimtatlili@hotmail.com (K. Tatlilioğlu)
~https://www.researchgate.net/prole/Anastasiia-Sibruk (A. V. Sibruk);
https://www.researchgate.net/prole/Lytvynska-Svitlana-2/ (S. V. Lytvynska);
https://www.researchgate.net/prole/Ulana-Kosetar (U. P. Koshetar);
https://www.researchgate.net/prole/Nadiya-Senchylo (N. O. Senchylo-Tatlilioglu);
https://rehber.bingol.edu.tr/personel/?p=b30f51a6-be19-45b9-922a-b1dfc8bc0020 (K. Tatlilioğlu)
0000-0002-4007-2450 (A. V. Sibruk); 0000-0002-5761-5124 (S. V. Lytv ynska); 0000-0001-7713-1576 (U. P. Koshetar);
0000-0001-9196-7118 (N. O. Senchylo-Tatlilioglu); 0000-0001-5964-4343 (K. Tatlilioğlu)
© Copyright for this paper by its authors, published by Academy of Cognitive and Natural Sciences (ACNS).
This is an Open Access article distributed under the terms of the Creative Commons License Attribution 4.0 International (CC BY 4.0),
which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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ACNS Conference Series: Social Sciences and Humanities 3(2023) 02005 https://doi.org/10.55056/cs-ssh/3/02005
1
However, the current level of scientic language culture testies to a large number of problems,
including: insucient linguistic-communicative, stylistic competence of researchers. Quite
often in the latest linguistic literature, modern science is referred to as a kind of discourse.
The task of scientic discourse is to inuence the listener or reader, to convince him of what
has been said. Therefore, an important component is the impact on the recipient. The desired
psychological inuence depends on the choice of word, skillful combination of logical and
emotional aspects, justied use of expressive means of speech. The study of linguistic features
in scientic discourse is of great importance for nding ways to explain certain material.
Scientic research in any eld has a certain logical structure, which determines its success.
The eectiveness of scientic research largely depends on the correct sequence of research
steps that should lead to true results, ie the logic of research. The logic of the study can be
thoroughly described only if the correct selection of stylistic gures.
In recent years, there has been a growing research interest in the sty-listic analysis of literature
of various genres. In particular, Short
[30]
emphasizes the fundamentally argu-mentative role
of stylistic gures in speech. Studying the features of styles and genres, scientists analyze
stylistic gures in works of various genres – plays [
3
,
21
], poetry [
6
,
13
,
19
]; poems [
17
], short
stories [
18
,
31
], novels [
5
,
33
] etc. Kaftandjiev and Kotova
[11]
study the role of stylistic gures
such as metaphor, synecdoche for the study of various disciplines in primary and secondary
school, analyze the role of stylistic gures in communications related to business and marketing.
The works of Hoppmann [9] and Liubchenko et al. [15] are devoted to the analysis of stylistic
devices in political discourse. The study of Manna et al.
[16]
is based on the study of complex
semantic aspects of gurative authorial language with the help of NooJ software. In this study
is discussed the analysis of stylistic gures in scientic styles.
2. Aim and tasks
The aim of the article is to clarify the semantic content of stylistic gures in scientic texts.
Achieving this aim involves the following tasks: to consider the general theoretical principles
of stylistic gures in scientic texts; to study the typology of stylistic gures in scientic texts;
determine the functions of stylistic gures in individual linguistic explorations; to analyze the
expediency of motivated use of stylistic gures in a scientic text. The main source of material
was the linguistic works of Arutjunova
[1]
, Bragina
[4]
, Golovin
[7]
, Gorbachevich
[8]
, Ilchenko
[10]
, Kotyurova
[12]
, Lako
[14]
, Nepyyvoda
[20]
, Selihey
[24]
and others. However, this aspect
has not been studied enough in the linguistic literature.
3. Research methods
The following methods have been used to solve certain tasks in research: descriptive,
comparative-historical and comparable with the elements of external and internal reconstruc-
tion, structural with the use of the method of component analysis, elements of statistical analysis,
the method of associative experiment.
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2
4. Discussion
Each category is realized by a set of dierent levels of language, for example, the coherence of
the text is achieved by a set of language units, among which it is dicult to prefer a single one,
because the coherence of the text at both formal and semantic levels is formed phonetic, lexical,
grammatical components. Lexical repetition can be distinguished among the active connectors
and demarcators of the text.
The main reason for the use of repetition in scientic discourse is related to the main function
of language – to be a means communication, because the repetition of what is said is related
to the need of the speaker to convey the opinion to the listener, to impose it on him opinion.
Repetition can help the recipient better understand what is said in case of unnecessary noise
prevent successful communication. According to Wales
[34]
, editor-in-chief of “A Dictionary
of Stylistics”, a repetition that stands out as vivid manifestation of redundancy in language,
in certain conditions, namely, when the “noise” interfere with successful communication, is
communicatively motivated [
15
]. Text repetitions serve development thoughts and accordingly,
the development of the semantic space of the text. Repetitions not only bind the text, but also
make it dynamic.
During the analysis of linguistic works, we found that repetitions are often used in professional
articles: “It is believed that abundant noun word usage ... In nouns ... speech ... nouns are
inherent” [
26
]. We also give examples from other articles of the scientist: “Stylistic norm ...
niteness of norm ... norm xes ... stylistic norms ... in the basis of stylistic norm” [
27
]; “We
need to help them focus and keep their attention on the text ... In fact, the author has to organize
the reader’s attention ... In general, ways to hold attention” [25].
Repetition helps to create a rhythm in prose, thanks to the identity of the nal parts of the
sentence. Performs the following functions: can give parts of the expression emphatic emphasis;
can help create a climax eect; assumption eect. In order to interest the reader and stimulate
him to further read the scientic article, Selihey
[25]
creates a climax eect with the same type
of paragraph endings: “Interest in the course of the study ... Interest is sharpened ... We are in a
state of intellectual nervous tension” [25].
Repetition serves as a background on which other semantic elements of the text are more
clearly distinguished, as the reader’s attention, rst of all, is attracted by new information, and
already known acts as a background necessary for better perception of new material.
In scientic texts such kind of lexical repetition as repetition of words of one thematic group
is quite often realized. We reviewed some linguistic relationships and performed statistical
analysis. Thus, in the article Nepyyvoda
[20]
“The author of a scientic work: an essay of
psychological portrait (Based on the book by Rusanivsky «The history of the ukrainian literature
language. The textbook». (Kyiv, 2001. – 392 p.))” words with a common part psychologist –
used 32 times: “psychological, psycholo-gist, psychology”. There are 56 uses of the root part of
the psyche: “psychiatrist, mental” [20].
This is the use of three nouns (psychologist, psychology, psychiatrist) and two adjectives
(mental and psychological) in dierent forms and cases. Also considered the article by Selihey
[24]
“A researcher and his language”, in which the root part of science – occurs 53 times:
“science, scientist, scientist, pseudoscience, popular science, general science, scientists” [24].
These are mostly well-known nouns and adjectives of the thematic group science, but the
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3
author uses such rare lexemes as scientists, we would attribute this word to the author’s
neologisms, because in the Academic Dictionary of the Ukrainian language this nomination is
not xed. Repeated lexical repetitions in the studied articles are evidence that they are the main
subject of the article.
We also managed to witness frequent repetitions of deadlines. Investigating the article by
Vykhovanets
[32]
of “Ukrainian spelling”, we recorded 77 uses of the terminological phrase
Ukrainian spelling. There are 134 words with the root part of orthography in the studied text
[32].
Repetition as a morpheme is recorded mainly in common root nouns and adjectives: science,
scientist, scientic, pseudoscience, popular science, general science, scientists; psychological,
psychologist, psychology, psychiatrist. The repetition of the keyword as a means of enhancing
the expressiveness and drawing the recipient’s attention to important ideas of the text by
repeating the predicate can be illustrated by the example of the Selihey
[27]
“Ukrainian scientic
text: problems of communicative fullness and stylistic perfection”, where the phrase repetition
of the scientic text is recorded – 36 times, pseudo-scientic text – 10 times, just the text – 123
times [27].
Our attention was also drawn to the pronoun repetitions. Since the personal pronoun is not
used in the scientic style, the most common pronoun is he. [
32
] used the above pronoun in
the article “Ukrainian language” 23 times, Nepyyvoda
[20]
20 times [
20
]. Research has shown
that some researchers avoid using pronouns in a scientic style.
Repetitions of certain verbs are also recorded. An example is the article by Selihey
[26]
“Substantivity versus verbality: in search of the golden mean”, in which the verb consider and
its modications are recorded 10 times: “A. Lombard consider”; “It is considered that abundant
noun word usage”; “It is considered that because the Russian literary language was formed
mainly on book sources”; “D.E. Shekhurin considered”; “The French Slavist considered the
predicate to be the main structural member of the sentence” [26].
The study also identied numerous examples of repeating connectors. The scientic style is
characterized by complex constructions. In the scientic style of Selihey
[25]
is often used as
a conjunction be-cause. A striking example is his article “On the problem of communication
qualities in academic discourse”, which has as many as 3 uses of this conjunction within one
page of text: “. .. it is usually easy to persuade the author to eliminate it, because you can always
refer to authoritative sources”; “. . . It is more dicult to prove to the author the nality of edits,
because we still do not have an authoritative.. .”; “Of these qualities, some have been better
studied, because they have been known since antiquity” [28].
This page also records the repetition of the preposition or 4 times: “the nal thesis does not
follow from the previous statement or contradicts the following theses”; “That it needs grinding
or processing”; “Or: are they separate, or are they related as part and whole.. . and / or intensity”
[
28
]. Frequently used conjunction in the scientic discourse of Selihey
[26]
is a word if: “If
subordination obscures the structure”; “If the basis of Ukrainian was primarily a vernacular”;
“However, if we turn to Russian ction” [
26
]. In total, this article records 16 uses of the word
under study.
A stylistic gure such as an antithesis serves as an organizer of the logical division of the
text, helping to establish a logical connection between the meaningful fragments of the text.
On the same type of structural-syntactic constructions, comparisons on antonymic features
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4
stand out especially sharply. Antithesis is a phenomenon related to stylistics and logic. Often
in the opposition itself there are no linguistic methods of implementing this opposition. In
other words, we are dealing with logically opposite facts of reality. With the help of contrasting
comparison of facts “their depth is most vividly depicted, because on a dark background the
clearest is most clearly seen, the sound is perfectly perceived in silence, nding the end of
something, subconsciously looking for its beginning” [
22
]. The author uses the antithesis to
explain the nature of antonyms.
We were able to capture scientic antitheses based on lexical antonyms. They are completely
transparent and have no expressive eect at all, the only purpose of their use is to organize a
logical opposition: “Thanks to this we nd common ground with other people (not so much
guratively as literally)”; “Early spelling and grammar, a little later – pronunciation, vocabulary,
word formation”; “When choosing language tools, the team always evaluates them as right or
wrong, appropriate or inappropriate, good or bad” [27].
Antithesis is a fairly common gure of language in scientic discourse, when the author
needs to resolve certain controversial issues related to the implementation of semantic-syntactic
categories of comparability and contrast, inconsistency, incompatibility, contradiction, counter-
action, paradox, semantic conict, contrast, etc. in the system simple and complex sentences,
superphrase units and at the level of the integral structure of the scientic text.
In the scientic style, lexical antonyms are a kind of connectors and demarcators: “If in
everyday thinking hypostasis is relatively safe, then in scientic and theoretical – it risks
causing serious errors” [
26
]; “Stylistic correctness is, on the one hand, in the distribution of
language units by texts according to their stylistic color, and on the other – in the use in the
text only those stylistically marked units that are organic for a particular type of text” [27].
In general, the syntactic constructions in which the antithesis is realized are quite diverse:
from a simple common sentence to a complex syntactic whole, paragraph: “Objectivity cannot
be innite, abstraction as a method of cognition should not be absolute” [
26
]). Such quotations in
scientic discourse help the addressee to understand the dierence between dierent concepts,
only the antithesis illustrates and reveals the essence of the dierences between certain terms
and their features.
When in the text the conjunctions a, appear, but, nevertheless, when, the stylistic eect of the
antithesis is greatly weakened. The opposite meaning of these conjunctions in itself prepares
the reader for the contrasting statement, which should follow: “Moreover, in some of his genres
he leans towards less variability (patent, thesis, reference book, dissertation abstract), and in
others – more variability (popular science literature, scientic journalism, scientic essays)”
[26].
The antithesis is based on parallel constructions, the components of which are expressed by
the same members of the sentence and which are arranged in the same order: “A characteristic
feature of irony in the analyzed text is that it is not abuse, not ridicule, but, so to speak, irony
with a plus sign (with a positive emotional color), although combined with other, sometimes
sad spectrum, feelings” [
20
]. The antithesis is to compare opposing views or images to enhance
the impression of their dierences, the opposition: “If the basis of Ukrainian was primarily a
vernacular, then the basis of Russian – mostly book samples” [26].
Among the rhetorical gures are the gures of appeal, question, denial, exclamation. Rhetori-
cal is an address that does not have the purpose of actual contact with the person, object or
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5
phenomenon to which they are addressed, and serves only to attract the reader’s attention and
express the attitude of the speaker.
In our opinion, the most frequently used in scientic communication is a rhetorical question –
a question that does not provide an answer. An important place among the various mechanisms
of argumentative inuence used in scientic discourse is occupied by the rhetorical question
as an eective means of dialogue of monologue language. As you know, a rhetorical question
is a statement or objection embedded in the form of a question. It contains the answer in
itself, so it does not provide an unambiguous answer “yes” or “no”. It evokes certain verbal and
nonverbal reactions (thoughts, judgments, feelings, emotions), increases the expressiveness
of language, gives it aesthetic value (it is no coincidence that this gure is called “rhetorical”
because its stylistic function is obvious). Obviously, an important factor that determines the
result of argumentative inuence is the personality of the speaker. A rhetorical question in the
speech of a decisive argumentator is not just an expressive phrase, not just a statement, it is
an unappealable imperative. “There is something threatening in any completed phrase. To be
strong means, rst of all, to say one’s phrases to the end”, wrote Barthes [2].
Indeed, the analysis of scientic argumentative discourse has shown that the rhetorical
question is more common in the speech of emotional, determined scholars, such as Selihey
[26]
: “Let us now try to evaluate this picture from a communicative and aesthetic point of view.
Nouns, is concise, accurate, easy to understand and understand?” [
26
]; “So do we need brevity
for clarity? The very thesis that verb nouns condense a phrase is not always correct” [
26
]; “If the
masters of the pen so caustically ridicule the abuse of verb nouns, then they probably acutely feel
their alienation. So can these nouns be considered so natural for the Russian literary language?”
[
26
]; “Why did this happen? For a long time, these qualities were perceived as something
subjective-tasteful, ephemeral-elusive, and their names were not considered terminological at
all” [26].
We believe that the main function of the rhetorical question is pragmatic. It is to create a
certain verbal-emotional reaction of the listener to encourage him to internal (verbally expressed)
dialogue with the speaker, literally provoke, bring to such a dialogue that will lead to the
acquisition of new knowledge by the recipient. The speaker anticipates what knowledge and
attitudes (psychological, social, scientic, etc.) the addressee has and seeks to inuence them.
As the main illustrative material, we turn to the following fragments of articles by Selihey
[26]
:
“From the text, we feel that it is about some activity. But what exactly is it?” [
26
]; “What exactly
does not suit you in a modern scientic book?” [
26
,
27
]; “What does the author say in essence?”
[26].
Within scientic communication, this category is important because the main function of
scientic discourse is to persuade, develop intentions in the addressee, provide ground for
persuasion and encourage further research, in other words, create in the mind of the addressee
the necessary settings for the speaker: “We think: What is the purpose of a scientist publishing
his work” [
25
]; “What does it mean to focus on the reader? Let’s draw an analogy” [
25
]; “How
can the author nd interesting points in his research? One should ask oneself” [25].
The scientic manner of writing by Selihey
[27]
is easy to read, as the author deliberately
uses a simple and clear presentation of the material. Using rhetorical questions, the author
seems to ask both the reader and himself: “Does this mean that the stylistic norm is secondary?
And in general: is there a reason to apply the concept of norm to style? If so, on what basis is
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6
it determined?” [
27
]. The linguist uses a question-answer model to convey complex material:
“Which stylistic devices are subject to normalization and which are not?” [
27
]. We have recorded
such a stylistic device in the scientic speech of Nepyyvoda
[20]
: “Indeed, why is one scientist
attracted to the structure of the atom, and another is trying to penetrate the mystery of the
word?” [20].
In our opinion, the textual construction “question – answer”, which imitates the author’s
dialogue with the reader, is most widely represented in the text “History of the Ukrainian
literary language”: “Which of the manuscripts is more perfect? As V. V. Nimchuk proves, Arras.
He interprets the structure of Ukrainian grammar better in many issues” [
23
]; “What happened
to the old Ukrainian literary language? After all, it, like the modern Russian language...” [
23
];
“Can it be said that the connection with folklore is the same dening feature of national poetry?
Probably so” [
23
]. Rhetorical questions can be asked not from one’s own person, but from a group
of people or with the help of innitive, impersonal constructions. In this case, the emphasis is
on the expression of collective opinion. Rusanivskyi
[23]
deliberately raises questions not of
his own accord, but resorts to general constructions. This stylistic device allows the reader to
feel that this is his question.
In general, a rhetorical question does not need to be answered in two cases. The rst is
the most common, because the answer is already known to all listeners, it is only necessary
to update it for the listener’s perception: “Stylistic skill – does a scientist need it?” [
24
]. Of
course, everyone who reads this article knows the answer. Stylistic skill is an integral part of a
scientist’s scientic style, but this is how the author deliberately begins this article. It motivates
us to think more deeply about this issue, analyze it and highlight the main factors shaping the
stylistic skills of the scientist.
The second case is also common: a rhetorical question is one to which no one knows the
answer or does not exist at all, such as: Who is to blame? What shall I do? Where are we going?
However, the author, without waiting for an answer, considers it necessary to ask questions
to emphasize the unusualness of the situation, its tragedy or comedy, to draw the attention of
interlocutors: “Why did this happen?” [27].
It should be noted that the gure of the rhetorical question is not as simple as it seems at rst
glance. The rhetorical question may combine elements of exclamation, objection and appeal:
“And yet, Mr. Academician, who is the customer who inspired to write “Ukrainian spelling
(draft of the latest edition)”, which was published in 1999? It would be worthwhile for the
academic to state this clearly and unambiguously” [
32
]. The passage successfully combines the
use of all rhetorical gures in order to emphasize the negative attitude to scientic thinking of
Rusanivskyi [23].
A rhetorical address is a stylistic gure that reveals not only one’s own address, but also the
reaction, the speaker’s attitude to the situation of communication, the subject, the speaker’s
ideas, and so on. The author wants to emphasize that he completely disagrees with the opponent
and convince all readers of his opinion, resorting to psychological pressure on the addressee.
Characteristic features of persuasion are not only the subject’s condence in the truth of the
thought, but also the emotional attitude to this thought. Using irony, the argumentator intends to
retransmit the instructive emotions of the audience, thereby causing it an appropriate emotional
response.
The method of constructing a rhetorical question is also important. Thus, the rhetorical
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7
question begins with a speech and rhythmic repetition, colored by an ironic intonation. This
enhances the emotionality of speech, activates attention and perception: “Mr. Academician
emphasizes that” it is not so simple and with the ending -i in the genitive case of feminine
nouns of the third declension. Probably, it really happens quite often, but in what words?” [
32
].
In order for the reader to draw the right conclusions after reading, the linguist immediately
gives answers to his questions.
In scientic discourse also records inversion, violation of the order of words in a sentence
that seems normalized, normal. The logical sequence of the development of thought regulates,
in particular, the order of the main members of the sentence, which form a kind of syntactic
backbone of the expressed thought. Inversion individualizes and emotionally expresses speech.
But its main function is not this. The syntactically inverted order of the members of the sentence
serves primarily the purpose of highlighting some of the most important words in the context
of this statement: “The review can be continued, but it is not part of our tasks” [
27
]; “The
researcher is also responsible for the development of literary language in general” [24].
With the help of inversion, the author shades and highlights the right words, gives them
greater sonority and expression: “The language of good scientic work O. M. Trubachov made
three demands” [
27
]; “Until now, our spelling has been mixed in terms of its leading method-
ological formulations, often combining the phonemic principle with the morphophonemic one”
[29].
Ukrainian and other East Slavic languages belong to the languages with free word order in
sentences, but their certain syntactic sequence, due to its commonness, as well as its subordina-
tion to the logic of unfolding the thought, seems more natural, while changing such a sequence
is psychologically perceived as a deviation from a certain constant norm. The logical sequence
of deployment regulates, in particular, the order of the main members of the sentence, which
form a kind of syntactic backbone of the expressed opinion.
The normal logical sequence of the development of thought involves its movement of the
already known (ie, what has already been said, or what is presented as known in advance) to
the unknown, what, in fact, is reported about this “already known” and records some changes.
Since “already known” in a sentence is usually expressed through the subject (subject of
thought), the natural or, as they say, direct will be the order of words, according to which the
predicate will be placed behind the subject, and their reverse order will be inverted: the predicate
before the subject. This phrase is perceived as inverted because it rst presents the predicate of
the action, grammatically expressed by the predicate (the new one that is reported about the
subject of the action), and only then is called the subject of the action, grammatically expressed
by the subject. A dierent sequence of words should correspond to the normative-logical order
of thought development here.
Inversion individualizes and emotionally expresses speech. But its main function is not this.
The syntactically inverted order of the members of the sentence serves primarily the purpose
of selecting individual, most important in the context of this statement of words. The inverted
word, due to the fact that it falls into an unusual syntactic position, involuntarily attracts and
retains more attention.
In order to identify the level of assimilation of the studied material among students, a survey
was conducted in the form of a free associative experiment in the period from 01.09.2020 to
19.12.2020 as part of the study of the discipline “Business Ukrainian language”. To acquaint the
ACNS Conference Series: Social Sciences and Humanities 3(2023) 02005 https://doi.org/10.55056/cs-ssh/3/02005
8
audience with the fourth topic of the curriculum “Scientic communication as a component of
professional activity” students were oered various scientic articles, each had to choose only
one article to study and justify their choice.
A total of 121 respondents studying at the National Aviation University took part in the
experiment, including: according to age criteria (students aged 17 to 19); by gender criterion (65
women and 56 men); by eld of study (40 students of the Faculty of Transport Management and
Logistics, 40 students of the Faculty of Air Navigation, Electronics and Telecommunications,
41 students of the Faculty of Economics and Business Administration). The main source of
material was the linguistic works of Nepyyvoda
[20]
, Selihey
[25
,
26
,
27]
and other Ukrainian
scientists.
After reading the scientic articles, students chose material that was rich in the following
types of stylistic gures: repetition, antithesis, rhetorical question, rhetorical appeal, inversion.
Each student had to write only one stylistic gure that was most memorable. Figure 1shows
the percentage of stylistic gures found in scientic articles.
Figure 1: Stylistic gures in scientic articles.
This research gives grounds to assert that repetitions and rhetorical questions are a powerful
connector of scientic texts. Less prominent are inversion, rhetorical question and antithesis.
However, all stylistic means emphasize the text and make it more understandable for students.
Here is an attempt to quantify the dependence of the degree of assimilation on the use of
stylistic gures in the texts. Students were provided with 7 articles of the same volume (10-15
pages) about the features of the scientic text. The level of knowledge acquisition was assessed
on a 100-point scale. The results of the study in the table 1.
To do this, we use the method of regression analysis to identify patterns between the de-
pendent indicator of the degree of assimilation and in-dependent factors inuencing stylistic
gures.
We present the results of the analysis in the form of dependence:
y=a0+a1x1+a2x2+
a3x3+a4x4+a5x5
, based on the hypothesis of the linear nature of the relationship between
the indicator and the factors, where
y
– learning evidence,
x1
– quantity of repetitions,
x2
–
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9
Table 1
The results of the study.
y x1x2x3x4x5
78 23 7 0 9 6
80 19 18 3 7 9
90 16 27 17 23 4
65 17 8 2 2 2
65 10 26 7 0 0
4583011
3052011
Table 2
Regression statistics.
Multiple R 0,994113
R Square 0,988261
Adjusted R Square 0,929568
Standard Error 5,570471
Observations 7
Table 3
ANOVA results.
df SS MS F Signicance F
Regression 5 2612,398 522,4797 16,83781 0,182854
Residual 1 31,03014 31,03014
Total 6 2643,429
Table 4
Regression coecients.
a020,59584
a12,210441
a20,680312
a30,696295
a40,125601
a50,204525
quantity of rhetorical questions,
x3
– quantity of rhetorical appeals,
x4
– quantity of antithesis,
x5– quantity of inversion, a1, a2, a3, a4, a5– unknown model parameters to be dened.
We will evaluate the parameters of the model using the one-step Least Squares Method (LSM)
in MS Excel using the function Regression of the Data Analysis add-on. The results of the
analysis are presented in the tables 2-4.
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10
The value of the coecient of determination indicates a very close relationship between the
assimilation of the material and the use of stylistic gures in the texts. Checking the adequacy of
the model by Fisher’s test showed that
F > Ft
(16,84>0,18), so that the model can be adequately.
Thus, the relationship between the assimilation of the material of the articles and the use of
stylistic gures can be expressed by the formula:
y= 20,596 + 2,21x1+ 0,68x2+ 0,696x3+
0,126x4+ 0,205x5
. It should be noted that according to the results of the analysis, the greatest
inuence on the assimilation of scientic texts is inuenced by such means as: repetitions
(greatest inuence), rhetorical questions and appeals, to a lesser extent – antithesis, inversion.
5. Conclusions
A feature of modern scientic discourse is its social conditionality, which is a determining
factor in the formation of the linguistic structure of a scientic linguistic text. In recent years,
researchers have emphasized the special dynamism of scientic discourse, there is a refusal to
use standard clichés, emotionality is expressed through the involvement of various types of
expressive means.
Various stylistic gures are used to enhance the expressiveness of scientic discourse. In
our study, repetitions, antithesis, inversion, rhetorical questions, and appeals were most often
observed.
Stylistic gures perform a set of expressive functions that aect the reader’s mental processes
(thinking, memory, emotions, imagination, attention), which perceive information. Repetitions,
rhetorical gures, antithesis, inversion, if they are appropriate – all this actualizes the scientic
message, makes it inuential, accurately combines textual elements, performs the function of
connectors and demarcations.
Analyzing modern linguistic sources, it can be argued that external dialogic is realized in the
scientic text mostly through repetitions and rhetorical gures.
Scientic discourse is quite selective concerning stylistic gures, but they allow the sender
of the message to more accurately reveal the essence of the problem, add individuality to the
scientic text, make it more logical and understandable.
Repetition is an integral part of scientic linguistic discourse. Lexical repetitions of nouns,
adjectives, pronouns, verbs are recorded in the studied texts. An important element of the study
was the repetitions of conjunctions. It should be noted that the most common in scientic
articles are partial syntactic or lexical-syntactic parallelism; enumeration is realized by repetition
of homogeneous syntactic units, contact placement of components in a linear order gives the
expression in the scientic work informativeness and signicance. The general idea is created
due to repetitions, which are a certain code, and using them, there is a switch from one subject to
another according to the author’s plan from primary to secondary. In a scientic text, repetition
serves an explanatory function and helps to enhance the reader’s perception of the material.
Analyzing the functions of rhetorical gures in scientic discourse, we concluded that rhetori-
cal questions, appeals, and exclamations are a certain stage in the construction of argumentation,
which forms the model of the listener’s world desired for the speaker. The rhetorical gure
prompts the recipient to a certain idea, it forces the listener to think and formulate an idea of
what has not been said to the end.
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