Main Article Content
The article deals with the need to master the standard speech portrait of the exemplary philologist- educator by the students of philological faculties of universities learning foreign languages as the basis for the effectiveness of their future professional activity as a teacher or an interpreter. The speech behavior of the teacher in various academic-teaching situations of communication presupposes the realization of a speech portrait typical for the profession. The language personality of a philologist- educator is assessed primarily through the prism of the level of mastery of the language norm. The philologist-educator is a representative of the profession with increased speech responsibility, which obliges him to know and master the language in all its diversity, to be able to quickly and adequately assess the speech of the interlocutor and the speech situation and, in accordance with this, build the correct speech behavior that meets the pedagogical requirements. The teacher's choice of the type of speech behavior will be justified if it is communicatively justified and serves the effectiveness of establishing and maintaining the contact with interlocutors. Students-philologists learning a foreign language should be taught not to confuse various language variants with mistakes as gross, unacceptable violations of the norm. In general, students-philologists should be able to choose the variants of linguistic units, which simultaneously correspond to the developed communicative situational context, and the image of the teacher. The students-philologists as future teachers should master the standard speech portrait of the exemplary philologist-educator and learn to understand well the characteristics of the speech portraits of the native speakers of various sociolects, with representatives of whom they will have to communicate.