linguistic manipulation (order, request, begging, threat etc.) is worse than when videorecordings are used. have emphatic, emotive and regulative functions. The nature of interaction of kinetic and prosodic means is determined by the aim of the utterance. One of the interesting points of this interaction is the opportunity to discern lies if prosodic and kinetic signs do not match: even a trained person is unable to control micromotion of facial muscles and some minor gestures, what is immediately noticed by our subconcious.next goal is to make information easily understandable. It is realised mostly through lexical and grammatical means. Yet intonation has specific functions that make the text easy to be perceived by the non-professional audience. O.F. Kryvnova says that Under the terms of semantic and syntactic complexity, diversity and linearity of the scientific text, syntactic and organizing functions of intonation obtain a particular functional importance for the perception and understanding of the text. T.M. Nikolaeva has noted an increasing amount of the instances of accentual highlighting in the reproduced scientific discourse and points out the fact that general system of accentual highlighting in oral scientific discourse is a coherent system where the limits are drawn the highlighting of the initial syntactic words and establishing the informational reference points and giving qualification statements.of the most important problems is division into paragraphs. Professor T.I. Shevchenko writes: The leading role in the division into paragraphs is played by the contrastive pitch alteration and the long pause . According to her point of view, the paragraphs boundaries are explicitly marked by prosodic means, those primarily which attract the listener s attention more effectively.
1.7 The peculiarities of popular science text which do not occur in other variations
all variations of the prepared speech popular science text is the most similar to lecture. On one hand, the pragmatic aims of the both variations coincide (to educate, to entertain, to impart information), but on the other, the priority of these aims is absolutely different. For the lecture the main pragmatic aims are to educate and to impart information while entertaining is auxiliary and serves for keeping the audience involved and absorbed by the subject. For the popular science text, especially in the case of TV programme, the main aim is indeed to entertain. It is supposed that one could evoke the viewers interest to the informational-didactic content of the text and motivate them to the further studies of the subject. Hence popular science texts, as opposed to lectures, may fail to contain serious data, b...
