Chronopotic Information of Non-Dialogic Part of American Dramatic Text (Based on the 20th Century American Plays)
It is well-known that any dramatic text consists of two main blocks – dialogic part represented by actors` speech and non-dialogic part represented by author`s indications (remarks). This paper seeks to analyze the informative potential of non-dialogic part of a dramatic text from the point of view of its content-related and semantic characteristics, and in its peculiarity is considered as a distinctive feature of American linguocultural area. The topic of the contents of non-dialogic part is rendered by chronotope and anthropocentrical information, which reveal the point that a dramatic text is encoded on verbalization of extra-linguistic space/time and of a human being. The special attention is paid to spatiotemporal indications as the constituents of chronotopic information. Alongside, the interior description and scenery description as subtypes of spatial locuses are subjected to the research as well. The investigation was carried out on the bases of 45 dramatic texts created by American authors of the ХХ century. The research methods were component data mining, descriptive analytical method and way of linguistic comparison. The results showed that the distinctive feature of the American plays of the first half of the ХХ century was the presence of large pieces of text and specific information in spatiotemporal indications in non-dialogic part. Furthermore, the results allowed to affirm that during the reading of modern American dramatic texts it might seem that as though authors forgot about original orientation of plays on stage performance. Some of the spatiotemporal indications were bound not to be embodied by a stage director and were available only for a reader, who in this aspect was set equal with a reader of a prosaic text. As for a viewer, they are highly unlikely to perceive author`s descriptions of the scenery in full informational content and consequently they would face a definite informatory gap.
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