Search

Cognitive studies in linguistics have gained a significant role for understanding the interconnection between language and thinking. Cognitive modeling has proved to be an effective means for analyzing different discourse types. The analysis of English educational discourse presents an important field of research due to the status of the English language as a global international means of communication. Material of the study includes mini-format texts from English textbooks of A1–A2 levels «English Unlimited». The aim of the article is to reveal the language means for «Setting and Scene» component representation in the linguo-cognitive models of educational mini-format texts for reading. The method applied is the Hymes model when the author represents a situation with the help of a full set of situation model components. «Setting and Scene» component comprises spatial and temporal background of the situational linguo-cognitive models. The study has revealed that the most frequented language means of «Setting and Scene» component representation are toponyms, nouns with locative meaning, attributive phrases. The study found that toponyms convey extra-linguistic information significant for expressing the international role of the English language. The temporal background of linguo-cognitive models is expressed with temporal adverbs, numerals indicating exact time, and prepositional phrases denoting parts of the day. The analysis of linguistic means leads to the conclusion that the authors of the textbooks focus students’ attention on this constituent due to the importance of spatial and temporal aspects of mini-format text linguo-cognitive models. The results of the study can be applied to further investigation of English educational discourse, can be used in the development of English educational and methodological materials for students of English.

The article is devoted to the topical issue of optimizing programs related to the training of an education manager in order to increase his communicative competence, as well as a “plot” explanation of the importance of the genre studies course in this process. Having analyzed the textbooks and educational management course programs existing in modern pedagogical science with a view to developing the communicative competence of managers, the authors noted that the analysis of their speech behavior remains unexamined. Thus, there is a certain imbalance between the increasing needs for qualified personnel and the lack of innovative approaches in training managers capable of managing tasks, resources, people, information, quality, projects and organizational changes in this area. In terms of speech development of a manager, at best, such disciplines as «speech culture», «pedagogical rhetoric», or training in certain types of speech genres in pedagogical discourse are offered. It is concluded that from a methodology perspective, the mandatory inclusion in management education programs of a genre studies course related to improving the manager’s speech activity and increasing the status of his linguistic personality as the main tool of his information, analytical and practical activities should help correct the current situation.

The article deals with cognitive models analysis of situations represented in mini-format texts from English educational discourse. The research is based on the texts from the coursebook English Unlimited Advanced. The method implied has been the cognitive modelling developed by the American linguist Dell Hymes. This includes the representation of communicative situation via meaningful constituents like Participants, Act and Sequence, Setting and Scene, Tone, Key, Instrumentalities and others. The aim of the research is to reveal the dominant components of linguo-cognitive models and their pragmatic and communicative functions. It has been revealed that the dominant components of the analyzed situations are Participants and, Key. The authors highlight these components with the help of the language means that aim at realizing emotive and affective function. It has also been revealed that the mini-format texts at the Advanced level contain more comprehensive implications, thus students must decode main themes and ideas not only with the means of the English language but also using their background knowledge and specific cognitive scenarios from their memory.

The present article is aimed at examining the effect of linguistic economy within the modern university English-speaking environment based on the institutional educational discourse. A huge number of people are involved in the virtual space today including both students and teaching staff, and due to that expansion, the active application of this media channel is accompanied by increasing intercultural character and fast adaption of English-speaking trends to the conditions of foreign communicative reality. It is highly relevant nowadays to identify and systematize the structural and semantic features of English texts in the format of corresponding messages. It is also necessary to mention the cognitive information variety and integrity of Internet textual chats, characterized by language economy markers. The following general scientific methods and research means are applied in the present study: a descriptive method, method of observation, quantification and classification methods accompanied by special ways and means of systematic approach to linguistic analysis, and elements of discourse analysis. As a result of linguistic analysis of the corresponding language units located on educational platforms of English and American universities, it was discovered that Internet communication tends to resist awkwardness and superfluity. At the lexical level, small-format messages are characterized by the presence of various types of abbreviations and neologisms. At the syntactic level, the desire to save time and energy finds verbal expression in the abundance of short sentences, homogeneous sentence members, passive and secondary predicative constructions. In phonetics the principle of linguistic economy is evidently manifesting itself in assimilation

The article is devoted to the types of interaction of educational discourse with other types of institutional communication: political, economic and medical. The author studies how fragments of discourse function and form semantic potential in official styles of speech where interdiscourse is traditional and describes forms of discourse genre interference caused by global events of 2020: coronavirus epidemic, presidential election in the USA and others. In the article educational discourse is understood in its broad sense which allows to examine the periphery of discourse practice where communication of individuals of equal status and variety of functional styles are natural. The process of interference is studied on micro and meso levels of discourse where certain lexico-sematic fields, key-words, clichs which characterize professional genres of communication serve as markers of interdiscourse and on macro level where historical and social context is considered to define functional styles. Methods of descriptive, discourse and contextual analyses are implemented. The author draws the conclusion that on all levels of institutional interaction the elements of educational discourse are semiotic components of communication, can serve as means of representation of political, economic or medical discourse practice, have pragmatic potential and can be used in argumentative or informative speech strategies the choice of which depends on the type of discourse. On macro level elements of educational discourse often extend beyond specific concepts limited to professional subjects and the discourse itself becomes a part of a bigger subordinating discourse formation.

The article features a comparative analysis of the traditional pedagogical and modern educational discourse. The central aspect of this comparison is the institutional factor in the context of digitalization. Pedagogical discourse traditionally belongs to institutional types of discourse where participants act within the framework of certain social roles: the teacher transfers knowledge and norms of social behavior to the student. In modern educational discourse we are talking about the transfer of information. The authors consider the following forms of modern educational discourse: the use of digital media in classrooms, online courses with tutors, online courses with trainers, educational accounts on social networks, online classes in zoom interactive program. The study revealed that in the first case, digitalization does not affect the degree of institutionalization. Online courses with tutors, which are characterized by a rather rigid structure and clearly defined functions of tutors, demonstrate higher degree of institutionalization compared to traditional pedagogical discourse. In other cases, digitalization has led to a lower degree of institutionalization: learning using Internet technologies is generally more personalized, participants use rather informal language, use smiles and emojis to express their emotions. The authors believe that this trend will remain, since the emotional component is an important factor in maintaining motivation to learn.