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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.

This article aims to identify the linguistic features of English-language educational discourse in terms of structural, descriptive, semantic, and cognitive-pragmatic analyses. The relevance of the study stems from the need to identify trends in the representation of language components in modern grammar textbooks within the communicative-pragmatic paradigm of educational discourse. The authors focus on the linguosynergetic potential of the English grammar textbook “English Grammar in Use” by Raymond Murphy, manifested in changes of certain discourse markers in all five editions. Employing a multimodal discourse analysis methodology, this research scrutinizes the verbal and visual disparities—encompassing graphic elements, letter capitalization, italics, font, and color—that hold pragmatic value and fulfill various roles, from engagement to information conveyance. The authors also investigate the interference of advertising and educational discourses and the small-format nature of texts in this self-study textbook, whose hypertext structure and internal navigational system serve as a surrogate for teacher guidance, thereby performing a directive function. A diachronic analysis of communicative scenarios within the textbook’s exercises reveals the dynamic utilization of interjections, underscoring their importance in creating an emotive-expressive backdrop that facilitates the acquisition of grammatical phenomena, reflective of their real-world application. Thus, in an attempt to represent the features of natural communication and to avoid the use of linguistic terms, the author of the textbook presents complex grammatical material in the most accessible form for a wide audience. Consequently, the study highlights the textbook’s increasing emphasis on the personality-bound component, complementing the traditionally dominant status-oriented approach in educational discourse.

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.

Учебник рассматривается как особая форма коммуникации между участниками образовательного процесса, в рамках которой значимость приобретает моделирование образов обучающего и обучающегося, реализующееся в текстах при помощи особых дискурсивных стратегий. Цель статьи – выявить представленное в учебниках по иностранному языку содержание образов участников образовательного дискурса, реализованных в высказываниях, обращенных к обучающимся; определить дискурсивные средства их формирования. Исследование выполнено на материале текстов 10 учебников английского и русского языков, изучаемых как иностранные. Методы исследования определяются спецификой образовательного дискурса, особенностями учебника как сложного ядерного жанра, включенного в его структуру. В качестве методологического обоснования исследования рассматривается понятие дискурсивной стратегии как способа реализации образа участника дискурса, который в свою очередь осмысляется как вариант реализации дискурсивной роли, конкретизирующий признаки социальной позиции в ситуативно-личностном аспекте. Образ участника дискурса – совокупность его признаков, проявляющихся в особом дискурсивном поведении, не выходящем за рамки типового, заданного дискурсом и направленного на реализацию дискурсивной цели. Исследование показало, что конкретно-ситуативные жанрово-дискурсивные цели учебника по иностранному языку, заданные в соответствии с типом регулируемой образовательной деятельности, определяют формирование трех типов образов участников образовательного дискурса: 1) автор – предписывающий обучающемуся необходимые учебные действия; обучающийся – их исполнитель; 2) автор – организатор, «режиссер» коммуникативной ситуации определенного типа; обучающийся – участник этой ситуации, ее «актер»; 3) автор – ведущий участник коммуникативной ситуации определенного типа; обучающийся – ведомый участник этой ситуации. Третий их тип кардинально отличается от предыдущих низкой степенью директивности. В рамках стратегической реализации рассматриваемых целей индивидуально-личностные представления составителя учебника о форме взаимодействия между участниками образовательного процесса определяют выбор речевых средств, задающий дальнейшее варьирование образа автора и образа обучающегося. Дальнейшее варьирование образов осуществляется на основании индивидуально-личностных интенций составителя учебника и проявляется в аспектах их индивидуализации.

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

В организации учебно-образовательного взаимодействия сегодня наблюдаются динамические процессы, связанные с его трансформацией в поликультурную и мультиязыковую интерактивную среду, реализацией задач компетентностного обучения, обновлением банка технологического инструментария и способов учебно-методического обеспечения. Сказанное определяет устойчивый интерес ученых к изучению учебных текстов как самостоятельной разновидности текстов. Систематизированы и обобщены основные положения истории вопроса изучения учебных текстов как типа текста и научного объекта в современной гуманитаристике. Материалом исследования послужили специальные научные источники методической и лингвистической направленности, составляющие базу современной теории учебного текста. Методологию исследования составляет комплексное использование логических (анализа, синтеза, аналогии) и теоретических (обобщения, систематизации, описания) общенаучных методов. На основании специфики, проявляемой в отношении трактовки учебного текста с позиций дидактического и лингвистического подходов, данный тип текста определяется в качестве самостоятельной единицы ‒ речевого произведения, обладающего полифункциональностью и совокупностью текстовых признаков, по-разному актуализирующихся в различных ситуациях учебного взаимодействия между обучающим и обучаемым. В числе реализуемых функций ключевыми выступают коммуникативная и дидактическая, причем последняя имеет статус доминирующей. Текстовые признаки характеризуются набором способов, форм и средств презентации на жанровом, стилистическом и дискурсивном текстовых уровнях. Причина существующего сегодня многоголосия в научном сообществе в отношении определения сущностных содержательных, структурных, прагматических признаков учебного текста состоит в невозможности однозначной трактовки его жанрово-стилистической природы, дискурсивного пространства реализации, а также существовании множественных интерпретаций культурологического и концептологического ресурса текстов анализируемого типа. На современном этапе развития гуманитаристики учебный текст представляет интересный объект научных изысканий, осмысляемый в качестве самостоятельного типа текста, обладающего как общетекстовыми свойствами, так и специфическими. Перспективы исследования связаны с дальнейшим расширением представления об учебном тексте в соответствии с наиболее актуальными направлениями исследований в науке, в частности в рамках проблематики лингвокультурологии, дискурсологии, лингвоконцептологии и концептуальной дидактики.

The paper describes the project of RuTOC – a corpus of online lessons in Russian as a foreign language – and presents the first results of corpus analysis. The corpus RuTOC presented in the article is a special type of corpus, specifically, a corpus of classroom academic or educational discourse. Such collections of text data serve as a basis of discursive and sociolinguistic studies of classroom communication and investigation of the second language acquisition and make a certain contribution to the development of the pedagogical theo- ry and practice. The relevance of the study stems from the fact that for the first time it collected, pre-processed and marked samples of classroom communication in Russian language classes; the corpus has created opportunities for evidence-based research in the theory and practice of teaching Russian as a foreign language. In addition, the relevance of the study is related to the increased need to study the peculiarities of online language lear- ning during the pandemic. The paper describes the process of creating the corpus, which includes the following steps: 1) collecting video recordings of RFL classes; 2) developing a standard for transcribing video recordings and creating a collection of transcripts; 3) developing a corpus marking system; 4) corpus data marking; 5) post-processing and analysis of the corpus. Currently, the corpus consists of 40 transcripts of lessons with a total duration of more than 56 hours and a total volume of 236,400 words; the first version of the corpus includes lessons in the Russian lan- guage at different educational levels, from the pre-university to the master»s program, at three Russian univer- sities. The article presents some difficulties and peculiarities of the transcription and marking of materials and the first results of a corpus analysis aimed at identifying the differences between student talk and teacher talk in RFL classes. It has been found that online RFL classes are generally characterized by high interactivity, understood as the ratio of conversational turns to total speech amount; at the same time, there is a significant imbalance between the amount of teacher talk and student talk. The paper concludes with a suggestion of promising directions for research on the basis of RuTOC.

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 research is focused on the features of online educational discourse in the context of intercultural communication. The relevance of this study is preconditioned by a number of factors that are significant for modern linguistics. First of all, educational discourse itself is of interest due to its social significance, as well as its ability to construct reality and identity. The topicality of this publication is also connected with the discursive paradigm, which implies the study of the discursive practices involved in it. Finally, the importance of the intercultural perspective of educational discourse cannot be overestimated, which entails an appeal to the linguocultural specificity of the discourse under study. The empiric material was drawn from the 6-minute English section of the popular BBC Learning English online resource. The objective of the study is to identify the discursive dominants of this representative of educational discourse. On the basis of a complex methodology, which involves the use of the method of linguocultural decoding and interpretation of cultural information, externalized by linguistic means, narrative analysis, analysis of types of text information according to I.R. Galperin, definitional analysis, it seems possible to determine the specifics of educational discourse, which combines multiple discursive practices, namely those of mediatization, polyphony, narrativization, explicit evaluation, lifestyle recommendation. Altogether they contribute to interdiscursivity which characterizes modern online educational discourse. As a result, it can be postulated that within intercultural communication, educational discourse represents an axiological picture of the world oriented towards universal values, which is based on the media picture of the world, it exists as a renewable narrative and addresses a cross-cultural or transnational identity of modern world.

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.

This article focuses on the speech genre “student comments on a professor’s rating” which belongs to the domain of quality assurance in higher education. Both aspects are meaningful for the theory of speech genres and the system of higher education. The article analyses the communicative concept “student feedback on teaching” which is related to the speech genre under research. The article also deals with description and comparative analysis of speech genre features of axiological texts which belong to the domain of the “quality of education” in Russian and American linguistic cultures. Apart from this, the article attempts to classify the speech genre forms of students comments on teaching. On the basis of the comparative analysis of the speech genre “student feedback on teaching” in Russian and American education discourse there have been deduced several common and national specific language features and phenomena. The evaluating communicative concept “student feedback on teaching” comprises not only emotional evaluating attitude of the author but also a structural semiotic paradigm of the teaching evaluation. The American concept demonstrates higher semiotic density. The comparative analysis of verbal implementation of the concept in the Russian and American student feedback comments allows to conclude that the corresponding speech genre in American culture looks like an established speech practice, while into Russian culture this genre has been borrowed and is still being formed.

This article is devoted to the identification and research of the basic concepts and their representatives, reproduced in the educational discourse of the Federal Republic of Germany in the practice of learning German as a foreign language. The educational discourse is a system of value-semantic communication of the subjects of the educational process (I.S. Artyukhova). This system is mobile, exists in educational environments of different levels, includes participants of the discourse, educational aims, values and content. The analysis presented in the article is based on the material of the German-language textbook for foreigners of the elementary level «Berliner Platz 1 NEU», used in many universities, language centers and linguistic clubs of Germany and Russia. The relevance of this research is determined by the need to study the verbalization of the linguistic and cultural policy of modern Germany, aimed at the active influx of foreigners, their socio-culturally and linguistically assimilation in the host country, which is reflected in the modern German-language educational discourse. The aim of the research is to identify and describe the basic concepts presented in the educational discourse of Germany on the material of the textbook «Berliner Platz 1 NEU» as a typical textbook of the German language of the elementary level, as well as the linguistic analysis of the lexical elements representing these concepts, therefore, the conceptual analysis of educational discourse is chosen as the main research method. The theoretical basis of the research was the scientific works by N. D. Arutyunova, V. I. Karasik, V. Z. Demyankov, E. S. Kubryakova, E. A. Selivanova and other scientists in the field of discourse analysis and cognitive linguistics. As the result of the research, the basic concepts that form the cognitive base in the minds of foreigners learning German language are identified, the representatives of these concepts that mark the educational discourse of Germany as a whole are analyzed and systematized. This research is interdisciplinary and is applicable for discursive and cognitive research of various educational discourses in linguistics and related humanities.

Comparative analysis of the specifics of representation of the concept of LERNEN as a cognitive dominant of the educational discourse in the modern German language textbooks of elementary level for foreigners was carried out. The aim of this research is to identify lexical elements marking the educational discourse of Germany and verbalizing the concept of LERNEN in the textbooks. In line with this aim, the following tasks were set: to reveal and categorize lexical elements representing the concept of LERNEN in all structural components of the selected textbooks; to quantify the revealed representatives and show their relations graphically; to perform both qualitative and comparative analysis of the representatives of the thematic groups of each textbook separately and in comparison with each other. The main method used during the research was conceptual analysis of the educational discourse on the basis of the textbooks of elementary level. The obtained results demonstrate that the representatives of the concept of LERNEN can be divided into 13 thematic groups. Their quantitative ratio was established on the basis of the textbooks. The thematic groups with a predominant number of representatives were determined. All lexical elements representing the concept of LERNEN were qualitatively investigated and their positions in the educational discourse were established. We found the ways of representing the concept of LERNEN as a large and crucial cognitive dominant and marking it with the help of the studied representatives associated with not only the modern educational discourse in the field of foreign languages learning, but also with the educational policy of Germany in general, which is highly relevant because of the high attraction and active influx of foreign students, tourists, and migrants to Germany. The results obtained are of great importance for further research of the cognitive basis of modern German language textbooks.

The paper deals with the reconstruction of speech portrait which is defined as a part of verbal personality, verbalized in the communication process. The purpose of our research is to analyze linguistic features of the cadet’s speech portrait, which are implemented at the phonetic level. The subject of the research is the verbal picture of the cadets of a military institute. The object is its phonetic aspect. The research material is represented with dictaphone recordings of educational discourse (240 hours long). The recordings were made at the lessons of different academics for the first, the second and the third-year cadets (disciplines – Russian Language and Culture of Speech, Military History, Law). 512 cadets took part in the research. The main method is the method of scientific description with the use of the following techniques: observation, continuous sampling, classification, systemization, interpretation and statistical data processing. The cadets’ speech portrait is balanced enough, but it requires certain correction as for accentological and articulatory standards. The cadets made about 70 mistakes, which are typical for the young people’s speech. When modeling the cadets’ speech portrait, the special attention should be given to speech delivery. Its development is one of the factors for successful communication in the military professional sphere. The research results can be the foundation for reconsideration of the content of educational standards in military specialties. The given phonetic aspect of the young people’s speech portrait enlarges existing in linguodidactics concepts about the analyzed phenomenon and contributes to the development of linguodidactics and sociolinguistics. The phonetic features of the cadets’ speech portrait are shared by all the young people.

The article describes the conceptual sphere of the school educational environment of England with superconcepts and subconcepts, which differentiate nuclear concepts on different grounds. Linguasemiotic system of English school education includes signs that cover one of the most extensive areas of human life associated with the formation of personality via the process of acquiring knowledge and social values, executing various social positions and roles, which together open the opportunities for gaining necessary skills and habits, supported by the principles of socially accepted rules and behavior. Linguasemiotic aspect of school educational discourse of England is presented with the signs of different nature: verbal signs, that nominate agents, clients, resources, results of school educational discourse, they form a set of nominative groups; non-verbal signs (symbolic artifacts, paralinguistic units, coloronyms), they are supplementary units to the verbal component; mixed signs (coat of arms, anthem, emblem, motto, protectives), they integrate verbal, graphic, coloremic, sound-components of semiotics. Inside the ritual space of Anglo-Saxon school there are an extensive system of signs and symbols, that are associated with the function of interaction between participants of educational, sports and recreational rituals that differ in degrees of variability. Verbal, nonverbal and mixed signs represent the unity of the linguistic and extra-linguistic settings of school educational discourse of England.

The article deals with the linguosemiotic explication of nomination process in educational discourse by signs of different types – verbal, non-verbal, mixed. Verbal signs are presented by lexical units, nominating agents, clients, non/material resources, artifacts, processes, incentives and forms of pedagogical influence. The non-verbal signs include paralinguistic signs (gestures, facial expressions, postures of the participants of the educational process); color-semiotic signs (coloremas), in which the information-impacting vector is directed to a color indication of messages that is important for successful educational communication; visual elements representing traditional British values and concepts; sound signs, topographic signs, that add meaning to the overall significance of a mixed sign. In linguosemiotic system of educational discourse, the mixed signs form the most numerous group and are represented mainly by emblems, anthems and school songs of secondary schools. The author checks and verifies the hypothesis that the semiotics of the educational process in British secondary schools includes the extensive and complex system of mixed signs, which consist of two non-homogeneous parts – verbal and non-verbal – belonging to other sign systems rather than natural language and expressed via graphics, colors, music, etc. Linguistic analysis is applied to the study of the semiotic space of educational discourse. The article determines that in the context of educational communication, verbal, non-verbal and mixed signs form the unity of the linguistic and extralinguistic parameters, being in different relationships and presenting a multilayer intersection of lexical groups, graphic description, color schemes and music accompaniment.

The paper addresses the interaction of scientific ands educational discourses at the lexical and semantical levels as far as communicative strategies are concerned. The semantical level is studied in detail, with mental performatives serving as the material of the study. The scientific and educational texts published by Kemerovo State University teaching staff in 2011 serve as the material for the paper.

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