UDC

[81ʼ23+81ʼ27]:81ʼ42

DOI

10.37482/2687-1505-V449

Authors

Evgeniya A. Murashova, Dr. Sci. (Philol.), Assoc. Prof., Prof. at the German and French Languages Department, A.P. Chekhov Institute (Branch) in Taganrog, Rostov State University of Economics (address: ul. Petrovskaya 68, Taganrog, 347900, Rostovskaya obl., Russia).
e-mail: shenetschka@rambler.ru, ORCID: https://orcid.org/0000-0002-6018-955X

Abstract

The purpose of this article is to substantiate the need to expand the research framework of the discourse – from pedagogical to educational – in whose system the interaction of participants in the educational process is initiated. Educational discourse, whose active subjects include not only teacher and student, but also parents, experts, administrators, authors of educational texts and so on, is considered as a generic concept that includes pedagogical discourse. In this article, educational discourse and its subtypes are studied from the standpoint of linguistic pragmatics as a hypertextual system in combination with a wide range of extralinguistic factors that allow us, based on the content-semantic and genre classification, to distinguish educational media discourse as a separate subtype of educational discourse and to explore the transformation of the individual and supra-individual communicative space of its subjects in the context of total informatization of society in general and the educational system in particular. Novel means, formats and channels of perception and transmission of information that cause changes in the traditional anthropological speech models as well as lead to the emergence of new anthropomorphic communication models in the educational media discourse appear to be a promising material for future linguopragmatic research. Realization of the theoretical and methodological potential of these studies will expand the model of institutional description of pedagogical discourse (formulated by V.I. Karasik and representatives of his scientific school) to the format of educational discourse and transpose it to the model of educational media discourse. In addition, it will introduce into the research field the pragmatic parameter of successful verbal interaction of active subjects of educational media discourse, thus contributing to a comprehensive substantiation of the model of educational media discourse as a multidimensional sense- and form-generating communicative system.

Keywords

educational system, educational discourse, categorical characteristics of educational discourse, educational media discourse, communicative space, linguistic pragmatics

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