Грамматические средства выражения категории темпоральности в англоязычном естественнонаучном учебном тексте

Abstract

We raise the problem of the influence of temporality category on the cognitive potential of the English-language educational text. The relevance of the problem is due to the fact that the cognitive aspects of educational texts are not sufficiently developed, despite the diversity in different thematic areas. The goal is to study temporality as an ontological test category, analyze its influence on the cognitive specificity of texts, and identify typical grammatical means of expressing temporality in educational natural science texts. We use the methods of analysis of theoretical provisions about the nature of temporality category, as well as qualitative and conceptual analysis of linguistic material on the example of natural science educational texts in English. The results obtained indicate that the theoretical prerequisites for describing the structure of the textual temporality category are semantic and functional-semantic aspects and the field principle. It is practically revealed that the grammatical means of temporality category used in educational texts of this type contribute to the transfer of knowledge about natural, static phenomena, history and research results over a wide period of time. We show that grammatical means of temporality, traditionally considered peripheral, significantly affect the cognitive potential of educational texts of this type due to the expression of focus. Based on the analysis, it is concluded that the temporality category of educational natural science texts determines the peculiarities of their style and the ability to transmit universal knowledge that is not clearly structured in time.