Linguapragmatic characteristics of educational media discourse: American, British, and Russian visual presentations

Abstract

The article is devoted to the study of current problems of educational media communication in the linguapragmatic aspect. The paper discusses the main linguapragmatic characteristics of educational media. The role of the implementation of the presentation strategy of the language personality in the educational media resource is established. The main presentations implementing the presentation strategy in the educational media resource are identified. The purpose of this work is to identify and describe American, British, and Russian visual presentations within the framework of the presentation strategy of the educational media presentation. As a research material, media texts on electronic learning of a foreign language in the educational media resource of the first quarter of the 21st century in English and Russian are used. To achieve the goal, the following methods are used: lexical, grammatical, stylistic analysis, linguasemiotic and linguapragmatic analysis, elements of content analysis and discursive analysis, interpretive and quantitative analysis. American, British, and Russian visual presentations of educational media are described and illustrated by examples. It is established that the visual presentations of online learning of a foreign language in the American, British, and Russian educational media resource are aimed at the media recipient’s perception of the shape, color, position, and movement of the object. The undoubted novelty is represented by the identified subtypes of visual presentations in the American, British, and Russian educational media history: graphemes, coloremes, proxemes, kinestems. It was established that the presentation strategy of the educational media resource on the problems of online learning of a foreign language, implemented in educational media texts on sites on the Internet in the studied linguistic cultures, has similar features, since it is aimed at informing and influencing the addressee. Information contains tools and techniques that convey the content of online courses, the online learning process, the methods, and techniques that are used in this process. The impact is implemented to attract the attention of potential students to the course and educational institution, as well as incentives to study in this educational institution. It seems promising to distinguish between conflict and cooperative strategies in the educational media discourse in different linguocultures.