Linguoсognitive Features of Film Discourse based on Teenagers' English-Language Dialogues

Abstract

The research objective was to identify linguo-cognitive features of teenagers` discourse recorded in the form of a filmscript. The relevance of the study is based on the fact that child speech is a self-valuable linguistic object, opposed not to the virtual language system, but to an array of real language messages perceived by a child. The main methodological technique used in the work is a multidisciplinary critical discourse analysis. It was used to study both linguistic features and ideological, socio-cultural, and cognitive features, latently embodied in the film text. The study employed English-language dialogues of teenagers who starred in the TV series "Stranger Things" (2016). The texts of the dialogues were considered as the units representing the corresponding fragment of the film discourse. The study proved that the teenagers` dialogues fixed in the form of the written text, or filmscripts, adequately reflect a wide range of possible situations of communication and serve as a representative source of relevant information. The analysis of the linguocognitive features of teenagers` discourse allowed the authors to establish the specificity of the regulatory function of the selection of language units by teenagers, which depends on the communication environment or consituation. The paper describes some features of the formation of teenagers` worldview, as well as some reasons for the distortion of cognitive reality. The interdisciplinary nature of the study makes it possible to apply the results in the field of linguistics, sociolinguistics, cognitive linguistics, etc.