Realization of situational cognitive models in English educational discourse

Abstract

The presented article is devoted to the study of the features of representation of situational models on the example of small-format English-language texts. The purpose of this article is to identify situational models and analyze the features of language means of their representation of situational models. During the study, the following methods were used: description, contextual analysis, content analysis, discourse analysis. The article examined situational models using the S-P-E-A-K-I-N-G model proposed by D. Hymes, in which such situation components as Act Sequence, Instrumentalities, Participants, Key were identified. In the process of representing the cognitive model of the situation, Act Sequence comes to the fore, which is explained by the author's desire to show the dynamics of the development of the event. In small format texts, with the help of linguistic means, components such as Instrumentalities and Participants are distinguished, which are of particular importance for creating an emotional background for the situation. During the analysis, the following participants in the episodes were identified: family, parents, kids, landlady. The study showed that the identified cognitive models of situations, represented in the English-language educational discourse, arouse great interest among students, which, in turn, arouses interest in the language means of their representation and, as a result, interest in the language and culture of English-speaking countries.