Abstract
Discourse study in contemporary science is characterized by various approaches, whose integrative feature is the fact that this theoretical phenomenon is considered as a communicative activity and is caused by anthropocentric factors of speech generation. The representation of school discourse stimuli allows simulating the speech portrait of participants in educational activities. School discourse is a complex communicative phenomenon created by the subjects of the school educational process. It reflects the totality of accepted values and behavioral stereotypes in a particular socio-cultural space. The work aims to investigate the stimuli of school discourse. This work was conducted employing methods, such as 1) the free associative experiment; 2) quantitative analysis, which allowed identifying the actualization of the incentive perception based on quantitative data; and 3) discursive and conceptual analysis, which involved the identification of concepts, simulating them based on the conceptual totality of the means of their lexical representation in the usage. In the course of conducted study, about 600 native speakers of the Russian language were interviewed, and 9,440 associations were obtained for the school discourse stimuli. In the language consciousness of schoolchildren and teachers, associations for the “Family” stimulus were dominant, and the associative field of this stimulus was represented most broadly. The smallest number of associations was noted with regard to the “Evil” stimulus. The frequency of associations in the stimuli “Good”, “Happiness”, “Love”, “Friendship”, “Joy”, and “Labor” was approximately the same. The representation of school discourse stimuli reflects the value system, worldviews, moods, and assessments of recipients. Such a study was conducted for the first time.
Highlights
The research hypothesis is that the school discourse is a complex communicative phenomenon created by the subjects of the school educational process, which reflects the social and cultural representations of a person, his linguistic consciousness, and is part of the process that represents the totality of accepted values and behavioral stereotypes in a particular socio-cultural space
School discourse is a complex communicative phenomenon created by the educational process subjects, functioning in the school space, which reflects the social and cultural representations of a person, his linguistic consciousness, and is part of the process that represents the totality of accepted values and behavioral stereotypes in a particular sociocultural space
The conducted study has shown that the respondents used several forms of verbalization of the studied concepts of school discourse, nominating the educational process: 1) word-form responses: “friend”, “ratings”, “fair-minded”; 2) word-combination responses: “parent-teacher interview”, “calling parents”, “best person”, “educator of children”; 3) sentences-based responses: “don’t make any noise”, “the person I see every day”
Summary
Discourse study in contemporary science is concentrated in several areas and characterized by a multivector interpretation; however, the unifying fact is that this theoretical phenomenon is considered as a communicative activity, which is caused by anthropocentric factors of speech generation.These theoretical postulates have served as motivation for the creation of nominative definitions, defined in contemporary research:• pedagogical discourse [1,2,3,4,5,6,7,8]; • educational discourse [9, 10]; • educational and pedagogical discourse [11]; • school educational discourse [12]; • upbringing discourse [13]; • teaching discourse [14]; • educational and pedagogical discourse [15, 16]. The scientific novelty of the research consists in the associative-semantic consideration of the school discourse, which allows representing the stimuli of the educational process. The scientific novelty of the conducted research is also provided by the coined term “school discourse”, as well as the results of a conducted associative experiment that allows modeling the speech portrait of the recipients. The research hypothesis is that the school discourse is a complex communicative phenomenon created by the subjects of the school educational process, which reflects the social and cultural representations of a person, his linguistic consciousness, and is part of the process that represents the totality of accepted values and behavioral stereotypes in a particular socio-cultural space. The research objective is to investigate the school discourse stimuli. Achieving this goal involves solving the following tasks: 1) to determine the cognitive and pragmatic significance of school discourse; 2) to conduct linguo-quantitative analysis of incentives, nominating the educational process: “School”, “Teacher”, “Student”, “Vice principal”, “School principal”, “Lesson”, “Review Work”, etc.; 3) to identify culturally significant meanings and conduct a linguo-quantitative analysis of the school discourse stimuli, nominating spiritual values: “Labor”, “Good”, “Evil”, “Happiness”; “Love”, and “Friendship”. The school communication space is an intrinsic part of society since it not only teaches but also brings up the individual. Therefore, there is a need to study the speech functioning in the educational process participants, to identify the mutual influence of social medium, culture, and the subject. In the context of the anthropocentric approach in the study of discourse, the issues of individual author’s perceptions are of paramount importance, but at the same time, the significance and relevance of extralinguistic factors remain. Discourse acts as such a verbal and cogitative space that is focused by the “complex unity of the linguistic form” [17], correlates with real-time, and is included in the process of social interaction [18].
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