Inner classification of educational mediadiscourse
https://doi.org/10.51955/2312-1327_2025_4_123
Abstract
The article addresses the issue of internal classification of educational media discourse. Educational media discourse is analyzed from a linguopragmatic perspective as a polyaspectual meaning-generating and form-modeling communicative system that reflects the specifics of verbal interaction among participants in educational communication. Relevant parameters for classifying educational media discourse include genre-thematic parameter, contextual conditioning parameter, and linguopragmatic parameter. The genre-thematic parameter allows differentiating subtypes of educational media discourse based on dominant communicative goals, imagined images of sender and receiver, dictum content of texts, and significant characteristics of their linguistic embodiment. The contextual conditioning parameter enables distinguishing subtypes of educational media discourse by taking into account its pragmatic and sociocultural relevance with regard to individual-personal and conventional features of both sender and receiver. The linguopragmatic parameter makes it possible to consider dominant directions of pragmatic components' actualization by senders, as well as the degree of involvement of subjects (both senders and receivers) in their verbal interaction. Subtypes of educational media discourse identified through these parameters are presented in the resulting scheme of internal classification of educational media discourse.
About the Author
E. A. Murashova
A.P. Chekhov Institute (Branch) in Taganrog, Rostov State University of Economics
Russian Federation
Russian Federation
Evgeniya A. Murashova, Doctor of Philology, professor
48, Initsiativnaya str. Taganrog, 347936
References
1. Alefirenko N. F. (2016). Media discourse and its communicative-pragmatic essence. MediaLinguistics. 1(11): 49-57. (in Russian)
2. Antonova L. G. (2024). The “genre podium” of modern media communication. Man in the Information Space: Collection of Scientific Materials from the XX All-Russian Conference. 7-12. (in Russian)
3. Chernyavskaya V. E. (2001). Discourse as an Object of Linguistic Research. Text and Discourse. Problems of Economic Discourse. 11-22. (in Russian)
4. Chernyavskaya V. E. (2009). Text Linguistics. Polycode, Intertextuality, Intermediality. Moscow: LIBROKOM Publ., 2009. 248 p. (in Russian)
5. Dobrosklonskaya T. G. (2006). Media discourse as an object of linguistics and intercultural communication. Bulletin of Moscow University. Series 10: Journalism. 2: 20-33. (in Russian)
6. Gorchakova O. Yu., Liventsova E. Yu., Fahretdinova A. P. (2023). The Capacity of Blogosphere in the Framework of Constructing the Image of the Future Among Youth. Perspectives of Science and Education. 2(62): 624-640.
7. Karamova A. A. (2017). Typological Aspects of Discourse. Culture and Civilization. 7(1A): 361- 370. (in Russian)
8. Karasik V. I. (2009). Linguistic Keys. Moscow: Gnosis Publ., 2009. 406 p. (in Russian)
9. Kozhemyakin E. A. (2010). Mediacriticism and Discourse Analysis. Belgorod State University Scientific Bulletins. Humanities Series. 18(89): 198-203. (in Russian)
10. Levitskaya A., Fedorov A. (2021). Criteria and Methods for Assessing the Effectiveness of Activities Contributing to the Development of Students’ Media Competence in the Process of Analyzing Media Manipulative Influences. International Journal of Media and Information Literacy. 6(1): 129-145.
11. Lv Y., Li X. (2023). The Innovative Development Model of Ideological and Political Education Based on Big Data and We Media. Applied Mathematics and Nonlinear Sciences. 8(2): 2655-2664.
12. Mengeritskaya E. O. (2006). Term "Discourse" and Typology of Media Discourse. Bulletin of Moscow University. Series 10: Journalism. 2: 50-55. (in Russian)
13. Murashova E. A. (2024). Verbal Objectification of Subjective Information at the Level of Pragmatic Components of Contextual Meaning. Doctoral Dissertation in Philology. Taganrog, 2024. 343 p. (in Russian)
14. Mušikić Popović I., Plojović I. (2023). Basic Paradigms of Implementation of Mass Media in Education. SCIENCE International Journal. 2(3): 119-122.
15. Nevedov S. T., Chernyavskaya V. E. (2020). Context in Linguistic Analysis: Pragmatic and Discursive Analytical Perspective. Tomsk State University Journal of Philology. 63: 83-97. (in Russian)
16. Prom N. A. (2020). Types of Addressee in Media Discourse. Media-Linguistics. 7(1): 95-103 (in Russian)
17. Sergeeva O. V. (2023). Lingua-Ecological Problems of Modern Educational Media Discourse. Bulletin of Chelyabinsk State University. 9(479): 70-82. (in Russian)
18. Shmeleva T. V. (1997). Model of Speech Genre. Genres of Speech. 1: 88-98. (in Russian)
19. Shmeleva T. V. (2018). "Genre Compression" as a Trend in Media Sphere. Genres of Speech. 4(20): 270-276. (in Russian)
20. Soldatova G. U., Koshevaya A. G. (2023). Media Multitasking in Mixed Reality Learning Situations: What Determines Its Effectiveness? Psychology in Russia: State of the Art. 16(4): 90- 108.
21. Solntseva E. S. (2025). Contextually Conditioned Coherence as a Basis for Discourse Typology. Professional Communication Discourse. 7(1): 9-33. (in Russian)
22. Zheltukhina M. R. (2004). Specificity of Speech Impact of Tropes in Mass Media Language. Doctoral Dissertation in Philology. Moscow, 2004. 358 p. (in Russian)
Review
For citations:
Murashova E.A. Inner classification of educational mediadiscourse. Crede Experto: transport, society, education, language. 2025;(4):123-137. (In Russ.) https://doi.org/10.51955/2312-1327_2025_4_123
Views:
27
JATS XML
Email this article 