The use of discourse-analysis of anthropogenic ecological texts in teaching discipline “Environmental impact assessment and state ecological expertise review”

This article examines the discourse-analysis of anthropogenic ecological texts developed for students-ecologists as a tool for critical language awareness in foreign language learning. This discourse-analysis is a synthesis of essential characteristics of anthropogenic environmental issues and conceptual apparatus of discourse and discourse-analysis. The discourse-analysis of anthropogenic ecological texts encompasses the following stages: textual analysis (analysis of original text), intertextual analysis, conclusions. The textual analysis, in its turn, consists of two steps. During the first step, a student, first of all, pays attention to what is stated in the text, i.e. as the authors themselves view the state of the problem and ways of its solution. The result of the first step is revealing the main semantic content emphasized by the author. The second step of textual analysis is aimed at revealing in the text what V.I. Karasik calls "What is meant?" and Michel Foucault calls "not said". During this step a student should pay attention to all the aspects of the text in order to reveal all the doubtful components of this text. If there are some doubts, intertextual analysis is conducted in this case. Intertextual analysis illustrates how analyzed discourse attracts and interprets other discourses. Conclusions are the result of discourse-analysis. The concept of criticism incorporated into the discourse-analysis of anthropogenic ecological texts is integrally combined with the principle of environment threat presumption of any human economic activity, which is the main principle of state environmental review. Taking into consideration this aspect, the adaptation of considered discourseanalysis of the document "Environmental Impact Assessment", which is the main document of state environmental review, has been done. The result of this adaptation is the scheme of the document "Environmental Impact Assessment" and methodology of the discourse-analysis conduct. The authors hope that the discourse-analysis of the document "Environmental Impact Assessment" can be useful for teaching the discipline "Environmental Impact Assessment and State Environmental Review".

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