Modern educational discourse about the Russian language as a special communicative phenomenon

The paper presents a research of educational discourse as a communicative phenomenon. Revival of educational discourse in modern Russia is connected with the increasing activity of the society in questions of speech communication culture formation, with the development of the state policy directed on preservation of the national language. An important role in the development of educational discourse about the Russian language belongs to the tendency of educational projects growth in media. When science and education in Russia undergoes essential changes, which are not always positively focused, similar projects gain increasing relevance and importance. Educational discourse about the Russian language is a special communicative phenomenon. Its axiological content is defined by understanding of education as activity for "public advantage", promoting development of the person and positive transformation of the society. Educational discourse as a communicative phenomenon is still poorly studied in modern linguistics. This paper presents an analysis of the ''Govorim po-russki'' radio program. The study of its content shows that educational discourse can be characterized by a unique set of participants, chronotope, objectives, precedent-setting sources, and discursive formulas. The general strategy of educational discourse as a special sphere of communication is education: activity of authors of the program directed on a) expansion of the speech outlook of addressees, b) formation and stimulation of informative activity of audience in the sphere of culture of communication, c) increase of the general cultural level of radio listeners. Three key communicative strategies of educational discourse are identified in this paper on the basis of the pragmatical analysis of significant factors of a discourse: learning, formation of informative activity of audience, information strategy. Each communicative strategy is realized in the educational radio program by a set of communicative tactics and tools. It is noted that a characteristic feature of educational discourse is interaction: participants of educational communication are both objects and subjects of communication. The discursive formulas inherent to educational discourse and defining this type of communication are the phrases marking the strategy of educational communication. In the given paper reference texts are considered as one of the case sources. This analysis gives a right to characterize educational discourse as a special communicative phenomenon, which holds its own strong position in the modern discursive system and needs to be described comprehensively.

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