Linguistic Ways of Creating a Communicative and Pragmatic Effect in the Modern Scientific and Methodological Media Discourse

The purpose of the study. The article aims to identify in the scientific and methodological media discourse those ways of its linguistic design that can ensure the effectiveness of communication and stimulate the use of the information received by the addressee in his own practice in the future.
Methods. The method of discourse analysis was used, which allows us to consider both different types of pragmatic effect and linguistic ways to achieve it. This method also made it possible, when analyzing the material, to predict the receptive cognitive space of the personality of the perceiving subject for whom this or that effect is calculated. Thus, both the pragmatic intentions of the authors of the texts and the factor of their target audience were taken into account. The traditional method of systematization and classification of the data obtained by the continuous sampling technique was also used.
Results. It is established that, as pragmatic attitudes, the authors of the texts propose to cause a "delayed response" of the addressee-a professional, due to his cognitive abilities to process new information and its practical use. Based on these attitudes, the choice of effective methods is based on the expansion of the methods of speech influence characteristic of the discourse of mass communication. Typical methods of scientific and methodological discourse are linguocognitive techniques (appeal to authority, presupposition, inducement to active cognitive activity), as well as linguistic techniques for creating stylistic effects: interest (attracting attention), intertextuality, verbal clarity, emotional empathy, trust, polemics and direct conversation, presence and involvement.
Conclusion. In the field of pedagogical and, within its framework, methodological discourse, there is a process of discursive convergence, which, thanks to the use of typical linguistic means to achieve the identified communicative and pragmatic effects, acquires the features of popular scientific presentation (especially due to the methods of dialogization), offering the pedagogical community methodological foundations for future educational projects.

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