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No. 1

Lingua-ecological problems in academic discourse: a comparative study

Liberal Arts in Russia. 2020. Vol. 9. No. 1. Pp. 61-69.
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https://doi.org/10.15643/libartrus-2020.1.6
Kazantseva E. A.
Ufa State Petroleum Technological University
1 Kosmonavtov Street, 450062 Ufa, Republic of Bashkortostan, Russia
Email: consul200@yandex.ru
Fatkullina F. G.
Bashkir State University
32 Zaki Validi Street, 450076 Ufa, Republic of Bashkortostan, Russia

Abstract

The article presents some findings of a comparative study of lingua-ecological problems in academic discourse in the Russian and English-speaking cultures. Academic discourse, which is understood here as the total of discourse practices taking place in the process of knowledge acquisition and exchange, has become a warning zone of lingua-ecological risk in the Russian context. Ecologically imbalanced discourse practices imbibed in an academic setting result in both lack of academic achievement and de-ecologization of Russia’s social communicative space. Based on our previous theoretical and practical intra-cultural research this new study focuses on comparative description of academic discourse practices from three angles: lingua-cultural, psycholinguistic, and lingua-pragmatic. The main reason underlying this approach is the employment of European standards in the Russian educational reform. The lingua-cultural analysis showed that student-centeredness, which is characteristic for the English-speaking academic cultures, conflicts with teacher-centeredness typical for Slavic academic cultures where respect to the teacher and teacher authority is indisputable. The psychological portrait of the main participants of academic discourse suggests that the majority of lingua-ecological problems are universal due to the planetary-scaled change in the modern children and adolescents. In the Russian context, though, these problems are furthered by the emotional state in which teachers find themselves due to loss of respect and prestige of their profession. The pragma-linguistic approach revealed underuse of rules and strategies of politeness, reversed model of the speech-act structure of a discourse event, and three ecologically-unsafe categorical emotional situations (humiliation, reprisal, bias) in the Russian context.

Keywords

  • • lingua-ecology
  • • academic communicative space
  • • emotions and cognition
  • • lingua-culture
  • • psycholinguistic portrait
  • • pragmatic linguistics

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