I. YAKOVLEV CHUVASH STATE PEDAGOGICAL UNIVERSITY BULLETIN

discursive category, evaluation, dialogicity, academic discourse, review, lecture

The article examines the characteristics of the discursive categories of evaluation and dialogicity in academic discourse. Evaluation is examined in five dissertation reviews available on the website of Kuban State University. Dialogicity is studied in three open lectures by modern Russian linguists. The methodology includes methods of discursive and pragmatic analysis, classification, systematization, and interpreting. The conclusion made is that the category of evaluation in the dissertation review is expressed by means of compulsory and optional components, and by the communicative situation determined by the institutional parameters of discourse. Dialogicity makes the lecture discourse interactive, enhances the speaker’s contact with listeners and is constructed with the help of the means that unite the lecturer with the audience during the process of communication. It was discovered that the communication strategy of cooperation is constructed by means of the following tactics: dialogizing, attention management, explaining lecturer’s actions, and lecturer’s humanizing. The scientific novelty of this study is in identification of the specific features of the evaluation category in dissertation reviews, which allows us to specify the features of this genre of academic discourse; in determining the components of the communication strategy of cooperation that constructs dialogicity in lecture discourse.

Хутыз Ирина Павловна – доктор филологических наук, доцент, профессор кафедры прикладной лингвистики и новых информационных технологий Кубанского государственного университета, г. Краснодар, Россия; e-mail: ir_khoutyz@hotmail.com

Петренко Юлия Андреевна – преподаватель кафедры прикладной лингвистики и новых информационных технологий Кубанского государственного университета, г. Краснодар, Россия; e-mail: yulya.degtyarewa@yandex.ru