Genre forms of professional Internet communication of teachers of Russian as a foreign language: enquiry, advice, objection

The article analyses the written informal professional discourse of teachers of Russian as a foreign language in the aspect of genre forms. The material for the study are the messages of teachers of Russian as a foreign language taken from the closed professional chat room RCT Talks Methodology (https://t.me/rkitoday), created in the messenger Telegram in 2020.The paper considers the genre forms of request, advice and objection. The author's typology of advice request based on the presence/absence of a backstory is presented. Such varieties of requests with a backstory as a request for advice with background data about a student, a request for advice initiated by a question from a student, a request for help complaining about the futility of efforts are presented. It is shown that in requests with prehistory all variants are directly or indirectly related to the figure of the student. The results of the analysis of advice types are summarised and a conclusion is made about the significance of the ‘student’ component for the modal framework of advice: it is the subject of benefit. Tactics and techniques in objections centred around the identity of the student or directed at the identity of the questioner are identified and described. One of the tactics in objections of the first type is to point out the inconsistency of the asserted/suggested with something, for example, the goals and objectives of teaching, language proficiency level, language norms, linguistic and cultural realities. The risk of misleading students, causing confusion and errors due to the instructor's incorrect actions is explicated in risk warning tactics. In objections against colleagues, opponents resort to labelling, appealing to personality, paraphrasing. It has been proved that the formed competences of a foreign student are used as an indicator of the teacher's professional competence, i.e. in all the cases considered, the student's personality is mentioned in the statements. The regularity of including the figure of the student in the messages allows us to call such behaviour a communicative strategy. It is concluded that professional communication in chat interaction is characterised by a high degree of evaluation, predominantly negative: the genre forms of request and response are accompanied by the modality of complaint, irony, warning, criticism, etc. The authors conclude that professional communication in chat interaction is characterised by a high degree of evaluation, predominantly negative.

professional communication, discourse of teachers of Russian as a foreign language, genre forms, request for advice, advice, objection