Types of institutional discourse in a foreign language teaching

The continuity and intensity of the process of society development is determined by the human need for socialization. At the present stage of its existence, social institutions are directly related not only to the process of communication, but also to certain areas of scientific knowledge. We propose the definition of the term “discourse”, which is understood as a set of sequentially interconnected in the sense of communication acts produced by the communicants in the context of a given communication situation. The implementation of certain types of discourse in the educational process contributes to the development of components of foreign language communicative competence among students. The institutional discourse studied at the center of scientific research is presented as a complex, normatively organized communicative phenomenon that exists in the context of a particular social institution and contributes to the development of social and cultural, linguistic and speech competencies among students. We conduct an analysis of some types of institutional discourse – political, economic and military. We use aim, chronotope, participants and genres as the basic elements of the characteristics in the analysis. It is noted that, despite a certain difference in the characteristics of institutional types and a wide variety of their genre interpretations, the priority goal, regardless of the given communication situation, will be unchanged. We differentiate into a priority goal and an additional one, which is realized in the context of a specific communication situation. We also note the methodic potential of the institutional discourse implementation on the example of political, economic and military types.

discourse, linguistics, institutionalism, foreign language teaching, foreign language communicative competence