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Didactics, Systematics, Technology (about the Optimization of Teaching the Discourse Studies in the Classical University)
This article is aimed at exploring the content of discourse studies in terms of optimization of their teaching in the modern labor market. In the fi rst part of the article the emphasis is on the use of the heritage of classical rhetoric,
which is seen as a support for both so-called short-terms-pragmatic (problem solving “here” and “now”), and so-called long-terms-pragmatic (the achievement of the common good communicative). This suggests the special status of the
rhetoric in the subjects under consideration, which allows it to realize the benefi ts of university education over the
corporate in case of correct formulation of the problem. The second part considers the courses of the prescriptive type
including rhetoric and culture of speech. The separation of zones of responsibility of these disciplines with rhetoric is
also shown. These courses are concentrated on solving the problems of the short-terms-pragmatist. The third part deals with practice-oriented courses such as PR and advertising, and servicing tasks of short-terms-pragmatic, but aimed at
certain activities which has both positive and negative sides. The conclusion regarding the hierarchy of objectives in teaching of discourse studies is made in the fi nal part of the article. Properly taught rhetoric is recognized as a core
course that develops communicative competence and combines the solution of practical problems with social thinking (the issues of long-terms-pragmatic, achievement of communicative common good). Functional stylistics and culture of
speech are recognized as auxiliary courses that discharge the rhetoric course of detail in the use of language means. PR and advertising are presented as courses, based on rhetoric.
Purpose: Since discourse studies in the structure of philological education are the bridge between theory and practice, the purpose of this article is to analyze the content of these courses in terms of their optimization. At the same time we have formulated and solved the problem of the relationships between the university courses, which would give an advantage to the classical university education over corporate education and coaching markets.
Methods: Work performed in the logic of functionalism and comparativism. We bring some of the ideas of classical rhetoric up-to-day.
Results: The result of our comparative analysis was the identifi cation of the role of rhetoric in the other discourse studies and the establishment of its relationship with other courses of discourse cycle. This role is defi ned by the fact that the training of rhetoric not only equips with the necessary communicative competence, but, fi rstly, gives the opportunity to educate the student with socially useful verbal behavior skills and, secondly, to create some safety margin, that is, sets the basis for solutions to the communication problems that may only occur in future.
which is seen as a support for both so-called short-terms-pragmatic (problem solving “here” and “now”), and so-called long-terms-pragmatic (the achievement of the common good communicative). This suggests the special status of the
rhetoric in the subjects under consideration, which allows it to realize the benefi ts of university education over the
corporate in case of correct formulation of the problem. The second part considers the courses of the prescriptive type
including rhetoric and culture of speech. The separation of zones of responsibility of these disciplines with rhetoric is
also shown. These courses are concentrated on solving the problems of the short-terms-pragmatist. The third part deals with practice-oriented courses such as PR and advertising, and servicing tasks of short-terms-pragmatic, but aimed at
certain activities which has both positive and negative sides. The conclusion regarding the hierarchy of objectives in teaching of discourse studies is made in the fi nal part of the article. Properly taught rhetoric is recognized as a core
course that develops communicative competence and combines the solution of practical problems with social thinking (the issues of long-terms-pragmatic, achievement of communicative common good). Functional stylistics and culture of
speech are recognized as auxiliary courses that discharge the rhetoric course of detail in the use of language means. PR and advertising are presented as courses, based on rhetoric.
Purpose: Since discourse studies in the structure of philological education are the bridge between theory and practice, the purpose of this article is to analyze the content of these courses in terms of their optimization. At the same time we have formulated and solved the problem of the relationships between the university courses, which would give an advantage to the classical university education over corporate education and coaching markets.
Methods: Work performed in the logic of functionalism and comparativism. We bring some of the ideas of classical rhetoric up-to-day.
Results: The result of our comparative analysis was the identifi cation of the role of rhetoric in the other discourse studies and the establishment of its relationship with other courses of discourse cycle. This role is defi ned by the fact that the training of rhetoric not only equips with the necessary communicative competence, but, fi rstly, gives the opportunity to educate the student with socially useful verbal behavior skills and, secondly, to create some safety margin, that is, sets the basis for solutions to the communication problems that may only occur in future.
rhetoric, pragmatic, stylistics, pragmalinguistics, communication