2313-8912Research Result. Theoretical and Applied Linguistics2313-891210.18413/2313-8912-2017-3-4-17-251281THEORY OF LANGUAGEABOUT THE WRITTEN ACADEMIC DISCOURSE OF FRENCH TEACHERSABOUT THE WRITTEN ACADEMIC DISCOURSE OF FRENCH TEACHERSSedykhArkadiy P.SedykhArkadiy P.sedykh@bsu.edu.ruBuzinovaLyudmila M.BuzinovaLyudmila M.rluda@mail.ruBelgorod State National Research University, RussiaMoscow International University, Russia20173400

The paper describes communicative and cognitive features of academic discourse, in particular written discourse, and its interpretations in linguistics. Various interpretations of discourse in modern linguistic studies are considered. Introduction and theoretical justification. Academic discourse is described in terms of the concept, in relation to which the teacher and researcher position themselves. Teacher's worldview is often manifested in the framework of the verbalization of a number of concepts that organically enter the idiosphere of professional texts. The reconstruction of the hypothetical generalizing model of the linguistic personality of the teacher is based on the description and analysis of the use of linguistic material as the basis for the interpretation of the semiotic space of discourse. The individual concept sphere and the teacher’s thesaurus can be considered as an epistemological basis for identifying the features of the language personality. Main part. It is suggested that academic discourse is a relevant object for highlighting the essential features of the linguistic personality of the teacher. The language teacher’s personality is treated as an exemplary element of the national linguistic culture community. The episodes of the written discourse of the French teachers are examined with the purpose of revealing the typology of signs. French written academic discourse is regarded as a special genre of institutional discourse, which has its own historical traditions, norms and standards. The functioning of academic discourse, as a rule, is due to the need to fill a large number of official documents. Conclusion. It is concluded that academic discourse has a number of essential features, based on the analysis of which it is possible to single out the dominant features of the linguistic personality of the French teacher, both collective and individual. As a hypothesis for further research, the key features of the linguistic personality of the French teacher and written academic discourse are highlighted: normative, informative, creative pragmatism, aesthetics of professional interaction.

The paper describes communicative and cognitive features of academic discourse, in particular written discourse, and its interpretations in linguistics. Various interpretations of discourse in modern linguistic studies are considered. Introduction and theoretical justification. Academic discourse is described in terms of the concept, in relation to which the teacher and researcher position themselves. Teacher's worldview is often manifested in the framework of the verbalization of a number of concepts that organically enter the idiosphere of professional texts. The reconstruction of the hypothetical generalizing model of the linguistic personality of the teacher is based on the description and analysis of the use of linguistic material as the basis for the interpretation of the semiotic space of discourse. The individual concept sphere and the teacher’s thesaurus can be considered as an epistemological basis for identifying the features of the language personality. Main part. It is suggested that academic discourse is a relevant object for highlighting the essential features of the linguistic personality of the teacher. The language teacher’s personality is treated as an exemplary element of the national linguistic culture community. The episodes of the written discourse of the French teachers are examined with the purpose of revealing the typology of signs. French written academic discourse is regarded as a special genre of institutional discourse, which has its own historical traditions, norms and standards. The functioning of academic discourse, as a rule, is due to the need to fill a large number of official documents. Conclusion. It is concluded that academic discourse has a number of essential features, based on the analysis of which it is possible to single out the dominant features of the linguistic personality of the French teacher, both collective and individual. As a hypothesis for further research, the key features of the linguistic personality of the French teacher and written academic discourse are highlighted: normative, informative, creative pragmatism, aesthetics of professional interaction.

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