INTERTEXTUALITY AND INTERDISCOURSIVITY AS CATEGORIES OF PEDAGOGICAL DISCOURSE

INTERTEXTUALITY AND INTERDISCOURSIVITY AS CATEGORIES OF PEDAGOGICAL DISCOURSE

Author:  Maria A. Samkova

Affiliation:  Chelyabinsk State University

Abstract: 
The article aims at pointing out the fundamentals of the theory of interdiscoursivity and the peculiarities of intertextuality functioning in pedagogical discourse.

The matter of the present research is a pedagogical discourse. We define pedagogical discourse as a system of organized education / communication, which involves the teacher and students interaction via educational texts and other symbolic complexes within a pedagogical situation.

Applying the theory of interdiscoursivity, which was introduced by Yu. Kristeva and developed by I.V. Arnold, we describe the implementing of intersecting connections of various texts and discourses within closed pedagogical communicative situations in which a primary text (the speech of a teacher or of the author of a textbook) is transformed into a secondary text (the speech / essay of a student). The secondary text is a product of the student's speech. It is seen as an adjusted representation of the primary text.

In the light of the present theory we understand a pedagogical discourse as a process of the transition of linguistic characteristics of teacher’s discourse during the student’s semantic perception of the matter of discourse into linguistic characteristics of student’s discourse.

The results of the research can be applied in linguistics and pedagogy: in creating the educational texts and analyzing the process of the student’s semantic perception.

Keywords:  intertextuality, interdiscoursivity, pedagogical discourse, educational text

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Pages:  104-108