CATEGORIAL EMOTIONAL SITUATIONS IN THE RUSSIAN AND ENGLISH ACADEMIC DISCOURSE

Abstract

The article presents interim results of lingua-ecological research into categorial emotional situations (CES) emerging in the classroom in the Russian and English academic discourse, which is understood as the total of discourse practices taking place in the process of knowledge acquisition and exchange. Based on the previously developed statistical-probabilistic model and method of transactional analysis the study revealed 10 most common classroom discourse CES that emerge in 7 basic frames. The findings suggest that one of the frames (public assessment of knowledge) is represented only in the Russian academic discourse, and another (oral test of knowledge) has a different structure. Out of 10 CES, 9 are universal for both of the linguistic academic cultures, while one (CES of humiliation) is culturally-specific and realizes in the Russian academic discourse only.