Components of scientific discourse

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Components of scientific discourse

Hertsovska Natalia

The article aims at summarizing the existing principles concerning the structure of scientific discourse. The notion of scientific discourse has been analyzed. The components of scientific discourse have been highlighted.

Key words: scientific discourse, chronotope, values, strategies, discursive formulas.

СКЛАДОВІ НАУКОВОГО ДИСКУРСУ

Герцовська Н. О.

Стаття присвячена дослідженню поняття наукового дискурсу. Висвітлено підходи до тлумачення поняття. Проаналізовано компоненти наукового дискурсу. Зокрема відмічено, що хронотопом наукового дискурсу є академічне середовище, а метою є процес отримання нових знань. Цінності наукового дискурсу полягають у його ключових поняттях (істина, знання, дослідження). Стратегії наукового дискурсу зумовлені його завданнями, які збігаються з основними етапами дослідницької діяльності. Стратегії наукового дискурсу реалізуються в різних його жанрах. Опора на попередні тексти є однією з системних особливостей, а дискурсивні формули є своєрідною підказкою для розуміння всієї системи інституційних відносин.

Ключові слова: науковий дискурс, хронотоп, цінності, стратегії, дискурсивні формули.

Discursive studies is an important area of research in modern linguistics. Discourse is the object of investigation of many sciences, including pragmalinguistics and psycholinguistics, linguistic stylistics; there are also structural-linguistic, linguistic-cultural and cognitive-semantic approaches to its study. scientific discourse institutional

Today's discourse studies integrates the achievements of cognitive-discursive and communicative-discursive [1, p. 188] paradigms, which are based on the dichotomy of consciousness :: language and language :: communication. The cognitive approach to the study of discourse is inextricably linked with the social one, because cognition is inherent in human social existence [2].

Sociolinguistic studies of discourse, which are focused on the analysis of participants representing a particular social group, the circumstances of this communication in a broad sociocultural context, aimed at studying the social environment of the speakers and the conditions under which professional communication takes place.

Existing significant achievements in the modeling of socially oriented spaces create a basis for studying the essence of professional communication and its specific relationships with other areas of human behaviour in terms of activity and communicative-cognitive approaches [3, p. 1]. Thus, the variety of approaches to discourse study caused the relevance of the article.

The aim of this article is to summarize the existing principles concerning the structure of scientific discourse. To reach the aim the following tasks are to be solved:

• to analyze the features of discourse;

• to study the notion of scientific discourse;

• to define the components of scientific discourse;

Scientific (academic) discourse is a verbalized in the text type of discursive activity in the field of communication, speech interaction of representatives of the relevant social group / institute in order to realize status-role opportunities within the limits set by this social institution, component of «actual professional area of professional discourse» [4, p. 7].

As a structural component of the actual professional area of professional discourse, scientific discourse is characterized by creativity, truth and professional value; some peculiar features of professional discourse are typical for it, mainly: professional orientation, anthropocentrism, multidisciplinarity, disproportionate development of its parts, dialogicity, selectivity, closedness, non-cyclicality, didacticism, dynamism, language norms, stylistic stratification [4, p. 7].

In this article specific type of discourse is described in terms of its components; here belong chronotope, goals, values, strategies, material, varieties and genres, precedent texts, discursive formulas.

The chronotope of scientific discourse is a typical scientific environment for a dialogue, for written scientific discourse the prototype place is a library.

The purpose of scientific communication is the process of acquiring new knowledge, which is presented in verbal form and due to the communicative canons of scientific communication [5, p. 60-68].

The values of scientific discourse are revealed in its key concepts (truth, knowledge, research) and are reduced to the recognition of the knowability of the world, the need to multiply knowledge and prove their objectivity, impartiality in search of the truth.

The strategies of scientific discourse are conditioned by its tasks: 1) to determine the problem situation and to single out the subject of research; 2) to study the history of the issue; 3) to formulate the hypothesis and the aim of the study; 4) to justify the choice of methods and research material; 5) to build a theoretical model of the subject of study; 6) to present the results of observations and experiments; 7) to comment on and discuss the results of the study; 8) to give an expert assessment of the study; 9) to determine the area of practical application of the obtained results; 10) to present the results in a form that is accessible to specialists and non-specialists.

The strategies of scientific discourse are revealed in its genres: a scientific article, a monograph, a thesis, a scientific report, a conference speech, a poster report, a scientific and technical report, a review, an abstract, a summary.

The subject of scientific discourse covers a wide range of problems, which are divided into problems of the humanities and natural sciences. The humanities are less formal and show a strong dependence of the object of knowledge on its subject.

Scientific discourse differs from others by a high degree of intertextuality, so reliance on precedent texts and their concepts [6, p. 24] is one of the system-forming features. Intertextual communication is presented in the form of quotations, references, well-known titles of monographs, articles, etc., which perform reference, evaluative, etiquette and decorative functions [7, p. 3].

Discursive formulas are represented by peculiar inversions of speech, which are inherent in communication in the institution. Such formulas unite all members of the scientific community. The desire for maximum accuracy in scientific discourse sometimes leads to excessive terminology and syntactic complexity of the text. Discursive formulas are specified in a clichй, for example: Given the above, we consider it appropriate to recommend...; As it has been highlighted...; The results of the study prove the necessity to ... Communicative clichйs within the institutional discourse are a kind of the key to understanding the whole system of relations in the institution [2].

Generally, in the study of the problem of discourse the distinction should be made between approaches to it as an activity and as the result of this activity. Despite the presence of such a distribution, the productivity of an integrated approach to this phenomenon is obvious. Discourse is characterized by form (monologic or dialogic), species (genre-style) and code (national-language) differences at the text level. The description of a specific type of discourse is reduced to the definition of components, namely the chronotope, goals, values, strategies, material, varieties and genres, precedent texts, discursive formulas.

Having studied the components of scientific discourse, we may conclude the following points. The chronotope of scientific discourse is the academic environment, the goal is the process of acquiring new knowledge. The values of scientific discourse are in its key concepts (truth, knowledge, research). Strategies of scientific discourse are conditioned by its tasks, which coincide with the main stages of research activity. Strategies of scientific discourse are implemented in its various genres. Reliance on precedent texts is one of the system-forming features, and discursive formulas are a kind of a clue to understanding the whole system of relations in the institution.

References

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