STYLISTIC MEANS OF DIALOGIZATION OF LINGUISTIC SCIENTIFIC AND EDUCATIONAL TEXT

Abstract

The article, grounded in the principles of anthropocentrism, presents an interpretation of text as a pragmatic mediator of communication that records, preserves, and transmits information across space and time. This approach makes it possible to intensify scholarly interest not only in the structural and semantic categories of text but also in its communicative ones. The focus of the author’s research is the academic and educational text within Ukrainian linguistic discourse. Among its system-forming features, the author highlights a high degree of intertextuality, precedent-relatedness, paraphrasticity, dialogicity, and others. The author convincingly argues that an academic and educational text should be not only clear and logically structured but also addressee-oriented, and therefore provides a detailed characterization of the stylistic means of its dialogization. The productivity of dialogue between the authors of academic and educational texts presented in textbooks and teaching manuals for future philologists and the consumers of scientific information is associated with means of subjective evaluation of cited fragments and pragmatically oriented constructions that activate learners’ attention and encourage joint reflection. Accessibility of presentation is ensured by parenthetical constructions that provide brief remarks and comments on scientific concepts and phenomena, as well as by introductory elements that ensure logical coherence and consistency of scientific exposition. Dialogicity as a defining feature of the academic and educational text enables its perception and adequate interpretation. The analyzed stylistic means of dialogization and elements of imagery within Ukrainian linguistic discourse strengthen argumentation through intellectual influence, emphasize the active role of the learner, and encourage effective text production as a result of understanding linguistic information.