Principles of multilevel organization of British educational-methodological discourse

Abstract

Introduction. This article presents the results of a study aimed at identifying and systematically describing, within a core-periphery framework, the principles of multilevel organization of British educational-methodological discourse. Based on the corpus of authentic English language teaching manuals and employing the methods of discourse analysis, linguo-stylistic analysis, pragmatic analysis, and level-stratification analysis, a stable set of linguistic characteristics was identified. The interpretation of this set across lexical, grammatical, and compositional levels has explicated a system of principles, which include instructiveness, terminological precision, metaphorical richness, objectivity, causality, structural oherence, and logical consistency. Results. Central finding is the identification of instructiveness as the pervasive principle that integrates all levels and reflects the overarching objective of this institutional discourse: the purposeful transformation of a teacher’s professional practice through the transmission of normative methodological knowledge. The novelty of the research lies in the development and presentation of a principle-oriented model that for the first time presents the hierarchy and interaction mechanisms of the principles governing the selection of linguistic means at each level. The practical value of the results is seen in their potential application in linguo-didactics for enhancing teacher training programs, in the practice of creating educational-methodological manuals, as well as in courses on functional stylistics and text linguistics. The conclusions indicate that British educational-methodological discourse constitutes an intentionally organized hierarchical construct, whose efficacy is ensured by the actualization of the core principle of instructiveness and a complex of peripheral principles distributed across three discourse levels.