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AXIOLOGIZATION OF DISCOURSE: CONCEPT DEFINITION THROUGH MEDIA DISCOURSE PERSPECTIVE

Linguistic Theory. Cross-cultural Communication Theory , UDC: 81’42

Authors

  • Serebrennikova Evgeniya F. D. Sc. (Philology), Professor

Annotation

The paper deals with axiologization as a relevant concept of humanitarian knowledge, which focuses on understanding and carrying out activities in terms of axiology. Relying on the cognitive-communicative linguo-axiological approach to discourse, the axiologization of discourse presents an operational term designating a way to enhance the evaluative component of conceptualization generated due to activating discursive interpretative thinking in problem-comprehended contexts by relying and appealing to the semiotic value dimension of language, its vocabulary and grammar. The research aims at clarifying the concept of an axiologeme. There are basic ways of axiologizing discourse established, which include attractivization, discourse developing in a mode transferring from the real world to the world of the possible, necessary, and obligatory; the rhetorical organization of discourse in an argumentative algorithm of reference to truth meanings. The paper reveals the contexts, discursive zones and dynamic forms of evaluative conceptualization in language: exteriorization of value polarization of social tension situations; identification qualification of person, phenomenon, event; trends in the reevaluating phenomena, expanding the amplitude of the «value – anti-value» semiotic opposition by introducing an intermediate blend element. The findings represent some discursive operations of discourse axiologization typical of the media space.
Tags:
axiologemеs , axiologization of discourse , linguoaxiology , representation of axiologization of discourse , value dimension of language , zones of evaluative conceptualization

How to link insert

Serebrennikova, E. F. (2024). AXIOLOGIZATION OF DISCOURSE: CONCEPT DEFINITION THROUGH MEDIA DISCOURSE PERSPECTIVE Bulletin of the Moscow City Pedagogical University. Series "Pedagogy and Psychology", 3 (55),
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