ПОТЕНЦІАЛ КУРСУ «ОСНОВИ ЛІНГВІСТИЧНОГО ДИСКУРС-АНАЛІЗУ» В ПРОФЕСІЙНІЙ ПІДГОТОВЦІ СТУДЕНТІВ-ФІЛОЛОГІВ

The article states the necessity to put the integrative course «The fundamentals of linguistic discourse analysis» in the master-level programs for linguistic students. We give an overview of the approaches to the definition of the term «discourse» and describe the main schools of discourse analysis. We also specify the theoretical and practical tasks of such educational subject in the curriculum of linguistic PhD students and outline the main aspects of its contents. We insist that the study of language at the university should include the study of language use. The functional approach to language has the advantage of opening up for the students many new areas for analysis and criticism. Besides discourse analysis as educational subject is the best way to introduce the functional approach to the university program, updating its contents up to the modern level of language studies. The article touches on how some ways of critical discourse analysis would acquaint the students with methodology and research goals used in the study of language nowadays. To do this the article offers a broad overview of different definitions of the term «discourse». It also focuses on different approaches to discourse analysis as well as on practical issues, the kinds of questions the students might have at the beginning of work at their graduation papers, while still deciding which approaches to take. The discourse analysis examines the texts under the assumption that language and meaning are in some way social constructs. The critical discourse analysis is defined as an interdisciplinary approach to language study with a critical point of view for the purpose of studying language behaviour in natural speech situations of social relevance. It uses diverse theoretical and methodological concepts for analyzing issues of social relevance while attempting to expose inequality and injustice in the both historical and social aspects. The emphasis on both the structure and the social context of various texts can provide a solution which enables the students to “denaturalize”, for expose the «taken-for-grantedness» of ideological messages as they appear in isolated speech and, when combined with newer ethnographic studies and newer methods of discourse analysis, create a broader common ground between structural and functional approaches to language studies.