INSTRUCTION STRATEGY IN RUSSIAN AND ENGLISH ACADEMIC DISCOURSE

The paper addresses the issue of instruction strategy employment in the academic discourse from the viewpoint of cognitive-discursive paradigm. The aim of the paper is to reveal discursive tactics actualizing the instruction strategy in Chemistry textbooks and compare them cross-culturally. Comparison of Russian and English Chemistry textbooks was conducted to draw a sample of discourse moves that aim to develop cognitive skills; they were analysed in order to structure the received sample. The comparative analysis resulted in the proposal of a classification of instruction tactics in accordance with the expected learning outcomes. It comprises two types of instruction tactics: subject-specific and meta-subject. The paper highlights a few differences in the application of instruction tactics in Russian and English Chemistry textbooks. The differences involve variation of verbal expression and position characteristics as well as functional differences. One possible application of research results might be connected with enhancing textbook writer’s awareness of instruction strategy and tactics employment with the view of expected learning outcomes. The proposed classification could be applied in teaching materials design. In summary, cross-cultural comparison of textbooks can be beneficial to our further understanding of academic discourse and cognitive development.