STILISTSC POTENTIAL OF COMPLEXING SENTENCE COMPONENTS IN SCIENTIFIC AND EDUCATIONAL TEXT

Abstract

In the article, the author approaches the analysis of the academic instructional text within Ukrainian linguistic discourse as a pragmatic mediator of communication that preserves and transmits information across space and time. In this regard, attention is focused on the stylistic potential of complicating components of the sentence in such texts, which contribute to dialogicity as a manifestation of their addressee-oriented nature. 
While parenthetical constructions, by structuring the academic instructional text, ensure its logical coherence and consistency, inserted constructions serve to explicate the meanings of unfamiliar concepts, thereby reducing the abstractness of scientific exposition. The integration of parenthetical and inserted constructions significantly enhances the dialogic effect of a text fragment, facilitating its adequate interpretation. Detached and specifying sentence elements are also marked by considerable pragmatic potential in academic instructional texts: they define key aspects of the research referenced by the author, provide equivalents to concepts already introduced in the text, or clarify them through additional commentary, thus expanding the informational space of the addressee. The author notes that dialogization in scientific discourse is actively supported by the category of homogeneity, which deepens the reader’s understanding of the concepts used in the text fragment, as well as by repetition, which, in combination with other linguistic and stylistic means, substantially reduces the communicative distance between the author and the recipient of scientific information. Despite the established view that scientific style is devoid of emotional and expressive coloring, the author argues that figurative context enhances scientific argumentation, stimulates learners’ imagination, and more effectively reveals the essence of unfamiliar phenomena. Since the communicative meaning of any text (including academic instructional texts) is shaped not only by the complicating components explicitly present in its sentence structure, but also by the shared cognitive experience of the addresser and the addressee – which enables compression through implicatures, subtext, intertext, and presuppositions – the author identifies the detailed study of these phenomena as a перспективa for further research within the outlined problem.