Vol 29, No 2 (2025)

The article examines the evolution of a new language for discussing private and personal matters in the public space of Russian social media. The goal of the study is to reveal the formats of talk that may serve the manifestation of the new public language, reflected in multiple discourses through which Russian parents position themselves in the Internet parenting forum debate. The data for the research were obtained from the conversation analysis of parents’ posts on Alpha Parenting, a popular Russian Facebook community platform. The study aimed to analyze more than 400 posts of parents of young children (6-12 years old) uploaded from 2017 to 2019. The emerging formats of talk are examined from a perspective of pragmatic communicative acts that shape the interactional situation in a chat forum. An interplay of the multiple forms of talk in the online forum is understand through the prism of Bakhtin’s analytical apparatus, which is based on the concepts of voice and polyphony . The results illustrate the simultaneous presence of different languages in public discussions of private life. These may pertain either to everyday informal communication constituted in the private and interpersonal sphere, to discursive practices of authoritative talk, to the meta-ways of discourse monitoring and management, or no less important, to the therapeutic public emotional talk about one’s private inner world and emotional experience. The study suggests that the ways of communicating about emotions represent an emerging emotional therapeutic attitude and language that has been regulating and reshaping Russian Internet communication.

The present paper presents pilot investigation of the role of phraseological patterns in conceptualizing rhetorical moves and their steps in pedagogy research paper introductions. It addresses a gap regarding utilizing these patterns and their rhetorical function within the knowledge transfer in pedagogy. The study aims to identify recurring phraseological patterns, delineate their functions in expressing rhetorical moves, and demonstrate how they contribute to the overall coherence and effectiveness of the text. The main research question explores how phraseological patterns contribute to the presentation of rhetorical moves and steps in pedagogy research paper introductions. Employing a corpus-based approach, the paper analyzes ten research papers from the Journal of Pedagogical Research published in 2023. The methodology involves identifying phraseological patterns, analyzing their rhetorical functions, examining their discourse functions, and characterizing their structural nature. The present study identifies phraseological patterns as recurring in pedagogy research papers while acknowledging their non-exclusivity to the field. Research findings reveal four key moves: establishing a thematic territory, surveying previous research, creating a research niche, and occupying the research niche. Each move utilizes specific phraseological patterns to achieve distinct rhetorical purposes. The study highlights the distribution of contiguous and non-contiguous patterns and their multifunctional nature in conveying complex research-related ideas and issues. It uncovers how these patterns interact with rhetorical moves to create cohesive and persuasive introductions. This pilot investigation lays the groundwork for future research on phraseological patterns in scholarly papers, offering insights into the intricate relationship between language patterns and rhetorical structure in academic writing.

While language teachers may assign additional homework based on their educational beliefs and institutional policies, learners’ responses, particularly complaints, are shaped by underlying cultural norms and expectations. The way teachers respond to such complaints reflects culture-specific styles of teacher-student interaction. This study aims to explore the lingua-cultural factors shaping teachers’ perspectives on homework, their complaint response strategies (CRSs), and the linguistic features of these strategies. Accordingly, this study examined the perspectives of 32 native English-speaking teachers (NESTs) and 54 Turkish non-native English-speaking teachers (NNESTs) on homework, as well as their strategies for addressing student complaints about homework in the Turkish educational context. Data were collected using a survey and a discourse completion task. Results indicated that both groups valued homework for reinforcing learning and improving achievement. NESTs prioritized student autonomy and self-directed learning, while NNESTs favored structured, guided assignments tailored to student needs. In responding to complaints, NESTs often used commiseration strategies, whereas NNESTs employed authoritative approaches, using imperatives, passive voice, and modal verbs. Despite these differences, both groups relied on guidance and explanation as their primary strategy, promoting constructive dialogue and resolving concerns. Results highlight the significance of considering the diverse pedagogical approaches adopted by NESTs and NNESTs, as well as the distinct linguistic choices they make in complaint responses, which reflect underlying cultural interactional norms and have implications for intercultural communication in language classrooms. It is important to appreciate these differences in order to foster a collaborative and culturally sensitive educational environment.

Despite extensive studies on the correlation between breaches of Javanese linguistic etiquette and perceived impoliteness, scant scholarly attention has been given to understanding impoliteness resulting from violations of tata krama (‘proper social conduct’). The objective of this research was to identify the perspectives on impoliteness held by Javanese individuals, with a particular emphasis on the transgression of tata krama . Narrative inquiry was employed to collect the data of impoliteness events experienced by 158 native speakers of Javanese in Central Java, Indonesia. Semi-structured interviews were undertaken to examine impoliteness incidents they encountered in their daily lives. Thematic analysis, adopted from Braun and Clarke (2006), was utilised to analyse the collected data. The study found several overarching characteristics of impoliteness: breaches of honorifics, conduct against andhap asor (‘self-deprecation’), conduct against lembah manah (‘emotional restraint’), conduct against empan papan (‘decorum’), conduct of ora grapyak (‘unfriendliness’), conduct attacking self-worth and emotional well-being which formed the basis of Javanese impoliteness. This study reveals that impoliteness, as perceived by native Javanese, is characterised by a critical assessment of co-participants’ linguistic behaviour resulting from violations of linguistic etiquette and a lack of understanding. It manifests in two categories: unintentional and intentional. The study contributes to the understanding of Javanese impoliteness by exploring aspects beyond honorific language violations. It demonstrates how breaches in social behaviours and language etiquette can affect emotional well-being and social standing, leading to impolite communication.

In periods of social transformation, the analysis of neologisms introduced into academic discourse to denote societal strata possesses a particular linguistic and interdisciplinary significance. The article’s objective is twofold: firstly, to describe the cognitive-derivational models underlying the formation of the most recent sociological terms ( cognitariat , salariat , precariat ); and, secondly, to identify their functional idiosyncrasies within English and Russian sociological discourse. The data set, comprising 1950 microtexts of usage examples, was derived from sociological works by British, American, and Russian scholars, as well as frompublicly accessible internet sources. A comprehensive analysis was conducted, encompassing definitional, etymological, cognitive-derivational, contextual and functional-semantic methodologies. The study revealed that two primary models underpinning these naming processes: affixation, inherent in the formation of salariat and precariat , and blending, characteristic of cognitariat . The choice of relevant onomasiological features plays a decisive role in successful term formation. Denotative features that indicate thе type of activity or the source of income ( cognitive → cognitariat ; salary → salariat ) ensure terminological unambiguity and transparency of internal form. Conversely, incorporating the subjective characteristic of instability ( precarious → precariat ) introduces ambiguity in semantic volume and referential boundaries, justifying its interpretation as an artificial analytical construct. A close examination of the terms’ functioning in English and Russian discourse highlights distinct correlations with social groups and ethno-cultural perceptions. Western sociologists frame the precariat as a potential trigger for social conflict, whereas Russian scholars perceive this stratum as analogous to the middle class and a guarantor of socio-economic stability. The study contributes to the theory of terminology within the framework of cognitive-derivational modelling of sociological terms.

-