Key concepts of pedagogical ecological discourse

The article is devoted to the analysis of the key concepts of pedagogical environmentaldiscourse (hereinafter - PED). The study was carried out on the material of the English-language publication “Climate Change”, which has a popular scientific character and is aimed at familiarizing awide range of readers with the problem of climate change. The object of the study is the cognitivecharacteristics of the English-language PED, namely the informationstrategy and the strategy of speechinfluence expressed through elements of scientific style and a certain set of key concepts. The purposeof the research is to identify the key concepts of the PED that allow it to implement the leading strategiesof this type of discourse. The analysis makes it possible to identify the prevailing scientific style of theEnglish-language PED and the four leading concepts: the concept “Earth’s Climate”, “Human Impact”,the concept “Climate Consequences”, the concept “Solutions”. The latter two concepts are the crucialones in terms of lexical concentration.It is in them that the influencing potential of the PED is focused.The 4 key concepts are marked by a pronounced negative connotation, represented on the lexicallevel. The discussion of environmental problems is realized through gradation, which manifests itself inan increase in the intensity of the negative effects of climate change. The strategy of speech influence isexpressed by imperative modality. The novelty of the research consists in the description of cognitivefeatures of a new type of environmental discourse, which is pedagogical environmental one