The linguocognitive characteristics of educationaltext

The paper deals with the conceptual strategies of creating educational texts of new target orientation through cognitive mechanisms of their perception. The material is represented with textbooks on the initial course of the Russian language for children of migrants. The purpose of the linguocognitive analysis in the framework of this study is to identify significant cognitive features of the educational text in Russian as a foreign language. Analysis of propositional strategies, local coherence strategies, macrostrategies, schematic, stylistic and nonverbal strategies, and the conceptual structure of the text in the foreign language in comparison with educational text for the Russian-speaking students allows identifying the relevant cognitive features of educational text in Russian as a foreign language: the inventory of foreign students experience, a given social context, the presence of semantically capacious illustrations, using mainly nonpropositional statements, the application of various tools of syntactic and lexical context, the inclusion of the stylistic and socio-linguistic variants of statements, updating the conceptual characteristics important for the foreign students. Special attention is paid to such an important position of modern cognitive science as an integral nature of natural language processing as opposed to the classical leveloriented one. The mentioned cognitive characteristics of the educational text represent a great perspective for further studies.