Teaching future journalists foreign language discursive practices

nowadays teaching any foreign language is mostly being implemented in terms of the cognitive discursive paradigm. According to this approach language represents a cognitive process revealing in communication through a combination of various mechanisms. These mechanisms of human activity can be understood in close connection with the study of language and human mental abilities. Based on the postulate that speech immersed in life should be regarded as discourse (according to N. D. Arutyunova), we come to the conclusion that it is impossible to separate language and different human mental abilities such as consciousness, memory, attention. The latter participate in the creation of a particular discourse representing communicative practice. So, this allows us to say that behind any act of communication, discourse, there are discursive practices which can be defined as a set of norms, attitudes and conventions accepted in a particular community. The study of discursive practices seems relevant, since mastery of these practices facilitates communication for representatives of a certain sphere. Knowledge of the rules of this sphere helps its representatives achieve their personal goals, solve professional social problems. Thus, discursive practices can be considered as a social practice. This article examines the problem of teaching future journalists foreign-language discursive practices as an institutional practice operating within the framework of media discourse. A definition of discourse is given; the types of discourse studied by bachelors of journalism are described; the features of these discourses are noted. While using the developed exercises in the English language, which involve a detailed study of television, journalistic, radio and Internet discourses, future journalists become familiar with the features of the discourses of students’ subject area, and also master the discursive practices existing in the professional field of journalism.