The peculiarities of the discourse of discrepancies when teaching English as a foreign language in schools

The article focuses on the discourse of discrepancies in the process of intercultural communication when teaching Russian as a foreign language in schools; it also delves into the institutionality of the discourse during the communication process in schools which ends not in the discourse of agreement, but in the communicational failure - in other words, in the discourse of discrepancies. In the framework of our article we develop a new model of the discourse of discrepancies in schools which is organized around the concept of “final tests managing”.In most cases an expert (teacher) and a master’s degree student manage to find the areas of common interest in the process of communication and thus reaching the discourse of agreement. However, in case where an expert’s (teacher’s) arguments don’t reason with the master’s degree student’s system of values (i. g. the student thinks that the teacher can delay the homework check due to the language barrier) it may lead to the denial of the discourse of agreement, even to emotive discourse, which will, in turn, lead to a communication failure and, consequently, to the discourse of discrepancies.Apparently, the failure of the critical discussion procedure leads to failures in argumentation and, thus, to a communication failure. The result of such a discourse is the failure at final tests. Eventually, we can conclude that the discourse in schools is institutional, formalized and predictable due to strict designators.