Performativity as a feature of educational discourse

The article presents the results of the analysis of performativity as a phenomenon of modern linguistics that characterizes educational discourse. The viewpoints of a number of scientists concerning the development of the performativity concept itself, the definition of language units that express it, and classifications proposed by researchers for the identification of performative verbs in speech are considered. The importance of the theoretical work by Yu. D. Apresian disseminating the study of performativity in discourse and text is stated. It is noted that performativity as a method of educational discourse allows using speech to provide the necessary pedagogical influence on the consciousness of the object of education during the interaction between an adult and a child. In particular, performative elements in the dialogue affect the emotional sphere of the interlocutor, thereby introducing into his mind the information determined by the educator, that is, with the help of performative language units, the educator is able to apply the mechanism of psychological suggestion. The research result is an evidence-based statement that performativity is an integral characteristics of discourses of various types and specifically educational discourse due to the pedagogical goals of influencing the child.