Development of a sustainable synergistic-isolationist discursive model of education in a military university (formation of discursive readiness of engineering personnel)

The article considers various discourse theories, definitions of this concept, structure and functioning of the corresponding phenomenon. It is shown that the theory of formation of engineering discursive competence covers various aspects of language teaching, communication strategies and inclusion of discourse analysis in the curricula of military universities. Formation of discursive competence is presented as the ability to understand and reproduce multilingual contextualized content, which is important for future specialists, since it involves cognitive, information and communication skills necessary for effective interaction in certain professional fields. It is noted that training in military engineering discourse includes knowledge of terminology, genre conventions, integration of strategies and skills of joint work in interdisciplinary teams for interaction with various interested circles. The specificity of discursive components is considered, motivating individual and team work on military engineering discourse and allowing students to adapt their own communication style to professional expectations. The author’s synergistic-isolationist discursive model of training is presented. A conclusion is made about the need to use qualitative research methods to assess the formation of discursive readiness in academic settings.