Keyword: «higher military schools»

The relevance of the study is due to the necessity of the development of the effective foreign language proficiency among military higher school cadets during the professional activities. This involves not only learning the lexical and grammar system of the language, but also understanding the specifics of military discourse as a special type of speech practice. The aim of the work is to analyze the concept of "military discourse" from the point of view of the foreign language teaching methodology and to develop a classification of military discourse types. The methodological basis of the study was a systematic approach and methods of linguistic and discursive analysis. The theory of discourse by V.I. Karasik is taken as a basis, considering discourse as a text immersed in a situation of communication, and military discourse as a special type of institutional discourse. Military discourse is a complex communication system due to the specifics of military activities and service combat tasks. Its key characteristics are regularity, uniformity, formalization, muscularity, subordination of the communicants, terminological saturation, as well as pronounced semantics of patriotism and opposition "friend or foe." A classification of types of military discourse has been developed, including written and oral forms, each of which has its own subtypes. Written military discourse is represented by such types as official (orders, directives, reports), technical (instructions), information and analytical (reports, forecasts), educational and methodological (teaching aids), journalistic (interviews, articles), visually integrated (military maps, drawings) and military art (prose, poetry). Oral military discourse includes administrative (commands, instructions), radio exchange, analytical and advisory (briefing, negotiations), instructional (briefing, lesson), journalistic and patriotic (speech at the event), conversational-informal and artistic-ritual (songs) types. It is concluded that military discourse is the main component of the content of professionally oriented foreign language learning in a higher military school. The theoretical significance of the study is in the development of discourse theory and the methodology of professionally oriented teaching of foreign languages. Practical significance is in the possibility of using the proposed classification of military discourse types for the creation of teaching materials in foreign languages for the cadets of higher military schools.