Personal Internet Discourse of a Teacher of Russian as a Foreign Language: Linguodidactic Aspect

Communication models in modern educational discourse are undergoing active transformation driven by digitalization. The shift of communication between teachers and international students to social networks and instant messengers replaces the strict vertical hierarchy of classroom interaction with a more flexible, “horizontal” type of communication. Examining the integrative nature of personal Internet discourse is of great relevance for developing effective teaching methods. The study aims to identify and describe the linguodidactic potential of the personal Internet discourse of a university teacher of Russian as a Foreign Language (RFL) realized through social media. The empirical basis comprises a corpus of 71 text messages extracted from the correspondence between foreign undergraduate students (from China, Turkmenistan, and Vietnam) and their university RFL teachers via the VKontakte social network and the WeChat and Telegram instant messengers. The study employs a comprehensive methodological framework, including discourse, contextual, semantic, and linguostylistic analysis, alongside purposive sampling and the analysis of pedagogical interaction. The analysis of communicative practices revealed that informal correspondence maintains the institutional framework of the educational environment, thereby forming a specific hybrid type of professional discourse. The authors propose a classification of student-teacher messages, identifying three dominant typical models of communicative situations: informing, persuading, and urging to action. It is established that a pronounced perlocutionary (linguodidactic) effect is realized within these models. In the online environment, the teacher not only addresses organizational issues but also acts as a model of literate written speech, purposefully and tactfully correcting students’ lexical and grammatical errors outside of class time. Results of the study show that personal Internet discourse serves as a crucial professional tool for shaping the language environment. Integrating linguodidactics into daily online communication reduces the psychological barrier for international students, increases their motivation, and develops intercultural communicative competence through natural language practice in real-life situations.

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