Modern Scientific Communication and its Efficacy through the Prism of Science Education: Dialectic Interaction between Cognition and Discourse Phenomena

In recent decades, in the light of globalization processes particular role attributed to scientific articles\r\nas one of the most efficient means of cross-cultural cross-linguistic scientific communication\r\ndynamizing creation of new concepts, categories, theories, and scientific values, including those\r\nbased on interdisciplinarity, has reinforced complex issues concerning equivalence of thesauruses of\r\ncommunication participants and structuring of the information flow, which are of special interest in\r\nwhat regards science education. Intensified multidimensional dialogue of cultures, scientific schools,\r\nand fields of knowledge inevitable requires flexible tools and instruments designed to standardize and\r\nstructuralize written scientific discourse, inter alia, standardized connectors and compositional\r\nformulas or recurrent lexical and grammar constructions to be adequately perceived and efficiently\r\napplied by Ph.D. students. Analyzing the instruments and tools referred to above, what represents the\r\naim of this article, we apply the following methods: comparative analysis, the method of translation\r\nand the questionnaire method which engaged Ph.D. students of RUDN-university (n-95) from different\r\ncountries learning academic writing in different scientific fields where the English and the Spanish\r\nlanguages are used as a second foreign language by learners with different mother-tongue\r\nbackgrounds. We conclude that, while providing a map for researchers’ creativity or discretion in\r\ninterpretation and linguistic representation of accumulated research data, recurrent standard\r\nconstructions, which form part of the structure of text mechanism that reflects universal schemes of\r\nthe processes of perception, comprehension, and representation of scientific phenomena and\r\nprocesses in their integrity and dynamics, enable the forming of Ph.D. students’ own theoretical\r\nprojections, models and approaches, as well as focusing on polylogue with other scholars in the\r\ncontext of scientific communication. This article is of practical value for cross-linguistic studies,\r\nlanguage and translation teaching, foreign language acquisition, translation and interpretation studies.