Motivational Component of Distance Learning Discourse (the Case of Duolingo)
DOI:
https://doi.org/10.37482/2687-1505-V488Keywords:
distance learning discourse, learning motivation, motivational component of discourse, manipulative tactics, Duolingo platform, foreign language learningAbstract
The paper studies the motivational component of distance learning discourse, which is aimed at encouraging students to act in order to achieve certain learning goals. The author of the paper established that motivational influence on the addressee (learner) in distance learning discourse can be exerted through various types of motivational messages included in online lesson summaries, pop-up hints within interactive reference notes, and elements of emails that online teachers or online apps send to students. The study focused on the messages received by users of the popular language app Duolingo, renowned for its motivation system. The texts were obtained from a focus group consisting of students of the Department of Translation Theory and Practice, Kuban State University, who were instructed to install the Duolingo app on their mobile devices and over the course of a month with both active and inactive use monitor how Duolingo “communicates” with its users. The author analysed the verbal linguistic techniques of motivational and manipulative influence found in messages and notifications from Duolingo, as well as comments about the app received from the students and user reviews posted on the iRecommend, RuStore and Otzovik websites. It was established that the addresser of a distance learning discourse, represented by Duolingo, exerts a pronounced motivational and manipulative influence on the addressee (learner). This allowed the author to conclude that distance learning discourse possesses the qualities and characteristics of motivational discourse.
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