REALIZATION OF DISCURSIVE STRATEGIES IN HEADINGS OF DIGITAL EDUCATIONAL DISCOURSE

Abstract

The article examines the heading as a tool for realizing discursive strategies on educational service websites. In the context of modern internet communication, characterized by high competition for user’s attention, a heading serves a multifunctional role, realizing key discursive strategies (personalization, concretization, social proof, motivation, conversion) through specific linguistic means. The study aims to analyze the linguistic means and their corresponding speech functions (referential, informative, and appellative) that ensure the effectiveness of these strategies. The scientific significance of this study lies in expanding the understanding of the pragmatic potential of headings in the digital environment. The practical significance is determined by the possibility of applying the obtained data to optimize communication strategies of educational platforms and enhance their competitiveness. The research material consisted of 210 headings extracted from 30 English-language educational platforms. A comprehensive set of pragmatic and linguistic methods was employed, including content analysis to identify and systematize key linguistic units, quantitative analysis to determine their frequency of use, discourse analysis to uncover the pragmatic potential of the linguistic means, and functional-stylistic analysis to evaluate their effectiveness in achieving communicative goals. The results show that second-person pronouns (you, your) perform the referential function, creating personalized communication. Numerical data fulfill the informative function, acting as concretization and social proof. Imperative constructions serve as a direct tool of motivation and conversion, fulfilling the appellative function. It is concluded that the multifunctionality of the heading is achieved through the synergy of the discursive strategies, which transform it into an effective tool for managing user’s attention. The obtained results open prospects for further research in the field of digital pragmatics and the development of communication practices for educational platforms.