Cognitive and Pragmatic Aspects of Media Text in the Digital Context

Abstract

This article examines the implementation problems of media-text discursive positions in the digital context, the means of strategies and scenarios for presenting and evaluating information, and image creation. The literal content of a media text often does not consist of a set of separate meanings of such a statement's components. Such a meanings' asymmetry of assessments can lead to ambiguity and cultural misunderstandings of the media content. All this makes it vital to create effective teaching techniques and modern courses in the media field. This study aims to establish the effectiveness of the training course “Media text creation technologies in the digital context” using a cognitive-pragmatic approach to the presentation of complex material; to show the relevance of pragmatic theories that form a positive attitude to the study of linguistic theory and its use in the digital media environment. The main one in the research methods' complex is the method of an experiment; analysis and synthesis are used to analyze theoretical material; during the pedagogical experiment, methods of observation, questionnaires, statistical methods are used. The hypothesis is that the cognitively and pragmatically oriented approach to media text are balancing the perception and retranslation of the message and its quality in digital media. The result indicates the determination of the “Media text creation technologies in the digital context” training course importance, which is aimed at the study of text-forming technologies in the digital context in a cognitively and pragmatically oriented way. The students' results show that the increase in performance and general satisfaction with the applying innovation in teaching complex and new material indicates that respondents felt a significant improvement in understanding and perception of the texts' pragmatics. The development and implementation of innovative pedagogical technologies that improve and facilitate the learning of the theory and practice of working with media-text in the digital context remain promising.