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The article examines professional communication of medical workers with consumers and other specialists of the medical industry over the Internet. The study was based on the descriptive method, including involved observation, the method of communicativepragmatic analysis of discourse, and discourse analysis, through which communication was examined from different perspectives. Communication participants as well as speech strategies and tactics were also analyzed. The study made it possible to describe communicative-pragmatic features, determine the specifics of communicative interaction in network medical discourse and identify its main strategies and tactics. The analyzed material has shown that it is not always possible to clearly and unambiguously identify a specific speech strategy in professional communication. Merging and interpenetration of speech strategies is a characteristic feature of network medical discourse. We should not forget that the human body is a complex system: diseases of one organ are often accompanied by dysfunctions of other organs. Therefore, in order to avoid mistakes, it is important to take into account all the three strategies: (1) treating, (2) diagnosing and (3) recommending. It should be noted that the study of communicative-pragmatic features will significantly expand the theoretical understanding of the network discourse structure and obtain reliable data to compile modern dictionaries on relevant topics. [ABSTRACT FROM AUTHOR]

The purpose of this article is to prove the efficiency of innovative technology of teaching Russian as a foreign language, taking into account the specifics of precedent phenomena, i.e., units of discourse, which are understandable without additional explanations. The performed analysis made it possible to distinguish the following groups of precedent phenomena: autoprecedent phenomena (phenomena of the surrounding world); socially-precedent phenomena (known to every representative of a society); nationally-precedent phenomena (familiar to every representative of a national linguo-cultural community); and universally-precedent phenomena (entering into the "universal" cognitive space). Taking into account each of the groups of precedent phenomena is important for teaching Russian as a foreign language, because these phenomena create difficulties for foreign students to understand written or oral speech in the learning process. The reason for these difficulties is the fact that precedent phenomena reflect mental representations of the Russian people, embodied verbally and conceptually, which are unknown to foreign students. So that students can understand and remember these precedent phenomena, reveal their structure, meaning and functional peculiarities in discourse, it is necessary to teach them to correctly decode precedent phenomena, use and correlate them in speech according to their communicative needs, using innovative technologies. [ABSTRACT FROM AUTHOR]