Russian Journal of LinguisticsRussian Journal of LinguisticsRussian Journal of Linguistics2687-00882686-8024Peoples’ Friendship University of Russia named after Patrice Lumumba (RUDN University)1859410.22363/2312-9182-2018-22-2-389-403RHETORIC, GRAMMAR AND WORD-FORMATIONРИТОРИКА, ГРАММАТИКА, СЛОВООБРАЗОВАНИЕ修辞，语法，构词Research ArticleCLASSICAL ELEMENTS AND WORD-FORMATION IN ACADEMIC DISCOURSEЭЛЕМЕНТЫ ЛАТИНСКО-ГРЕЧЕСКОГО СЛОВООБРАЗОВАНИЯ В АКАДЕМИЧЕСКОМ ДИСКУРСЕKOROTKINAIRINA BORISOVNAКОРОТКИНАИРИНА БОРИСОВНАPhD, Head of the Interdisciplinary Department of English Moscow School of Social and Economic Sciences, Associate professor at the School of Public Policy, Russian Presidential Academy of National Economy and Public Administration. She is a Member of the National Society of English Teachers (NATE) and author of a number of teaching manuals, educational programs and more than 70 scientific publications in the field of English language teaching methodology, academic literacy, distance learning and the use of Information and communication technologies in the educational processкандидат педагогических наук, заведующая кафедрой английского языка Московской высшей школы социальных и экономических наук, является членом Национального общества преподавателей английского языка (NATE), Российской ассоциации глобальной коммуникации и Российского общества по изучению американской культуры (ОИКС). Автор свыше 70 научных и учебно-методических публикаций, в том числе пяти учебных пособий. Сфера научных интересов: академическое письмо, проблемы академической грамотности и языка науки, требования к публикациям в зарубежных научных журналах, академическая лексика и проблемы терминообразования, международные исследования в области новой грамотности (New Literacy Studies), английский для специальных и академических целей (EGAP/ESAP), онлайновое образование, интернационализация образования и наукиirina.korotkina@gmail.comMoscow School of Social and Economic SciencesМосковская высшая школа социальных и экономических наук15122018222VOL 22, NO2 (2018)ТОМ 22, №2 (2018)38940328052018Copyright ©; 2018, KOROTKINA I.B.Copyright ©; 2018, КОРОТКИНА И.Б.Copyright ©; 2018, KOROTKINA I.2018KOROTKINA I.B.КОРОТКИНА И.Б.KOROTKINA I.https://creativecommons.org/licenses/by-nc/4.0https://journals.rudn.ru/linguistics/article/view/18594Despite the variety of disciplinary discourses, the global academic discourse in English preserves the uniform language of study and research, the lexical corpus of which contains structures composed of classical elements, morphemes of Latin and Greek origin. Understanding and mastering this international academic corpus is essential for all members of the academy, especially neophytes and international researchers. However, the information concerning classical combining forms and word-formation in dictionaries, reference books and academic English teaching materials is often insufficient, inaccurate or unsystematic. The paper analyses the state of affairs in the study of classical elements in academic discourse in English and offers an interdisciplinary approach to more effective comprehension of academic vocabulary. The approach draws from linguistics, discourse analysis, contrastive rhetoric (viewed as intercultural rhetoric) and the theory of common underlying proficiency of language acquisition, aimed at developing academic vocabularies simultaneously in both the native language and English. The approach has been tested in a variety of academic contexts and provides an efficient model for developing academic vocabulary by activating the prior, tacit knowledge of classical elements shared by participants of academic discourse across cultures.Несмотря на многообразие дисциплинарных дискурсов и различия в национальных научных традициях, глобальный академический дискурс использует английский язык как единый язык образования и науки. Однако специфику академического языка определяет активное словообразование на основе элементов из классических языков как в терминологии дисциплин, так и в междисциплинарном контексте. Понимание функциональных особенностей этой лексики необходимо каждому члену академического сообщества, как студентам, так и исследователям, в особенности тем, для кого английский язык не является родным. К сожалению, информация о латинско-греческом словообразовании в английском языке в словарях, реферативных источниках и учебной литературе не всегда достаточна, точна и систематизирована. В статье обсуждаются проблемы изучения классических элементов и словообразования в английском языке и предлагается междисциплинарный подход к их изучению на основе лингвистической теории, дискурсивного анализа, контрастивной (межкультурной) риторики и теории общей компетенции, лежащей в основе развития родного и изучаемого языка. Подход был апробирован в различных образовательных контекстах и может быть использован в качестве модели для расширения лексики глобального академического дискурса на основе активизации скрытого в родном языке знания латинско-греческих элементов носителями других языков.academic discourseclassical elementsEnglish word-formationacademic vocabularyEnglish for academic purposesintercultural rhetoriccommon underlying proficiencyакадемический дискурсэлементы классических языковсловообразование в английском языкелексика академического дискурсамежкультурная риторикатеория общей компетенции1.Adams, Valerie (2013). An Introduction to Modern English Word-formation. London: Routledge: Taylor and Francis Group.2.Ayers, Donald M. (1986). English Words from Latin and Greek elements. University of Arizona Press.3.Bauer, Laurie (2002). English Word-formation. Cambridge Textbooks in Linguistics. Cambridge University Press.4.Bhatia Vijay K. (2002). A Generic View of Academic Discourse. 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