ИСТИНА

The paper deals with problematic questions of the difference between scientific and didactic (educational) discourse, which are combined by a common term “academic discourse”. In this study, an attempt was made to show the influence of the status of a participant in academic communication on the choice of speech strategy and tactics. The aim is not only to consider the asymmetric configuration (teacher – student), implemented in the framework of didactic discourse, and the symmetric (expert – expert) characteristic of scientific discourse, but also prove, that the features of the national communicative style are inherent in academic discourse.