Analogy as a rhetorical device and a linguocognitive phenomenon in a public lecture

The article analyzes the features of the functioning of analogy in socio-scientific texts based on the material of public lectures on history. Analogy is considered as a linguocognitive phenomenon and a rhetorical device. The purpose of the article is to study the functions of analogy in the structure of a public lecture, the features of its use in describing historical events. The research methodology is based on general scientific methods of description, interpretation, comparison and classification, and highly specialized methods of component and stylistic analysis are also used within the framework of communicative-pragmatic, functional-semantic and linguocognitive approaches. The object of the study is the representation of analogy as a way of processing objective information, as a means of interaction with the audience and as a component of the linguistic worldview of the lecturer's personality. The subject of the study is the mechanisms of implementation of the analogy, its structural and stylistic specificity and functional characteristics. The novelty of the research consists in the application of the comparative aspect in the study of the general features of the use of analogy on the material of historical materials. It is concluded that the use of analogy depends on the scope of application to a greater extent than on the peculiarities of the lecturer's linguistic personality. Using the example of the analysis of the corpus of public lectures, it can be concluded that the use of techniques in a public lecture is standardized, and the methods of logical construction of scientific presentation, which are one of the features of the scientific style, are combined with expressiveness and clarity in this genre. The variation of stylistic means depends not only on the goals of communication, the peculiarities of addressing, but also on the specific linguistic personality and the nature of the content of the lecture. The range of ways to attract attention and activate interest in the proposed problem is expanding, which leads to the use of expressive means that are not characteristic of the scientific style proper, realizing the author's communicative goals.