Due to its popularity in the world, the scope of English functioning is changing nowadays. In Kazakhstan, English is the most taught foreign language in the educational system of Kazakhstan and the world. It is an education discipline as well as the medium of instruction both at secondary and tertiary schools which is supported at the state level. Being in the Expanding circle, English in Kazakhstan is perceived as a language of developed world and prestige. It is clearly observable among the young people. Based on sociolinguistic and discourse-analytic approach, the paper focuses on the analysis of students' speech. By examining daily conversations and social networks of students, the present paper demonstrates that the use of English in Kazakhstan's linguistic landscape serves as a means of constructing identity and communality. The results demonstrate that English is perceived as a language of developed countries, developed economies, therefore, prestige.

We consider the issue of modeling the cognitive activity of an individual in the context of educational discourse. In the context of educational discourse, the presentation of new material is carried out through educational texts, the acquired knowledge is checked and consolidated, which becomes particularly relevant in the context of new requirements for language training in educational institutions of different levels. The relevance of the study is due to the need to study different aspects of the functioning of the educational discourse in the context of the tasks of the updated content of Kazakhstan's secondary education. The educational text as a product of the author's written speech activity is the main form of knowledge transfer to schoolchildren. The most important characteristic of the educational text is expressed in the presence of educational, cultural, educational, and developmental components in it. The main purpose of the educational text is to store information, and in the process of its transmission – to influence the consciousness of students, motivating them to work with the educational material, the development of their creative qualities. An important fact is that the volume and nature of pre-text information vary among people, and therefore the study of individual perception of educational discourse in the process of mastering new knowledge should be based on modeling the cognitive activity of the student, taking into account their apperceptive base. In this paper, the specifics of the cognitive activity of students in the context of educational discourse are considered on the example of real educational texts.

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Objectives of the research are to study the impact of the ethical concept of “shame” on the moral consciousness and behavior of adolescents in high school. To do this, an analysis of the concept of “shame” in special literature was carried out, as well as an analysis of the content of this concept in the minds of adolescents. The insufficient regulatory and modification effectiveness of the concept of “shame” revealed in the course of the research is influenced by several factors: a value crisis in the spiritual state of modern society; psychological characteristics of adolescence; shortcomings of the idea of shame formed in the minds of adolescents (a substantive understanding of emotion, an insignificant degree of the emotions of fear and guilt in the shame complex, lack of logical awareness of cause-and-effect relationships).

We consider the educational text as a cognitive fund of scientific achievements, which is explicated in the communicative field of “educational discourse”, which predetermines its diffe-rential features that distinguish it from other texts by formal and substantive criteria. We prove that the educational text indicates not only what is really present in it, but also what is subject to semantic inference. Based on the educational text, students make inferences, which is facilitated by the cognitive mechanism “perspectivization”. We establish that this is one of the main cognitive mechanisms that can serve to form the projection of educational discourse in the individual mind. From the standpoint of the relationship of cognitive (educational), communicative, linguistic criteria, we prove that it is the mechanism of “perspectivization” that presupposes the advancement of such a text sign as a title, represented by words or phrases correlated with words in the direct meaning. The title of the educational text reflects the information of the conceptual structure of the entire educational text and dictated by the need for the process of understanding the educational text and comprehending the various metatext created on the basis of educational texts. We make the assumption that the units of the educational text act as a means of representing other conceptual areas, since the educational text reflects the semantic function of the language.