The article considers a speech genre borrowed from American and Western
European educational tradition, which is an axiologically oriented text of a student’s
comment on the teacher. The article continues the study of evaluative speech genres of
educational discourse, considering the problem of speech genre borrowing from an
axiological perspective. The aim of this study is a linguistic and axiological analysis of
students’ public evaluative utterances commenting on their attitude to teaching. Speech
borrowing is one of the least studied problems in linguistics, which determines the
relevance of the present study along with the importance of the sphere of education
itself for the culture of society as a whole. Based on the communicative and semiotic
concept of speech genre, the author identifies and analyzes the value aspects of student
evaluation of teaching quality, identifies general and national specific features of
English- and Russian-language evaluation texts, identifies and describes factors of
conflictogenic evaluative statements of this genre, distinguishing features of functioning
of pragmatic category of categorization in Russian- and English-language evaluative
texts. The article reveals the absence of clear speech-genre criteria in Russian students’
evaluative comments unlike in English-language practices, which can be explained by
the fact of speech genre borrowing and the lack of relevant speech-genre competence
in the Russian-language educational discourse. The article considers the linguistic and
ecological aspect of this speech genre from moral and ethical and legal points of view.
The article reveals the dependence of the linguistic form of conceptualization of
negative evaluation on communicative and ethical competence, the formation of which
depends on the conceptual certainty of the speech genre. The author concludes that the
utilitarian and pragmatic borrowing of communicative patterns from a foreign culture
can be a threat to the spiritual and moral state of society.