PRAGMATIC FEATURES OF TEACHER SPEECH IN THE PROCESS OF HIGHER EDUCATION
DOI:
https://doi.org/10.37547/Keywords:
pragmatics, pedagogical discourse, teacher speech, communicative competence, classroom interaction, speech acts, higher educationAbstract
This article examines the pragmatic features of teacher speech in the process of higher education. The study focuses on classroom discourse and analyzes how pragmatic strategies used by student-teachers influence communicative interaction, student engagement, and learning effectiveness. The research is based on a qualitative and comparative analysis of 30 student-teachers’ open lessons conducted during their pedagogical practice in secondary schools. The findings reveal that directive, interrogative, and expressive speech acts play a significant role in classroom management and student motivation. However, the results also indicate that many student-teachers still face difficulties in establishing effective communicative interaction with pupils, which shows that their pedagogical communicative competence is not yet fully developed. The study highlights the importance of pragmalinguistic awareness in improving teaching effectiveness and classroom communication.
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References
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