DISCURSIVE STRATEGIES IN EDUCATIONAL SPEECH: A PRAGMATIC APPROACH TO TEACHER-STUDENT INTERACTION
Abstract
This paper examines the role of discursive strategies in educational discourse, focusing on teacher-student interaction from a pragmatic perspective. It explores how teachers and students use language to achieve specific communicative goals, such as explaining concepts, managing classroom behaviour, and fostering a positive learning environment. Key areas of analysis include speech acts, politeness strategies, turn-taking, and feedback. The paper also addresses pragmatic challenges such as miscommunication, balancing authority and approachability, and adapting to diverse learners. The implications for teaching and learning emphasize the importance of teacher training, student empowerment, and cross-cultural awareness in creating inclusive and effective classrooms. This research is highly relevant for understanding the intersection of language, culture, and education in diverse contexts.
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