THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
37
LINGUISTIC AND COMMUNICATIVE FEATURES OF UNIVERSITY
AND SCHOOL TEACHERS' SPEECH
Dilrabo Yusufova
Alisher Navoi Tashkent State University of
Uzbek Language and Literature
Doctoral student
https://doi.org/10.5281/zenodo.15804692
Abstract.
This article analyzes the speech activity of university and school
teachers based on linguistic, communicative, and pragmatic criteria. Speech
style, communication etiquette, lexical and syntactic features, and audience-
oriented strategies were compared and studied. Additionally, the theoretical
views of scholars such as Humboldt, Bakhtin, Vygotsky, and Lyubimova were
used as a foundation.
Keywords:
pedagogical
speech,
linguopragmatics,
stylistics,
communication etiquette, didactic speech, communicative strategy.
Speech culture is one of the main elements of the teaching process. A
teacher's speech is not only a means of conveying knowledge but also one of the
primary factors in shaping their pedagogical image. While there are common
aspects in the activities of school and university teachers, there are also
significant differences in their speech. This article aims to analyze these
differences based on linguistic and communicative criteria.
Regarding the role of speech in society, W. Humboldt defined "language as
an expression of thought" [3,18], while L.S.Vygotsky views pedagogical speech
as a "means of directing psychological development" [2,64]. The speech of
university and school teachers differs precisely in these aspects: one is based on
emotional-psychological stimulation, while the other aims for scientific-
analytical communication.
According to Lyubimova, pedagogical speech has a "communicative
dominant" and determines the teacher's status [4,56]. M. Bakhtin, considering
the speech process in a sociocultural context, distinguishes the "speech function"
of each genre and style. These approaches provide an important theoretical
basis for studying the speech differences between school and university
teachers.
The speech of school and university teachers serves the same pedagogical
goal - knowledge transfer and educational influence, but their
stylistic means
,
speech etiquette
,
intonational tone
,
communicative strategies
and
forms of
communication
are fundamentally different. Without studying this difference,
it is difficult to improve pedagogical communication.
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
38
Analytical part:
1. Stylistic features:
School teacher:
Distinguished
by
simplicity,
imagery,
and
emotional
tone.
For example: "Sit up straight, my child, now we'll listen!"
University teacher:
Scientific,
analytical,
complex
syntactic
structures.
For example: "Theoretically, this issue can be analyzed based on a
structural approach."
2. Communication strategies:
At school
- commands, encouragement, prohibitions (regulatory speech):
"Answer!," "Correct the errors and rewrite."
At the university
- free communication, discussion, argumentation:
"I agree with your opinion, but let's consider another approach as well."
3. Adaptation to the audience:
School:
psychological approach is important, taking into account the
child's age and emotional state.
University:
students are adults, taught to express themselves freely, and
scientific independence is valued.
The teacher's speech should be developed according to their qualifications
and type of activity. For school teachers - simplification of language,
improvement of communication etiquette skills; for university educators -
scientific approach, analytical skills, and implementation of modern
communication strategies are important factors.
Although the speech of university and school teachers differs, both are an
integral part of pedagogical communication. The communicative quality and
culture of pedagogical speech directly influence the formation of a professional
image. Therefore, research in this field is relevant from the perspective of
linguodidactics and professional linguistics.
References
1.Бахтин М.М. Эстетика словесного творчества. — М.: Искусство, 1979.
2.Выготский Л.С. Мышление и речь. — М.: Педагогика, 1982, 64 стр.
3.Гумбольдт В. Избранные труды по языкознанию. — М.: Прогресс, 1984,
18 стр.
4.Любимова А.А. Педагогическая риторика. — М.: Академия, 2014, 56 стр.
5.Сысоева Е.Ю. Имидж педагога: теория и практика. — М.: Юрайт, 2019.
