PRAGMATICS IN TEACHER SPEECH

Abstract

The article investigates the role of pragmatics in teacher speech, focusing on how educators employ pragmatic strategies to manage classroom communication effectively. Through qualitative analysis of recorded classroom interactions and teacher interviews, the study identifies key features such as indirect speech acts, politeness strategies, contextual implicatures, and repair mechanisms. These pragmatic tools are shown to support classroom management, enhance student engagement, and facilitate instructional clarity. The findings suggest that pragmatic competence is essential for effective teaching, yet remains underemphasized in teacher training programs. The study advocates for the integration of pragmatic awareness into professional development to better prepare teachers for the communicative demands of diverse classroom environments.