TYPES AND FUNCTIONS OF TEACHER SPEECH ACTS

Abstract

This article delves into the multifaceted realm of teacher speech acts, exploring their diverse typologies and crucial functions within the educational landscape. Drawing upon established linguistic pragmatics and educational psychology frameworks, the study meticulously analyzes the various ways teachers utilize language to facilitate learning, manage classroom dynamics, and foster student development. Key speech act categories, such as directives, assertives, commissives, expressives, and declaratives, are examined in the specific context of pedagogical interactions. Furthermore, the research investigates the intended and perceived functions of these speech acts, including knowledge transmission, eliciting student participation, providing feedback, maintaining discipline, and building rapport. The analysis incorporates a mixed-methods approach, combining qualitative observations of classroom discourse with quantitative assessments of student perceptions. The findings illuminate the intricate relationship between teacher language and educational outcomes, offering valuable insights for teacher training and curriculum design aimed at enhancing the effectiveness of classroom communication.