PRAGMATICS OF TEACHER'S SPEECH IN THE CLASSROOM

Abstract

This article delves into the intricate realm of pragmatics within the educational context, specifically focusing on the nuanced aspects of teacher's speech in the classroom. It explores how teachers utilize language beyond its literal meaning to facilitate learning, manage classroom dynamics, and foster student engagement. The study examines various pragmatic phenomena such as speech acts, implicature, politeness strategies, and discourse markers as they manifest in teacher-student interactions. Furthermore, it investigates the impact of these pragmatic choices on student comprehension, participation, and overall learning outcomes. By analyzing authentic classroom discourse, this research aims to provide valuable insights into effective pedagogical communication and highlight the crucial role of pragmatic competence in successful teaching.