A verbális tanári instrukciók az osztálytermi diskurzusban III.

Abstract

Classroom discourse, students, and teachers’ communication are major elements in school education. The study (published in three subsequent volumes of this journal) provides an analysis of teacher’s verbal instructions in a discourse analytical, pragmatic, and functional linguistic framework, based on classroom research data. In particular, it focuses on the characteristics of teacher utterances giving instructions for tasks and teacher utterances with directive functions. The third part of the study investigates the pragmatic features of teacher’s instructions. It deals in depth with the lexical, grammatical, and pragmatic discourse elements that play a role in the identification of the addressee of teacher utterances with directive functions. It examines the modality of teacher instructions and the linguistic forms of politeness in a corpus. The database of the research contains the video-recorded lessons of eight teacher trainees and their transcripts segmented for the purpose of this study and done with the ELAN discourse annotation software. The aim of the study is to draw attention to the importance of consciously composed teacher’s instructions.