tilTiltanymTiltanym2411-60762709-135XИнститут языкознания имени А.Байтурсынулы КН МОН РК10.55491/2411-6076-2025-4-112-131til-1802Research ArticleПРИКЛАДНОЕ ЯЗЫКОЗНАНИЕAPPLIED LINGUISTICSСовременный педагогический дискурс: лингвистически релевантные нарушенияModern Pedagogical Discourse: Linguistically Relevant Violationshttps://orcid.org/0000-0002-4582-2281СмагуловаГ. Н.SmagulovaG.

Гульдархан Нургазиевна Смагулова, доктор филологических наук, профессор

г. Алматы

Guldarkhan Smagulova, Doctor of Philology, Professor

Almaty

smagulova@mail.ruhttps://orcid.org/0000-0002-0477-0868ЛепесбайГ. С.LepesbayG.

Гулим Сакеновна Лепесбай, автор-корреспондент, докторант

г. Алматы

Gulim Lepesbay, Corresponding Author, Doctoral Student

Almaty

lepesbay@list.ruhttps://orcid.org/0000-0002-1462-1241ОлмезМ.ÖlmezM.

Мехмет Олмез, доктор философии (PhD), профессор

г. Стамбул

Mehmet Ölmez, Doctor of Philosophy (PhD), Professor

Istanbul

olmez.mehmet@gmail.comКазахский национальный университет имени аль-ФарабиКазахстанAl-Farabi Kazakh National UniversityKazakhstanСтамбульский университетТурцияIstanbul UniversityTurkey2025161220251004112131Copyright © Смагулова Г.Н., Лепесбай Г.С., Олмез М., 20252025Смагулова Г.Н., Лепесбай Г.С., Олмез М.Smagulova G., Lepesbay G., Ölmez M.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://www.tiltanym.kz/jour/article/view/1802

Изучение педагогического дискурса с точки зрения лингвистически релевантных нарушении актуально на современном этапе развития лингвистики, поскольку коммуникативная деятельность преподавателя и учащихся на занятиях влияет не только на обучение и воспитательный процесс, но и на психоэмоциональное состояние детей. Целью исследования было формирование представления о казахском педагогическом дискурсе, рассмотрение средних и высших учебных заведений Казахстана с точки зрения лингвистически релевантных нарушений прагмалингвистического и этического характера. Для комплексного исследования были использованы следующие методы: аналитико-синтетический, коммуникативный, фреймовый, сравнительно-сопоставительный. В данном исследовании рассматривались вопросы, связанные с теорией педагогического дискурса: понятие дискурса, институциональный дискурс, характеристики и специфика педагогического дискурса, профессиональная этика. Была проведена оценка частоты различных типов лингвистически релевантных нарушений в казахстанской педагогической практике на примере школ, колледжей и университетов Алматы. Было сформировано понимание основ коммуникации учитель-ученик и рассмотрены отклонения по прагмалингвистическим параметрам (отклонения от педагогических стратегий, цели педагогического дискурса) и этическим соображениям (направленные на конкретного ученика или группу студентов). Также была создана фреймовая модель лингвистически релевантных нарушений в педагогическом дискурсе, которая использовалась при наблюдении за учебными заведениями Алматы. Эта работа может быть использована при изучении педагогического дискурса и лингвистически релевантных нарушений в разных странах мира, сравнительном анализе различных типов образовательных учреждений и внедрении машинных методов распознавания неэтичных высказываний в процессе обучения.

The study of pedagogical discourse in terms of linguistically relevant disorders is relevant at the present stage of linguistics development, since the communicative activities of the teacher and students in the classroom affect not only learning and the educational process, but also the psycho-emotional state of children. The aim of the study was to form an idea of Kazakh pedagogical discourse, consideration of secondary and higher educational institutions of Kazakhstan in terms of linguistically relevant violations of pragmalinguistic and ethical nature. The following methods were used for comprehensive research: analytical-synthetic, communicative, frame, comparative-comparative. This study addressed issues related to the theory of pedagogical discourse: the concept of discourse, institutional discourse, characteristics and specificity of pedagogical discourse, professional ethics. The frequency of diverse types of linguistically relevant violations in Kazakhstani pedagogical practice on the example of schools, colleges and universities in Almaty was assessed. An understanding of the basics of teacher-student communication was formed and deviations on pragmalinguistic parameters (deviations from pedagogical strategies, the purpose of pedagogical discourse) and ethical grounds (directed at a particular student or group of students) were considered. A frame model of linguistically relevant violations in pedagogical discourse was also created and used in the observation of educational institutions in Almaty. This work can be used in the study of pedagogical discourse and linguistically relevant violations in different countries around the world, comparative analysis of different types of educational institutions and the implementation of machine methods for the recognition of unethical statements in the learning process.

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The authors declare that there are no conflicts of interest present.