Modern Pedagogical Discourse: Linguistically Relevant Violations

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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