TY - JOUR

T1 - Функциональные характеристики педагогического дискурса: прагматические маркеры в речи школьных учителей

AU - Прокаева, Валерия Олеговна

N1 - Export Date: 16 March 2026; Cited By: 0; Correspondence Address: V.O. Prokaeva; Saint Petersburg State University, Saint Petersburg, Russian Federation; email: valerie.prokaeva21@gmail.com

PY - 2026/1/27

Y1 - 2026/1/27

N2 - This article examines the pragmatic organisation of school discourse based on Russian language and lite-rature classes in grades 5-7 of secondary schools. Particular attention is given to school teachers' use of pragmatic markers (i.e., units that have lost their original lexical meaning and perform specific pragmatic functions in discourse) as a communicative strategy for holding dialogues in the classroom. Audio recordings of teachers' speech were convert-ed to text format using the Whisper automatic speech recognition system and then analysed to detect the presence of 60 pragmatic markers. The research results indicate that Russian language and literature teachers frequently use only about 50% of the pragmatic markers typical of colloquial dialogic speech. Thus, this kind of speech can be classified as a distinct type of discourse. The most common functions of pragmatic markers in teachers' speech are demarcation and metacommunication. A distinctive feature of teachers' use of pragmatic markers is frequent combination of pragmatic functions. The unit itak (English so, thus) seems to play a prominent role in structuring pedagogical discourse. The sub-ject taught and the teacher performance do not appear to significantly influence the distribution of pragmatic markers in teachers' speech. Thus, pragmatic markers primarily enable teachers to structure discourse and manage the dyna-mics of classroom communication. They also perform an organising role in discussions aimed at developing new know-ledge in students. © 2026, Nash Language Limited Liability Company. All rights reserved.

AB - This article examines the pragmatic organisation of school discourse based on Russian language and lite-rature classes in grades 5-7 of secondary schools. Particular attention is given to school teachers' use of pragmatic markers (i.e., units that have lost their original lexical meaning and perform specific pragmatic functions in discourse) as a communicative strategy for holding dialogues in the classroom. Audio recordings of teachers' speech were convert-ed to text format using the Whisper automatic speech recognition system and then analysed to detect the presence of 60 pragmatic markers. The research results indicate that Russian language and literature teachers frequently use only about 50% of the pragmatic markers typical of colloquial dialogic speech. Thus, this kind of speech can be classified as a distinct type of discourse. The most common functions of pragmatic markers in teachers' speech are demarcation and metacommunication. A distinctive feature of teachers' use of pragmatic markers is frequent combination of pragmatic functions. The unit itak (English so, thus) seems to play a prominent role in structuring pedagogical discourse. The sub-ject taught and the teacher performance do not appear to significantly influence the distribution of pragmatic markers in teachers' speech. Thus, pragmatic markers primarily enable teachers to structure discourse and manage the dyna-mics of classroom communication. They also perform an organising role in discussions aimed at developing new know-ledge in students. © 2026, Nash Language Limited Liability Company. All rights reserved.

KW - communication strategies

KW - dialogue

KW - oral speech

KW - pedagogical discourse

KW - pragmatic markers

KW - structural organisation of discourse

UR - https://www.mendeley.com/catalogue/97067637-3d2e-37ef-8d8c-b4b9975847d1/

U2 - 10.30515/0131-6141-2026-87-1-68-76

DO - 10.30515/0131-6141-2026-87-1-68-76

M3 - статья

VL - 87

SP - 68

EP - 76

JO - Russian Language at School

JF - Russian Language at School

SN - 0131-6141

IS - 1

ER -