Features of verbal influence implementation in contemporary pedagogical discourse (based on the material of Ukrainian Language Teaching)
DOI:
https://doi.org/10.14571/brajets.v16.nse2.83-93Keywords:
linguistics, linguodidactics, verbal (linguistic and speech) influence, pedagogical discourse, Ukrainian studies, Ukrainian languageAbstract
The modern development of pedagogical discourse in Ukraine to ensure the implementation of verbal influence for pedagogical purposes is becoming increasingly important. This is due to the rapid development of the educational process, changes in the form of communication channels, and the strengthening of teachers' role as one of the main academic sources. Implementing verbal influence in pedagogical discourse serves a motivational and stimulating function. Therefore, to enhance the effectiveness of the educational process, it is necessary to improve the qualifications of educators and foster their creative approaches. This article's research aims to outline the key principles of implementing verbal influence in contemporary pedagogical discourse and to enhance the educational process through language means. The research goals include: defining the structural elements of verbal influence and methods of its implementation; analyzing the components of pedagogical discourse and modern practices of its application; strengthening the role of the teacher's influence. The authors use scientific research methods to analyze the basic principles of verbal influence, methods and techniques of modern use to improve an educational process. The article examines the following aspects: the application of pedagogical discourse; the possibility of its integration with the educational process and upbringing through verbal influence; the issue of strengthening the role of pedagogical activity as the main means of ensuring learning effectiveness. Special attention is paid to using Ukrainian language culture to improve national and patriotic education, as well as to stimulate reflective listening and increase interest in learning. The research methodology is based on analyzing information sources regarding pedagogical discourse and its potential integration into pedagogical activities. The obtained results can be helpful from the perspective of improving the educational process through pedagogical discourse in the Ukrainian language and strengthening the role of verbal influence in pedagogical activity.References
Alkis Kucukaydin, M. (2019). Concept teaching in science classrooms: A critical discourse analysis of teachers’ talk. Journal of Education in Science, Environment and Health (JESEH), 5(2), 209-226. Available at: https://doi.org/10.21891/jeseh.568813
Babaii, E., Sheikhi, M. (2018). Traces of neoliberalism in English teaching materials: A critical discourse analysis. Critical Discourse Studies, 15(3), 247-264.
Barrett, B., Hordern, J. (2021). Rethinking the foundations: Towards powerful professional knowledge in teacher education in the USA and England. Journal of Curriculum Studies, 53(2), 153-165.
Berezivska, L. (2023). Pedagogical discourse on the new Ukrainian school 1917-1921: using newly gained independence to reach out to the world’s ideas after the fall of the Russian Empire, History of Education, 52(1), 17-31. Available at: Available at: https://doi.org/10.1080/0046760X.2022.2126532
Cherednyk, L., A. Bolotnikova. (2020). Ukrainian language as a Foreign in the aspect of intercultural communication. Humanities science current issues: interuniversity collection of scientific works of young scientists of Drohobych State Pedagogical University named after Ivan Franko. 221-226. Available at: https://doi.org/10.24919/2308-4863.4/31.214384
García, P. N. (2019). Promoting L2 in-Service teachers’ emocognitive development through collaborative dialogue. In M. Haneda & H. Nassaji (Eds.), Perspectives on language as action: In Honour of Merrill Swain, 133-151.
Haidamaka, O., Kolisnyk-Humeniuk, Y., Storizhko, L. et al. (2022). Innovative Teaching Technologies in Postmodern Education: Foreign and Domestic Experience. Postmodern Openings, 13(1), 159-172. Available at: https://doi.org/10.18662/po/13.1Sup1/419/
Hordern, J. (2020). Why close to practice is not enough: Neglecting practice in educational research. British Educational Research Journal. Available at: https://doi.org/10.1002/berj.3622
Ibrahim, N. A. N., Abdul Rani, N. S., Jamri, M. H., Bakar, M. H., Abdul Wahab, S., Mahbob, M. H., & Kahar, N. (2022). The Importance of Non-Verbal Communication in Organizations. International Journal of Academic Research in Business and Social Sciences. 12(6), 1841-1851.
Kushnir I., Zozulia I., Hrytsenko O., Uvarova T., Kosenko I. (2021). Means of visualization in teaching Ukrainian as a foreign language to modern students with clip way of thinking. Laplage em Revista. Extra-D (7), 127-136. Available at: https://doi.org/10.24115/S2446-622020217Extra-D1078p.127-136
Leshchenko T., Shevchenko O. (2022). Communicative competence of future doctors as a necessary component of optimizing the system of medical services. Warsaw, Poland, 451-453.
Nolan, U., Ruairc, G. (2022). Codes and control: explicating pedagogic communication in classroom practice, Irish Educational Studies, 41(3), 531-549. Available at: https://doi.org/10.1080/03323315.2022.2093522
Pettela, R., Kandra, C., Palepu, S. (2017). Discourse analysis and language teaching. Research journal of English language and literature, 5, 658-652.
Rosenkvist, L., Bencic, N. (2020). Students’ Perception on Role-Play in EFL/ESL-Classrooms in Relation to Their Speaking Ability. Sweden: Malmo.
Savitskaya T., Vladymyrova V., Shevchenko O. (2022). Use of intensive technologies of learning foreign languages as a means of stimulating communicative competence. CPN Publishing Group, Berlin, Germany, 338-345.
Shvets H. D. (2019). Theory and practice of teaching the Ukrainian language to foreign students of humanitarian specialties. Monograph. Kyiv, Phoenix, 529 p.
Weir, S., Kavanagh, L. (2018). The Evaluation of DEIS at Post-Primary, Weir and Lauren Kavanagh. Dublin: Educational Research Centre.
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Olesia Fedoruk
This work is licensed under a Creative Commons Attribution 4.0 International License.
The BRAJETS follows the policy for Open Access Journals, provides immediate and free access to its content, following the principle that making scientific knowledge freely available to the public supports a greater global exchange of knowledge and provides more international democratization of knowledge. Therefore, no fees apply, whether for submission, evaluation, publication, viewing or downloading of articles. In this sense, the authors who publish in this journal agree with the following terms: A) The authors retain the copyright and grant the journal the right to first publication, with the work simultaneously licensed under the Creative Commons Attribution License (CC BY), allowing the sharing of the work with recognition of the authorship of the work and initial publication in this journal. B) Authors are authorized to distribute non-exclusively the version of the work published in this journal (eg, publish in the institutional and non-institutional repository, as well as a book chapter), with acknowledgment of authorship and initial publication in this journal. C) Authors are encouraged to publish and distribute their work online (eg, online repositories or on their personal page), as well as to increase the impact and citation of the published work.