Lingvoecology of classroom discourse: student discourse practices and teacher perceptions

Abstract

The paper represents interim findings of research into the lingvoecology of the Russian academic discourse. The purpose of the present study was to reveal teachers' perception of the school environment and find out the dominant lingvoecological problems of classroom discourse in the regional context. The research employed a survey-based study with the data grouped and analyzed statistically and by means of intent-analysis. The main findings uncover the major problematic areas in the lingvoecological state of teacherstudent communication in the regional context, lack of interpersonal rapport and teacher-student mutual respect being the most important one. The highest negative emotiogenic effect as perceived by the school staff was found to be produced by student conversational intentions of Quit, Selfjustification, Threats and Ultimatums, Rejection, and Testing credibility. The results obtained were generally in conformity with the latest research in the target area.

Teacher-student communication ecology as a module of pre-service teachers’ education

“…Emotional restraint, though, cannot be supported constantly and in all situations. Based on the research findings, the best way to release emotions, especially in the context of Russian culture, is humour and self-irony [20].…”

“…The obtained conclusions are confirmed by the results of field studies. Statistical analysis of data obtained in the course of the field studies [20] shows that 52% of cases of communication ecology violations occur within CES of audience loss (explicit expression of intentions prevails), 21% -in the CES of self -affirmation, 3% -in in CES of revenge and 24% -in situations of manipulative communication [17, p. 189-211].…”

“…Categorical emotional situations can be provoked by both the teacher and the student [20], which means that not only the teacher should be able to avoid triggering negative emotions in students but also they have to manage with emotional strikes received from the student. One of the most productive linguistic tools in dealing with negative emotional situations provoked by students is reframing, a meta-model integrating the conflict discourse parts.…”