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ISSN: 2181-2020
Volume 2 Issue 12 (2022): EJAR
Volume 2 Issue 12 (2022): EJAR
COMMUNICATION ETIQUETTE IN PEDAGOGICAL
DISCOURSE: LINGUOPRAGMATIC APPROACH AND
COMMUNICATIVE CRITERIA
Dilrabo Yusufova
Tashkent State University of Uzbek Language
and Literature Doctoral student
https://doi.org/10.5281/zenodo.15877494
ARTICLE INFO
ABSTRACT
Received: 06
th
July 2025
Accepted: 13
th
July 2025
Online: 14
th
July 2025
This article analyzes the linguopragmatic features of
communication etiquette in teacher speech within the
framework of pedagogical discourse. The research is based on
Grice's Cooperative Principle and the Politeness Theory
proposed by Brown and Levinson. The article examines the
teacher's linguopragmatic competence as the main theoretical
criterion, which is the ability to organize appropriate, morally
balanced, and emotionally positive communication for the
addressee. Based on practical examples, the effective
application of ethical speech styles and their influence on
students' classroom engagement, confidence, and motivation
are highlighted.
KEYWORDS
Pedagogical
discourse,
communication etiquette,
linguopragmatics, speech
culture, communicative
competence,
teacher
speech,
positive
face,
ethical communication.
The modern education system sets itself the main task not only of imparting knowledge
but also of ensuring the personal development of students. In this process, the teacher's
personality, their speech, communication etiquette, and culture play a crucial role. In
particular, communication etiquette - that is, adherence to generally accepted moral and
cultural norms during interaction - serves as an indispensable tool in a teacher's professional
activity. Through communication etiquette, the teacher not only expresses their thoughts
clearly and comprehensibly but also fosters respect, trust, and mutual understanding among
students.
Therefore, this article analyzes the theoretical and practical foundations,
linguopragmatic aspects, and examples of observing communication etiquette in a teacher's
speech in real communicative situations. The aim is to determine the role and impact of
ethical means of communication in pedagogical discourse and to substantiate the
effectiveness of their application.
From a linguopragmatic perspective, communication etiquette is directly related to
Grice's Cooperative Principle (quantity, quality, relation, manner) and Brown and Levinson's
politeness
theory. According to this approach, in communication, each participant strives to
maintain the social "face" of their interlocutor[1]. By respecting this "face," positive and
negative behaviors are balanced. For example, if a teacher in class chooses more gentle forms
instead of command-like sentences such as "Copy the text from the board!" and says "Please,
copy it down," it acknowledges the student's personal freedom and ensures ethical balance in
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speech. This linguopragmatic approach fosters an atmosphere of mutual respect and trust in
pedagogical communication.
A teacher's speech is not merely a means of conveying knowledge, but a tool for shaping
the student's personality, creating an atmosphere of mutual trust, and instilling cultural
values. The specific features of communication refer to the harmony of moral, social, and
emotional aspects in the teacher's speech, and their expression through linguistic units.
In a teacher's speech, aspects such as
status appropriateness, interpersonal distance,
intonation, pronunciation culture, language standardization,
and
adherence to norms
play an important role. Communication etiquette is manifested precisely through these
elements. For example, a teacher's use of the formal "you" form in their speech, addressing
students by name, and consistently being attentive during greetings are manifestations of
communication culture.
Furthermore, during lessons, teachers should not only use clear and consistent speech in
an academic style but also employ expressions that ensure communicative softness, such as
"What do you think?," "Do you believe this is correct?," and "You made a good effort." Through
this, the teacher establishes a subjective relationship with the student, demonstrating that
they value the student as an individual with their own opinions.
Communication etiquette becomes even more crucial in oral speech, as emotional tone,
div language, pauses, and articulation can convey sincerity or coldness. In written
communication (for example, in comments on student notebooks or in electronic
correspondence), speech etiquette is manifested through clear and consistent expression, as
well as polite and constructive evaluative phrases.
Pedagogical discourse is a system of communication between teacher and student, in
which socio-psychological connections are formed alongside the exchange of information.
Communication ethics is an important component of pedagogical discourse, playing a key role
in ensuring the quality of education and creating a positive environment[2,3].
In cases where ethical norms are not observed, the student may feel belittled or
disrespected. This diminishes not only their classroom activity but also their self-confidence.
The teacher's rude or indifferent expressions, sarcastic evaluative phrases, and repeated
reprimands cause students to refrain from expressing their thoughts and become passive.
On the other hand, adherence to ethics, that is:
Listening to the student's opinion until the end,
Answering all questions openly and kindly,
Correcting mistakes through explanations rather than reprimands,
serves to foster balanced and positive relationships in education. Therefore, in modern
pedagogical approaches (constructivism, student-centered education)
the teacher's
communicative competence
is coming to the forefront. Within this competence,
communication etiquette is one of the main criteria [4,45-50].
The ethical approach in the pedagogical process also incorporates modern values such
as inclusivity, gender equality, and cultural diversity. Thus, every word, tone, and manner of
address used by the teacher should emdiv the fundamental principles of today's education -
tolerance, empathy, and personal respect.
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A teacher's speech during lessons is evaluated not only for its content but also for its
tone, style, choice of expressions, and ethical approach to communication. Practical
observations indicate that communication from a teacher who adheres to ethical norms
instills confidence in students, enhances the learning environment, and increases engagement
in the lesson.
Let's examine the following positive examples of ethical communication:
First example (in a school setting):
Situation:
7th grade native language lesson. A student gave an incorrect answer.
Teacher:
"I appreciate your effort to think it through. Let's examine this question
together. Perhaps if we approach it from a different angle, we'll find the correct answer."
Analysis:
The teacher is utilizing
inclusive speech
techniques: phrases like "together"
and "I appreciate your effort" value the student's participation. This communication, based on
Grice's cooperative principles, maintains the maxims of quantity, quality, and relevance of
information.
Second example (in a university setting):
Situation:
The teacher asks the student why they didn't complete the assignment.
Student:
"I apologize, I couldn't manage it due to family issues."
Teacher:
"I understand well. There are various situations in life. But next time, try to
give advance notice, okay?"
Analysis:
In this dialogue, the teacher refrained from blaming the student; instead, they
expressed empathy. "I understand well" is an example of
positive ethical language
. This
phrase allows for continued communication based on mutual respect.
Third example (in a school setting):
Situation:
A student wants to answer a question but gives an incorrect response for the
second time.
Teacher:
"Thank you for having the courage to share your thoughts. This is also part of
learning. Now, let's pay attention to this fact and review it once more."
Analysis:
This communication is based on the pedagogy of "learning from mistakes." In
an ethical environment, the student is not ashamed but remains active. This approach aligns
with Brown and Levinson's "positive face" theory.
Negative analysis of unethical communication patterns:
Fourth example (in a school setting):
Situation:
The student was unable to answer a question in class.
Teacher:
"Don't you know anything? How many times have I told you to read
something?!"
Analysis:
Here, the teacher used a
humiliating
,
emotionally pressuring
speech style.
The phrase "Don't you know anything?" can lead the student to indifference, defensiveness, or
aggression. Violating ethical rules causes not only personal but also pedagogical problems.
Fifth example (in a university setting):
Situation:
The teacher interrupted the student while they were answering.
Teacher:
"It would be better if you didn't talk about things you don't know."
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Analysis:
In this case, disrespect towards the student is evident. According to politeness
theory, such speech
threatens the negative face
and causes the student to be afraid to
express their opinion.
Conclusions:
1.
Communication using
ethical etiquette in the teacher's speech
increases students'
participation, interest, and activity in the lesson.
2.
Unethical expressions
negatively affect personal relationships and pose a threat to the
quality of lessons and the learning environment.
3.
Elements of ethical communication (politeness, listening culture, gentleness in
evaluation) are one of the criteria
of pedagogical professionalism.
Adherence to communication etiquette in a teacher's professional activity emerges as
one of the main factors determining their professional image. Research and practical analysis
show that speech based on ethical communication creates a positive educational environment
by respecting the student's personality, expressing empathy towards them, and valuing their
opinion. In cases where ethical norms are not observed, the trusting relationship between
student and teacher is disrupted, and the psychological atmosphere and effectiveness of the
lesson are weakened.
References:
1.
Brown P., Levinson S. C. Politeness: Some Universals in Language Usage. Cambridge:
Cambridge University Press. 1987
2.
Grice, H.P. Logic and conversation. Syntax and Semantics. - New York: Academic Press,
1995, Vol. 3.
3.
Karadüz, A., Sayın, H. Öğretmenlerin Derslerindeki Konuşma Edimlerinin Öğrencileriyle
İletişimlerine Etkisi.
Turkish Studies
, 10(7), 2025. 1071
–
1086.
4.
Qodirova, D.M. “Pedagogik muloqotda nutq madaniyati va uning axloqiy asoslari”.
O‘zbekiston pedagogik jurnali, 2021, №2, 45–
50.
5.
Oʻzbek tilining izohli lugʻati. –T.: “Gʻafur Gʻulom nomidagi nashriyot
-matbaa ijodiy
uyi”,
2022. II jild. 1035-b
