Lingvoecology of classroom discourse: student discourse practices and teacher perceptions

DOI

10.2991/ismge-19.2019.62How to use a DOI?

Keywords

linvoecology, student speech patterns, school climate, emotiogenic effect, survey-based analysis

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 teacher-student 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, Self-justification, Threats and Ultimatums, Rejection, and Testing credibility. The results obtained were generally in conformity with the latest research in the target area.

Copyright

© 2019, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

Download article (PDF)

TY  - CONF
AU  - Elena Kazantseva
AU  - Fluza Fatkullina
AU  - Elvira Valiakhmetova
PY  - 2019/07
DA  - 2019/07
TI  - Lingvoecology of classroom discourse: student discourse practices and teacher perceptions
BT  - Proceedings of the 1st International Scientific Practical Conference "The Individual and Society in the Modern Geopolitical Environment" (ISMGE 2019)
PB  - Atlantis Press
SP  - 324
EP  - 328
SN  - 2352-5398
UR  - https://doi.org/10.2991/ismge-19.2019.62
DO  - 10.2991/ismge-19.2019.62
ID  - Kazantseva2019/07
ER  -