Peculiarities of English language educational and pedagogical discourse in the context of online learning
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This article explores the peculiarities of English language educational and pedagogical discourse in the context of online learning, focusing on how language use affects student-teacher interactions and the overall learning experience. With the rapid expansion of online education, effective communication has become a critical component in maintaining engagement, clarity, and understanding in digital classrooms. The study identifies the general requirements for effective discourse, including the need for clarity, accessibility, and inclusivity, ensuring that both teachers and students can interact meaningfully despite physical distance. The article distinguishes the lexical, grammatical, and stylistic peculiarities of English language educational discourse in an online setting. Lexically, it emphasizes the importance of using clear and precise terminology that resonates with students, while grammatical choices should prioritize simplicity and directness to enhance comprehension. Stylistically, the tone of discourse should balance academic rigor with an approachable, supportive voice to foster an engaging environment. The study also draws a model of student-teacher interaction, illustrating how effective discourse shapes the learning process. In this model, the teacher serves as a facilitator of learning, guiding discussions and providing feedback, while students take on an active role, engaging with the content and contributing to the discourse. The findings underline the importance of effective pedagogical discourse in online learning, highlighting how it influences not only the exchange of information but also the creation of a supportive, interactive, and productive learning environment. The study concludes by emphasizing the role of discourse in enhancing educational outcomes and fostering student engagement in digital education contexts.
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