Year: 2026 | Month: March | Volume: 13 | Issue: 3 | Pages: 119-128
DOI: https://doi.org/10.52403/ijrr.20260315
Ways of Improving Discourse in the School Environment
Hamidova Nigar Shirkhan
Department of Foreign Languages Azerbaijan State University of Economics Baku, Azerbaijan
ABSTRACT
In a given communicative situation, an individual’s role and status may not necessarily coincide. Status encompasses a wide range of social positions, including age, gender, professional activity, marital status, affiliation groups, positions of prestige, religious beliefs, and the individual’s political views. Role, understood as a set of cultural models associated with a particular status, integrates the following types of relations: values and modes of behavior prescribed by society for the individual. It implies characteristic repertoires of speech activities that an institutional agent is expected to perform in specific situations. The central characteristic of a role lies in the expectations held by others toward the role performer. Primarily, a social role is determined by an individual’s professional and social activity. The common domain for social status and role is professional activity. For this reason, status reflects the characteristics of a social institution and incorporates the rights and obligations of the institution’s subjects, as well as its overall goals and functions. This, in turn, is manifested in social interaction. In other words, by integrating status and role characteristics, the individual constructs their verbal and non-verbal behavior in accordance with the expectations of students, while making use of the services of social institutions. From this, it follows that each social institution possesses its own strategic mechanisms for organizing discourse and discursive behavior. This situation explains the diversity of discourse types and genres. The teacher’s discursive personality is a complex structure that includes both integral and distinctive features. The integral features link it to other professional discursive personalities.
Keywords: discourse, school environment, discursive behavior, discourse and subject-specific features
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