PSYCHOLOGICAL AND PEDAGOGICAL FEATURES OF VERBAL COMMUNICATION IN THE ONLINE SPACE BETWEEN A TEACHER AND STUDENTS

Abstract

The article provides a psychological, pedagogical and linguodidactic examination of verbal interaction between a teacher and students in the distance learning format. The relevance of the topic is associated with the intensive digital transformation of educational processes, leading to a revision of the traditional parameters of pedagogical discourse. The research task is to determine the specifics of the functioning of three models of virtual communication (monological, dialogical, polylogical) and establish their lexical-pragmatic and stylistic determinants. The methodological tools include discursive and lexical-semantic analysis of speech manifestations of subjects of the online educational environment. The study identifies the dominant communicative and didactic markers: expressive interjections, innovative abbreviations, evaluative Anglicisms, elements of youth jargon and graphic signs (emoji). It has been established that digitalization processes contribute to a decrease in the normativity of academic vocabulary, and the increase in academic mobility enhances linguistic variability. Based on empirical data, the need for the introduction of a unified standard of pedagogical discourse and the development of methodological recommendations for improving verbal communication in online education is substantiated.