PSYCHOLINGUISTICS AND EDUCATIONAL DISCOURSE
Abstract
This article defines the influence of psycholinguistics on educational discourse and intercultural communication and cognitive understanding. It investigates how language and socio-psychological states of discourse participants shape educational interactions. It underscores the importance of cultural awareness and competence in overcoming educational barriers, advocating for adaptive teaching strategies that respect student diversity. Effective communication skills, both oral and written, are identified as crucial for academic success and professional development, with practical suggestions for enhancing classroom interaction and student engagement.
Keywords
Psycholinguistics, Educational Discourse, Intercultural CommunicationHow to Cite
References
Atkinson, D. (2011). Alternative Approaches to Second Language Acquisition. Routledge.
Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. Multilingual Matters.
Gee, J. P. (2014). An Introduction to Discourse Analysis: Theory and Method. Routledge.
Hall, E. T. (1976). Beyond Culture. Anchor Books.
Kramsch, C. (1993). Context and Culture in Language Teaching. Oxford University Press.
Littlewood, W. (1981). Communicative Language Teaching: An Introduction. Cambridge University Press.
Scollon, R., & Scollon, S. W. (2001). Intercultural Communication: A Discourse Approach. Blackwell Publishing.
Tannen, D. (2007). Talking Voices: Repetition, Dialogue, and Imagery in Conversational Discourse. Cambridge University Press.
Shahnoza Yo‘Ldosh Qizi Bobojonova (2023). TA’LIMIY DISKURS VA UNING LINGVISTIK TAHLILI. Academic research in educational sciences, 4 (TMA Conference), 135-137.
Bobojonova, S. (2023). PRAGMATIC FEATURES OF EDUCATIONAL DISCOURSE. Новости образования:исследование в XXI веке, 1(9), 1321-1323.
License
Copyright (c) 2024 Bobojonova Shakhnoza
This work is licensed under a Creative Commons Attribution 4.0 International License.