The professional speech of future English language teachers is shaped not only by their general linguistic competence, but also by their ability to use methodological terms appropriately in pedagogical, academic and classroom-related contexts. Methodological terminology such as “communicative competence”, “feedback”, “scaffolding”, “task”, “interaction”, “assessment”, “learner autonomy” and “classroom management” functions as an important component of professional discourse. These terms do not merely name concepts; they regulate interaction, express pedagogical intention, organize classroom activity and construct professional identity. The present study examines the pragmatic features of methodological terms in the professional speech of future English language teachers. The findings show that methodological terms perform several pragmatic functions: directive, explanatory, evaluative, reflective, interactional and identity-forming. The article argues that the effective use of methodological terminology depends on contextual appropriateness, communicative purpose and the speaker’s awareness of pedagogical roles. The study concludes that pragmatic mastery of methodological terms should be regarded as an essential component of professional communicative competence in English language teacher education.
Pragmatic Features of Methodological Terms in The Professional Speech of Future English Language Teachers
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References
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