A Comparative Analysis of Pragmatic Functions in Nigerian School Discourses: A Study of Teacher-Student Interactions
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- 1-5 Chapters
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- Table of Content: Available
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- NGN 5000
Background of the Study
School discourses in Nigeria are central to the educational process, where pragmatic functions guide the interactions between teachers and students. These interactions involve a range of communicative acts such as directives, explanations, and feedback, all of which are embedded with pragmatic meanings (Ebele, 2023). This study compares how pragmatic functions are realized in teacher-student interactions across different educational settings in Nigeria. Classroom communication is not only about transmitting information but also about managing relationships, building rapport, and negotiating classroom norms. Teachers often use polite forms, emphasis markers, and other speech acts to facilitate learning and maintain classroom order (Ifeanyi, 2024). However, variations in pragmatic strategies may lead to differences in classroom effectiveness and student engagement. The research employs discourse analysis to examine recordings and transcripts of classroom interactions, identifying patterns and assessing their impact on learning outcomes. Moreover, the study considers the role of cultural expectations and language proficiency in shaping these pragmatic functions, aiming to develop recommendations for enhancing educational communication practices (Chidinma, 2025).
Statement of the Problem
Despite the critical role of pragmatic functions in educational communication, there is limited research comparing teacher-student interactions in Nigerian schools. Variations in the use of pragmatic strategies may lead to misunderstandings and reduced student engagement (Ebele, 2023). Inconsistencies in how teachers provide directives, feedback, and explanations can affect classroom management and learning outcomes. The lack of comprehensive studies on the pragmatic aspects of school discourses hinders the development of effective pedagogical practices that could enhance classroom communication (Ifeanyi, 2024). This study aims to address these issues by analyzing the pragmatic functions in teacher-student interactions and suggesting strategies to foster clearer and more effective classroom communication (Chidinma, 2025).
Objectives of the Study:
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To identify the pragmatic functions in teacher-student interactions.
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To compare the pragmatic strategies across different educational settings.
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To propose recommendations for improving classroom communication.
Research Questions:
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What are the predominant pragmatic functions in Nigerian classroom interactions?
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How do teachers and students negotiate meaning through pragmatic strategies?
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What measures can improve pragmatic clarity in educational settings?
Significance of the Study
This study is significant as it provides insights into the pragmatic aspects of classroom communication, offering a comparative analysis that can enhance teacher training and educational practices. By examining the nuances of teacher-student interactions, the research contributes to a better understanding of how pragmatic strategies influence learning outcomes and classroom dynamics. The findings will be valuable for educators, curriculum developers, and linguists interested in optimizing communication in educational contexts (Chidinma, 2025).
Scope and Limitations of the Study:
This study is limited to analyzing pragmatic functions in teacher-student interactions in Nigerian schools and does not include other educational discourses or extracurricular communication.
Definitions of Terms:
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Pragmatic Functions: The communicative purposes that language serves in context.
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Teacher-Student Interactions: The verbal exchanges that occur between educators and learners.
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School Discourses: The language and communication practices prevalent in educational settings.
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