This thesis explores the discourse patterns that emerge in teacher–student interaction within English language classrooms. Drawing on established models of classroom discourse, particularly the Initiation–Response–Feedback (IRF) structure and interactional sociolinguistics, the study examines how teachers’ linguistic choices shape participation, learning opportunities, and power relations in instructional settings. The analysis is grounded in empirical findings from previous discourse-analytic studies conducted in second language classrooms. By synthesizing existing research, the thesis highlights the pedagogical implications of discourse practices for effective language teaching and learner engagement.

This paper explores the types and functions of teacher speech acts within classroom discourse from a pragmatic and pedagogical perspective.The study analyzes how each type contributes to classroom management, instructional delivery, student motivation, and learning assessment. Drawing on relevant literature and empirical findings, the article highlights the dominance of directives and representatives in instructional contexts, while underscoring the strategic role of expressives and commissives in fostering a supportive learning environmentThe article concludes that a balanced, conscious use of speech acts enhances both teaching efficiency and learner outcomes in educational settings.

This article analyzes the linguopragmatic features of communication etiquette in teacher speech within the framework of pedagogical discourse. The research is based on Grice's Cooperative Principle and the Politeness Theory proposed by Brown and Levinson. The article examines the teacher's linguopragmatic competence as the main theoretical criterion, which is the ability to organize appropriate, morally balanced, and emotionally positive communication for the addressee. Based on practical examples, the effective application of ethical speech styles and their influence on students' classroom engagement, confidence, and motivation are highlighted.

This quasi-experimental study investigates the efficacy of integrated instructional strategies—Socratic questioning, problem-based learning, debate activities, and reflective journaling—in fostering critical thinking skills among 60 intermediate-level EFL learners over eight weeks. Pre-test/post-test scores from the Watson-Glaser Critical Thinking Appraisal, alongside classroom observations and student feedback, demonstrate significant gains in analytical reasoning compared to a control group. Qualitative analysis reveals enhanced metacognitive awareness and discourse quality. These findings highlight the importance of multimodal pedagogies for developing higher-order thinking in language education.

This article examines the development of speaking competence in second language learning from both theoretical and empirical perspectives. Speaking is conceptualized as a complex communicative skill that integrates linguistic knowledge, cognitive processing, and social interaction. The study aims to analyze theoretical foundations of speaking competence and to investigate pedagogical conditions that facilitate its development in educational contexts. A qualitative theoretical review is combined with an empirical classroom-based study involving university-level learners. The findings indicate that speaking competence cannot be developed through form-focused instruction alone and requires meaningful interaction, learner engagement, and supportive classroom environments. Empirical results demonstrate that students exposed to communicative and interactive speaking activities show significant improvement in fluency, confidence, and oral participation. The article argues that speaking competence is socially constructed through interaction and emphasizes the importance of reducing affective barriers such as anxiety. The study contributes to second language pedagogy by offering a comprehensive framework that integrates theory with classroom practice and provides implications for improving speaking instruction in foreign language education.

Intercultural miscommunication has emerged as a critical issue in English as a Foreign Language (EFL) contexts, where learners and instructors navigate linguistic interaction across divergent cultural frameworks. This study examines the primary causes, manifestations, and pedagogical implications of intercultural miscommunication in EFL classrooms. Drawing on sociolinguistic and pragmatic theories, the research identifies cultural norms, discourse conventions, and pragmatic transfer as major sources of misunderstanding. Through qualitative analysis of classroom discourse and illustrative examples, the study demonstrates how linguistic competence alone is insufficient for effective communication. The findings emphasize the necessity of integrating intercultural communicative competence into EFL instruction to foster mutual understanding, pragmatic appropriateness, and communicative effectiveness in globalized educational environments.

Developing grammar in spontaneous and prepared speaking process may seem to be challenging in a language classroom. The main obstacle for the language acquirer is the difference between the grammatical features of unplanned conversation and standard written English.  The present article outlines specific features of spoken language and shows the importance of teaching grammar for communicative classes where grammar is usually underrated.

Developing true communicative competence in young learners of English as a Foreign Language (EFL) remains a significant challenge. Traditional methods often fail to bridge the gap between theoretical knowledge and practical use. This article proposes the integrated use of storytelling and role-play as an effective strategy to address this issue. Storytelling provides meaningful, context-rich language input, while role-play creates a safe environment for purposeful output. Together, they form a synergistic cycle that enhances all aspects of communicative competence: linguistic, sociolinguistic, discourse, and strategic. Grounded in theories of comprehensible input and social learning, the article also presents a practical three-stage framework for classroom implementation: pre-activity (story presentation), during-activity (role-play preparation), and post-activity (performance and reflection). The study concludes that this integrated approach not only improves students' speaking skills and confidence but also fosters essential 21st-century skills like creativity and collaboration.

Conceptual metaphors play a crucial role in shaping how teaching, learning, and educational processes are understood and communicated. Within pedagogical discourse, metaphors are not merely decorative linguistic devices; rather, they function as cognitive tools that structure thought, influence instructional practices, and affect teachers’ and learners’ perceptions of knowledge, learning, and classroom interaction. This article examines the role of conceptual metaphors in pedagogical discourse from the perspective of Conceptual Metaphor Theory proposed by Lakoff and Johnson. The study analyzes common metaphorical models in education such as LEARNING IS A JOURNEY, TEACHER IS A GUIDE, KNOWLEDGE IS A CONTAINER, and LEARNING IS CONSTRUCTION, highlighting their cognitive, pedagogical, and ideological implications. The article argues that raising awareness of conceptual metaphors among educators can lead to more reflective, flexible, and learner-centered teaching practices.

The article explores effective strategies for teaching listening skills in the classroom, emphasizing the importance of active listening as a key component of language learning. It outlines various approaches that can be employed by teachers to improve students' listening comprehension, including pre-listening activities to activate prior knowledge, focused listening tasks during audio exercises, and post-listening activities to reinforce understanding. The article stresses the need for diverse listening materials, such as podcasts, audio clips, and dialogues, to cater to different learning styles and engage students. It also highlights the role of listening for specific information and the development of critical thinking skills through audio-based tasks. The importance of creating a supportive and interactive learning environment, where students feel comfortable practicing listening skills, is underscored. Furthermore, the article suggests using technology and multimedia resources to enhance engagement and facilitate varied listening practice. By incorporating these strategies, teachers can create a dynamic and inclusive listening curriculum that helps students build their auditory skills, leading to more effective communication.

This study explores the impact of role-play activities on developing writing skills in English as a Foreign Language (EFL) learners. While role-play is traditionally associated with speaking practice, its influence on writing skills remains underexplored. The study examines how engaging in role-play enhances learners’ creativity, idea organization, and written expression. A mixed-methods approach, incorporating pre- and post-tests, surveys, and classroom observations, was employed to assess the effectiveness of role-play-based writing instruction. The findings indicate that students who participated in role-play activities demonstrated improved narrative coherence, richer vocabulary usage, and greater engagement in writing tasks. Moreover, role-play fosters a deeper connection between spoken and written discourse, enabling learners to internalize structures and vocabulary before applying them in writing. The study concludes that incorporating role-play into EFL writing instruction can be a valuable pedagogical strategy to enhance both fluency and accuracy in written production.

The article deals with the problems of teaching and learning speaking, in particular those which are most relevant in the context of developing oral skills at the advanced level of foreign language proficiency. The complex nature of spoken discourse must be taken into account and reflected at each stage of the learning process. Thus, the article examines the difficulties connected with choosing the appropriate framework and approach and discusses the typical patterns of interaction in the foreign language classroom. It also examines forms of control and evaluation and suggests some speaking activities which seem most suitable for advanced language learners in the light of the above theoretical considerations.

This study examines the development of 21st century skills — critical, creative, and collective thinking — among schoolchildren in a modern educational environment. As global societies undergo rapid technological and socio-economic transformations, students' ability to analyze information, generate innovative ideas, and work effectively with others has become a prerequisite for future academic and professional success. Using a mixed qualitative methodology, the study includes a systematic review of relevant literature, classroom observations, and semi-structured interviews with teachers in several subject areas. The results of the study show that research-based learning, open-source problem solving, creative assignments, and structured group activities significantly develop students' higher-order thinking. Critical thinking is reinforced through analytical questions and evidence-based reasoning.; Creative thinking occurs when students are given autonomy and opportunities to experiment; and collaborative thinking develops through well-designed collaborative structures. Despite these advantages, effective implementation is hampered by limited teacher training, rigid curricula, time constraints, and assessment systems focused primarily on memorization. The study concludes that meaningful 21st century skill development requires a student-centered pedagogy supported by systemic reforms, including updated curricula, teacher training, and assessment models that evaluate cognitive processes and teamwork. These results contribute to the global educational discourse and provide practical recommendations for educating students' readiness for the future.

This article explores the contemporary landscape of mathematics instruction for primary school students, emphasizing the shift from traditional, rote-based methods to learner-centered, conceptually driven approaches. Modern pedagogy now integrates manipulatives, problem-based learning, digital technologies, mathematical discourse, and formative assessment to enhance understanding and engagement. The article discusses how these methods support cognitive development, foster critical thinking, and promote equity and inclusion in diverse classroom contexts. Additionally, it highlights the socio-emotional aspects of learning mathematics, the importance of interdisciplinary connections, and the role of teacher professional development. The synthesis presented here affirms that modern mathematics education aims not only to build computational skills but also to nurture confidence, curiosity, and a lifelong appreciation of mathematical thinking.