Типы обращений в учебном диалоге

Abstract

The paper aims to identify features of addresses in the educational dialogue. The work considered more than 100 lexical units obtained by continuous sampling as the language material. Scientific novelty of the study lies in the fact that types and functions of addresses in the educational dialogue setting have not yet been the subject of a special research; in addition, the authors identified a function of addresses that has not been previously described, i.e. the didactic one. As a result of analysing the language material, three groups of addresses have been identified and characterised: a teacher addressing students (by proper names (students’ names, eponyms) and common names (etiquette forms, kinship terms, gender addresses, addresses-classifications and addresses-characteristics)); a student addressing a teacher (by proper names and common names (etiquette forms and rarely used addresses-classifications)) and students addressing students (by the shortened form of a name (Misha, Ira, etc.), as well as a small group of social and status addresses, e.g. “colleagues”, “guys”).