Abstract
Introduction. Our interdisciplinary research is dedicated to the identification of functional characteristics of CD to be used by any pedagogical community when an educational communication is turning into a conflict. It is relevant both for the development of general theory of speech activity and communication rules in a professional collaboration “teacher-student”. Material and methods. We elicited not only characteristics of CD that was our object (total number is 4120 items) but we have also analyzed students’ (110 people) communicative skills as the subject of our research. We used a method of constructing subjective semantic spaces of CD using a factor analysis of illocutionary dominant. The method of statistical analysis was used to identify the frequency of results repetition analysis and test the effectiveness of research procedures on some range of dialogues “teacher – student”. Principles of the holistic organization of the linguistic subject and “student-teacher” speech activity, pedagogical experiment, methods of observation, testing and questioning were also used. Research results. Our study on group communication showed that when the Losada coefficient fell between 2.9 and 7 (80% of participants), students effectively used vocabulary markers to navigate conflict and develop strategies. However, in 20% of cases with a coefficient below 1, communication relied on negative language. Yet, participants adapted using our methodology, leading to successful dialogue. Conclusion. We propose linguistic methods to shift destructive "teacher-student" conflict communication to constructive. Our unique conflict discourse matrix aids in analyzing communication pragmatics and interlocutors' psychology. This matrix can support effective communication in conflict resolution training for educators.
Published Version
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