COMPARATIVE ANALYSIS OF SPEECH CULTURE OF TEACHERS OF TRADITIONAL AND ONLINE SCHOOLS

Abstract

This study presents a comparative analysis of the speech culture of teachers in traditional and online schools. The main goal of the study is to identify the specifics of teachers' speech behavior in various educational formats. To achieve this goal, the researchers used philological analysis methods. The research methods used in the study include philological analysis, comparative analysis, and analysis of communicative strategies. The novelty of the study lies in the integrated philological approach to studying the speech culture of teachers in traditional and online schools. This study is one of the first to examine the impact of digital technologies on teachers' speech culture, making it a significant contribution to the field of professional communication linguistics. The study showed that the advent of digital technologies has significantly transformed the education sector, requiring teachers to master new communicative strategies. The study revealed clear differences in the speech culture of teachers in traditional and online settings. Traditional teaching is characterized by direct interpersonal interaction with students, a more emotional and expressive communication style, and the use of non-verbal means. In contrast, online learning requires a more reserved, formalized style of communication with an emphasis on clarity, conciseness, and structuring of speech due to limited non-verbal means. The results of this study can contribute to the development of linguistics of professional communication. The results can be used to improve teaching methods and professional development of teachers in the context of digitalization of education. The study provides valuable information about the culture of teachers' speech in various educational formats, which can help in developing more effective teaching strategies and tools for both traditional and online schools.