Abstract
The question of the existence of specific language features for the manifestation of communicative aggression in online distance learning is considered. The relevance of the research is due to the fact that in addition to its significance for pragmalinguistics and communication theory, the research can contribute to understanding the problems of modern digital education in the context of increasing its competitiveness in the general education system. A review of a wide range of empirical studies on communicative conflicts and the manifestation of speech aggression in the online environment is carried out. Special attention is paid to the specifics of building the educational process online and communication between the teacher and the student within the distance format. The results of the analysis of examples from the recording of various online lessons are presented, on the basis of which the authors determine the existence of syntactic, lexical, morphological, stylistic, and non-verbal tools for the manifestation of communicative aggression in the online educational process. It is proved that there is a specific set of verbal and nonverbal means of manifestation of online communicative aggression, used by both teachers and students for the purpose of emotionally negative impact and destabilization of the communication process during online lessons. The scientific novelty of this kind of research is determined by the focus on identifying communicative and pragmatic tools for the manifestation of communicative aggression, taking into account linguistic and pragmalinguistic factors. The application of the communicative-pragmatic approach provides an opportunity to take a fresh look at the specifics of building the educational process in a distance format.
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Goncharova, O.V., Khaleeva, S.A. (2022). Communicative Aggression in Online Education. In: Popkova, E.G., Sergi, B.S. (eds) Digital Education in Russia and Central Asia. Education in the Asia-Pacific Region: Issues, Concerns and Prospects, vol 65. Springer, Singapore. https://doi.org/10.1007/978-981-16-9069-3_9
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