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Паузы хезитации в педагогическом дискурсе: перцептивный аспект
The article is a part of a comprehensive study of the linguistic characteristics of teacher’s speech, which contribute to the success of the pedagogical discourse. Based on a survey of secondary school students and an analysis of previous research in the field, non-syntactic pauses of hesitation were chosen as the object of the study, i. e., pauses lasting at least 100 ms which break syntactic links within the semantic-syntactic units and thus prevent the smooth development of discourse. Two perception experiments were conducted aimed at testing the hypothesis that the presence of non-syntactic pauses of hesitation in teacher’s speech negatively affects the subjective assessment of this speech by secondary school students but contributes to better acquisition of the information conveyed by the teacher. The materials for the study were recordings of the speech of effective school history teachers. During the experiment, each participant had to listen to one fragment of the teacher’s speech with hesitation pauses, and another fragment in which such pauses were removed. After listening to each fragment, it was necessary to evaluate the teacher’s speech according to seven parameters (interestingness, understandability, clearness and structure, literacy, speech rate, emotionality, how much students would like to have such a history teacher), answer questions about the content of the fragments and formulate recommendations for teachers to improve the presentation of material. 182 students from several Russian schools took part in the experiments. According to the results, the teacher’s speech without non-syntactic pauses of hesitation is assessed by students as more literate, clear and structured; the presence of pauses of hesitation did not have a significant impact on the success of material acquisition. In comments to fragments with removed hesitation pauses, students often wrote that there is nothing to be changed in the teacher’s speech; however, there were also recommendations to speak more slowly, which may indicate that students still need hesitation pauses to process the information in the teacher’s speech. Further studies involve checking the results on a larger number of fragments of school lessons and developing methodological recommendations for taking these results into account in teaching practice at school.