Abstract:

The article describes the social problem based on widly spread recent equation in the rights and capabilities of a teacher and a student, and this in turn allows a student not only to feel free in the lesson, but also to use more conversational and emotional speech strategies in the presence of the teacher. In addition, according to statistics, the average age of a teacher has significantly decreased, which became a concomitant factor in the weakening of the sense of control and etiquette of communication within the walls of educational institutions.

The purpose of this article is to analyze the dialogues of vertical-horizontal communication between a teacher and a student, to identify the markers of aggressiveness and to consider which speech reactions caused an increase in aggression in response, and which ones contributed to its decrease.

Research methods are: general scientific humanitarian methods, content analysis, intent analysis, linguistic component analysis, modeling, participatory observation method, etc.

The results obtained allow the author to declare that now the teacher's speech rhetorical competence and his or her soft skills for leveling conflicts at the inception stage begin to play the most important role not only in the practice of building relationships that contribute to effective teaching and learning, but also in the educational space as a whole.

Keywords:

Speech tactics, aggressiveness, educational process, speech rhetorical competence, vertical-horizontal communication.