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DOI: 10.15862/36FLSK126 (https://doi.org/10.15862/36FLSK126)

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Abieva N.R. [The motivational component in the professional discourse of an online english language teacher] World of Science. Series: Sociology, Philology, Cultural Studies, 2026, Vol. 17, No. 1. Available at: https://sfk-mn.ru/PDF/36FLSK126.pdf (in Russian). DOI: 10.15862/36FLSK126

The motivational component in the professional discourse of an online english language teacher

Abieva Natavan Ragimovna
Moscow State Institute of International Relations (University) of the Ministry of Foreign Affairs of the Russian Federation, Moscow, Russia
E-mail: ragim666@yandex.ru
ORCID: https://orcid.org/0009-0000-5990-0351
RSCI: https://elibrary.ru/author_profile.asp?id=837818

Abstract. The article examines the motivational component in the professional discourse of an English language teacher working in an online format. In the context of distance learning, where traditional non-verbal tools of pedagogical influence are substantially restricted, sustaining learners’ academic motivation becomes the teacher’s key pragmatic task. The study analyses specific linguistic means and discursive strategies employed by native English-speaking educators at all stages of the online lesson — the organizational stage, the knowledge introduction stage, and the closing stage — drawing on transcripts of open online lessons from the Smrt English platform. The principal speech tactics of motivational influence are identified and systematized: the solidarity-and-joint-action strategy, the tactic of praise and anticipatory approval, appeals to the concepts of simplicity and difficulty, normalization of errors as a pedagogical technique, use of gaming achievement metaphors, and personalization of lesson content. Special attention is devoted to the role of different speech act types — expressives, directives, commissives, and representatives — in realizing the motivating function of discourse. It is established that the motivational component permeates all levels and stages of the online English teacher’s professional discourse, functioning not as a facultative but as a structuring element of this type of institutional communication.

Keywords: professional discourse; educational discourse; motivation; online learning; English language teacher; discursive strategies; speech acts; motivating communication; learner engagement; distance education

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