The article examines the phenomenon of metacommunication as a key mechanism in the organization of academic discourse. Based on an analysis of existing theoretical approaches—cultural, pragmatic, socio-psychological, and linguistic—the study reveals the multilevel nature of metacommunication and its functional significance within the educational environment. Particular attention is paid to the role of metacommunicative utterances in regulating interaction between teacher and student, managing dialogue, maintaining communicative contact, and shaping pedagogical influence. It is concluded that metacommunication functions not as an auxiliary element, but as a structure-forming component of academic discourse.
| Mualliflar | Najmiddinova, Madina, Нажмиддинова, Мадина, Najmiddinova, Madina |
|---|---|
| Jurnal | Хорижий лингвистика ва лингводидактика |
| Nashr sanasi | 2026-05-25 |
| Jild | 4 |
| Son | 5/S |
| Betlar | 329-332 |
| Til | Rus |
| DOI | 10.47689/2181-3701-vol4-iss5/s-pp329-332 |
DOI: 10.47689/2181-3701-vol4-iss5/s-pp329-332 · Maqolaning asl sahifasi
метакоммуникация, академический дискурс, педагогическая коммуникация, метапрагматика, коммуникативная регуляция, дискурс-анализ, metacommunication, academic discourse, pedagogical communication, metapragmatics, communicative regulation, discourse analysis, metakommunikatsiya, akademik diskurs, pedagogik kommunikatsiya, metapragmatika, kommunikativ regulyatsiya, diskurs tahlili
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