Pedagogical language use among lecturers in university of uyo

Abstract

With an emphasis on how language works in academic contexts to accomplish learning objectives, this study examines the pedagogical language use of lecturers at the University of Uyo. The study, which is based on Speech Act Theory, looks at the different speech acts that instructors use to engage students, manage classrooms, and impart knowledge. In addition to semi-structured interviews, non-participant observation, and secondary sources, a survey method was used to gather data. Fifteen instructors from the university's three main campuses: Annex Campus, Main Camp and Permanent Site, were selected as a purposive sample. A wide variety of directive, assertive, commissive, expressive, and declarative acts are revealed by the descriptive analysis, illustrating the complex use of language in educational settings. The results show how language may be used strategically to promote good communication, hold students' interest, and improve the learning process. The study highlights the value of pragmatic approaches in examining classroom speech and advances our understanding of the linguistic dynamics in higher education.