SOME ASPECTS OF THE PRAGMATIC DIMENSIONS OF PEDAGOGY
Abstract
In contemporary educational theory, increasing attention is being paid to the pragmatic dimensions of pedagogy, which focus on the practical use of language, interaction, and contextual meaning in teaching and learning processes. Pragmatics in pedagogy emphasizes not only what is taught, but how knowledge is communicated, interpreted, and applied in real educational settings. This article explores several key aspects of pedagogical pragmatics, including teacher–student interaction, contextualized learning, communicative intent, and the role of discourse in educational environments. The study highlights the importance of pragmatic competence in improving instructional effectiveness and fostering meaningful learning experiences. The findings suggest that integrating pragmatic principles into pedagogical practice contributes to learner autonomy, critical thinking, and adaptive communication skills.