Speech Acts of “Praise” and “Approval” in French-language Pedagogical Discourse

In this article, the author’s research interests focus on the study and analysis of the phonetic components of the speech acts “praise” and “approval” as they occur in French-language pedagogical discourse. The value component of these speech acts is highlighted, contributing to the harmonization, productivity, and eff ectiveness of the educational process, which is directly dependent on the oral interaction between the institutional teacher and student. The relevance of a linguodidactic perspective on the French-language speech acts “praise” and “approval” is determined by the need to develop a set of exercises for future French language teachers at the bachelor's level, aimed at mastering a repertoire of professionally signifi cant vocabulary and improving the phonetic, intonational, and dictionary qualities of speech. A conclusion is drawn regarding the signifi cance of these speech acts of pedagogical interaction, permeating all its stages and defi ning the specifi cs of institutional communication.