SPEECH STRATEGIES OF PRIMARY SCHOOL TEACHERS IN CONFLICT SITUATIONS: A PRAGMALINGUISTIC PROFILE AND TYPOLOGY

The article presents a pragmalinguistic study of the initial speech acts of primary school teachers (grades I–IV) in situations of verbal or behavioural conflict in the classroom. The aim is to describe and analyse the types of language strategies used in the initial stages of interaction with pupils during moments of tension, the sequence of speech moves, and the extent to which they serve a regulatory and de-escalating function. The theoretical framework is based on the speech act theory of Austin (1996) and Searle (1975), with an emphasis on four main types: directives, expressives, declaratives, and clarifying questions. The analysis includes a distinction between locutionary act, illocutionary force, and perlocutionary effect, in view of their role in managing conflict and preserving pedagogical interaction. Empirical data were collected through a survey of 30 practising teachers. The results show that the most commonly used strategies are short guiding instructions, “I-messages,” clarifying questions, and verbal validation of emotions. Participants describe as effective a three-part structure: a stop-statement, followed by a clarifying question and an expression of understanding. The analysis highlights the need for targeted training in language strategies aimed at developing predictable speech models that facilitate recognition of illocutionary force and support the maintenance of a respectful, regulated communicative environment in primary education. KEYWORDS: pragmalinguistics, teacher speech strategies, classroom conflict, primary education