SOCIOPRAGMATIC AND COMPUTATIONAL LINGUISTIC MAPPING OF TEACHER DIRECTIVE DISCOURSE IN MODERN ACADEMIC SETTINGS

This study investigates the structural, sociopragmatic, and computational characteristics of teacher directive discourse within contemporary academic environments. Departing from traditional pedagogical evaluations, the research conceptualizes instructional utterances as a distinct, rule-governed linguistic sub-genre—directive academic discourse—and subjects it to empirical analysis through the lens of applied, structural, and computational linguistics. The primary objective is to evaluate how teacher directives operate as a systematic linguistic continuum, balancing illocutionary force with pragmatic mitigation across different communicative modalities. Utilizing an integrative framework that synthesizes Speech Act Theory, interpersonal politeness models, and quantitative corpus metrics, the paper outlines the distributional mechanics of spoken and digital instructional language. The empirical findings demonstrate a systematic structural shift when directives transition from face-to-face spoken interaction to computer-mediated digital platforms: spoken directives prioritize illocutionary softening, agentive inclusivity, and pragmatic hedging, whereas digital instructions favor syntactic compression, unmitigated imperatives, and high lexical density. Ultimately, this research provides an algorithmically viable framework for modeling directive speech acts to inform Natural Language Processing (NLP) architectures, automated dialogue act classifiers, and educational corpus annotation.