The discussion presents an attempt of a critical breakdown of discourse
categories in relation to the (preschool) teacher’s oral performance in class and
during activities related to school or kindergarten. We established that during the
educational process, (preschool) teachers find themselves in different situations
and circumstances of oral performances. Since they use discourses in their
communication rather than individual sentences or even words, they must, among
other things, be familiar with the characteristics of different discourse categories
in order to be efficient. When researching the discourse categories we have, in
compliance with different scientific definitions, somewhat modified the ToporišičŽagar
classification in accordance with communication methods and functional
varieties and limited ourselves to the discourse categories that are directly or
indirectly related to a (preschool) teacher’s oral performance in class. During the
discussion, we focused on whether the (preschool) teacher already starts his or her
oral performance when entering the classroom and whether at least a part of class
is an oral performance.
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