Linguo-Pragmatic Nature Of Hidden Aggression (Based on the Material of a Questionnaire Survey of Applicants for Pedagogical Specialties)

Abstract

Purpose. The article continues a series of investigations into verbal aggression as a form of conflict-provoking behavior based on anonymous questionnaires of higher education applicants. Given the intensification of destructive language strategies in all areas of public life in the context of the Russian-Ukrainian war and the dominance of virtual communication, in which communicative norms are being transformed, researchers emphasize the complex, multi-level nature of speech aggression. The problems of conflict-related communication are especially relevant in educational environments. Methods. The main research method chosen was an anonymous survey of students of pedagogical specialties to determine the students' level of awareness of implicit forms of aggressive speech behavior, identify hidden (indirect) forms of speech aggression in the educational environment, as well as determine the frequency of use of destructive communication tools and perception / condemnation of the use of hidden aggression in the educational process. Results. It is found that the majority of future teachers are aware of the dangers and consequences of using verbal aggression in their professional activities. The results of the survey generally indicate the prevalence of a tendency towards tolerant communication in the academic environment, and the understanding by students of the importance of observing communicative norms. Originality. The relevance of the article is due to the fact that hidden verbal aggression, particularly in the educational environment, has not yet been the subject of linguistic research. Conclusion. 42.9% of respondents admitted to having hidden aggression towards themselves. Future teachers identified the following typical situations of using hidden forms of aggression in the educational space: informal communication, online communication, educational discussions, and knowledge assessment. Virtual communication is the most convenient for using indirect aggression due to the lack of visual contact, the ability to "turn off empathy, anonymity, etc. Every fifth participant in the survey indicated manifestations of hidden verbal aggression directly in the academic environment - in educational discussions and in the process of assessing knowledge. According to the results of the survey, the following linguistic markers of indirect aggression were identified: sarcasm, silent ignoring, irony, hints, and condescending comments. Respondents emphasize that hidden verbal aggression is often disguised as friendly jokes, "toxic" compliments that make the interlocutor doubt his own abilities, devalue his achievements, and also shift the blame after an insult onto the victim. 66.7% of respondents indicated the need for communication experience as a condition for identifying covert aggression. Unlike direct aggression (insults, invective, swearing, threats, etc.), covert forms of destructive communication are more closely related to subtext, intonation, stylistic figures, and circumstances of communication.