Developing Future Teachers’ Professional Oral Communication Skills Through Context-Based Pedagogical Communication

Abstract

The development of professional oral communication skills is a central component of future teacher education because classroom effectiveness depends not only on subject knowledge but also on the ability to explain, question, respond, guide interaction, and provide pedagogically appropriate feedback. This thesis examines context-based pedagogical communication as a methodological framework for preparing future teachers for authentic professional interaction. The proposed approach organizes oral communication training around communicative situations that reproduce typical classroom functions: instructional explanation, question-and-answer management, interactive pedagogical communication, pedagogical feedback, reflective communication, and sociocultural mediation. The study employs theoretical analysis, synthesis, pedagogical modelling, and functional analysis of professional communicative situations. It is argued that contextualized practice can integrate linguistic accuracy, oral fluency, pragmatic appropriateness, communicative strategies, and reflective regulation within a single learning process. The framework shifts speaking practice from decontextualized language production toward purposeful pedagogical action and enables future teachers to select and adapt speech strategies according to learners, instructional goals, and classroom circumstances. The proposed structure may serve as a methodological basis for designing practice-oriented tasks and assessment criteria in teacher education.