Wydawnictwo Naukowe Uniwersytetu im.Adama Mickiewicza w Poznaniu
Abstract
The article points to the features of classroom communication which hinder
the development of students’ communicative competences. The author
describes the paradoxes of classroom communication reflected in the fact
that the teachers enjoy significantly more rights and privileges than the students
with regard to both the form and the content of the messages they
express, as well as the paradoxes stemming from the artificial, formalized
language present in the classroom, which actually hinders the development
of communicative skills