About communicative failures in business communication (based on the material of electronic interaction between students and teachers)

The object of research in this article is internet communication in the educational space, with the subjects being teachers and students. Both subjects are faced with the necessity to urgently solve various tasks: to request and receive certain information, to provide consultations on emerging educational and research problems, to notify about changes in the educational process, and so on. Based on the presumption of openness to each other, students and teachers engage in interpersonal communication, which contains the potential for misunderstanding or miscommunication, leading to communicative failures. The method of participant observation allowed the author to collect sufficient speech material – emails, messages in messengers and social networks – and identify some reasons for communicative failures in the electronic interaction between students and teachers. Communicative failures, as the inability of speech partners to achieve communicative and practical goals, have become the subject of study in this work. The author examines the specifics of electronic communication between students and teachers, which represents a business type of social interaction. Relying on the communicative-pragmatic method requires reflection on a number of circumstances of the communication situation: the status-role characteristics of speech partners, their communicative competence, national-cultural circumstances of communication, and so on. Analyzing electronic speech material allows us to assert that violating a number of principles of business communication – cooperation, consideration for the addressee, communicative-role parity, politeness, and others – provokes communicative failures. Students initiating electronic communication violate genre-stylistic, orthographic, and etiquette norms, which elicits a legitimate emotional-evaluative reaction from teachers. The article emphasizes the relevance of the didactic function of the teacher, who typically corrects the speech behavior of the student. The emotions of indignation, confusion, and irritation in some cases lead to a temporary breakdown in communicative contact.