Pedagogical Discourse and Communicative Norms of Electrical Engineering Education in Great Britain and USA

A high school teacher, as a person who by profession is called to shape the competence of others, using a wide range of communicative strategies and tactics, must have developed communication abilities and skills, therefore the scientific problem of the communicative personality of the teacher is in the center of attention of linguistics. The issue also becomes relevant in connection with the European integration processes that affect the reform of Ukrainian electrical engineering education. A careful study of the best practices of the countries of the English-speaking world, in particular, Great Britain and USA, is necessary to take into account the positive assets of foreign pedagogical linguistics, rhetoric and discourse studies. This is due to the fact that the pedagogical discourse of electrical engineering education in Great Britain and the USA needs a scientific understanding in the communicative and functional aspect, namely in the study of communicative norms and ecological principles, which also determines the novelty of the work.