A Comparative Analysis of the Linguistic Dysfunctions in the Didactic Communication

The focus of our paper is on the linguistic dysfunctions arising in the process of didactic communication. Starting from the existing literature, the objectives of our research are to identify the linguistic dysfunctions in the didactic communication at primary, gymnasium and high school levels and to provide a comparative analysis in order to determine their hierarchy for each of the three levels with a view to achieve an adequate diagnosis that allows the exact localization of the problematic aspects of the linguistic act. The results of the study may be further of use for teachers to make the correct decisions to improve the process of didactic communication.