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The paper deals with the question of pupils’ willingness to communicate andis based on an empirical field research of the educational communication in secondaryschools. The text shows the extent to which pupils are involved in communication inthe classroom and how it relates to the effectiveness of their learning. At the same timeexplores the perspective of teachers who treat spontaneous pupils’ engagement in orderto achieve the fulfilment of their objectives, among which is dominated by a continuousand smooth running of the lesson on the one hand, and the pedagogical imperative ofan activation of all students on the other hand.