Pytania typu: Agnieszko, masz problem?! – w dyskursie szkolnym

Abstract

The pragmatic function of irony is to signalize the valuation—mainly negative valuation. Ironic mockery appears generally in the form of expressions of praise, but implying a negative judgment. The form of the expressed “on the surface” (alleged) fake interest in the student’s problems aims to hide the derisive assessment or latent rebuke—in the form of a “therapeutic” question added in the course of teacher’s reasoning. In the context of school conversations the ironic utterances of teachers are subject to distinctive reassessment— either towards persuasion (negative valuation, scolding, admonishing, calling to order), or more tactful, polite (appeasing the difficult situation in a humorous way), talking about some inconvenient issues in a more gentle way, with a view to the effectiveness in solving problems that arise in school communication.