Kognitywizm a pragmatyka językowa w ujęciu lingwoedukacyjnym

Abstract

The issue of relations between pragmatics and cognitive grammar becomes interesting especially within educational linguistics. Differences between pragmatics and traditional semantics lie in the spheres of interest: meanings of utterances vs. understanding utterances. In the cognitive approach pragmatic competence refers to conceptual structures and processes on the basis of which we can learn about the language potential of a user. There are close relations between pragmatics and discourse for both of them co-produce utterances (mental spaces, structure conceptualizations) emphasizing verbal and non-verbal contexts. The pragmatic background of classroom utterances consists of speech acts of participants as well as direct circumstances of speaking. The current space of discourse may be defined as a mental space including elements and relations being built as common ones both for the sender and the receiver of a communication act and making the basis of communication in a fluently developing current discourse.