Komunikowanie przybliżone i relewancja w dyskursie szkolnym

Abstract

Approximation in mathematics is an interesting idea of presenting particular elements of a continuum by means of throwing light on the continuum and replacing some values with other ones that are, for some reasons, more suitable and simpler. It is assumed then that simpler values may - even if not necessarily - appear while modelling semantic representations of a given utterance. Many rhetoric solutions observed in teacher’s utterances are similar to strategies used by authors of popularized scientific texts. Some of these activities significantly decide if communication (also didactic one) succeed. A lot of foundations of the relevance theory may be transferred and reformulated within educational linguistics, e.g. referring to classroom discourse. It especially concerns the so called cognitive efficiency according to which well known or quite new, but not connected with already possessed knowledge, information is not processed; only such information that widens our knowledge is processed. Both old and new pieces of information joined together may be used as premises in the inference process enabling to come to a new conclusion. Such a multiple influence on the context, understood as a class of assumptions, is the necessary condition of essentiality considered also in the aspect of educational (didactic) activities.