Konteksty pragmalingwistyczne definicji dziecięcych w dyskursie zaburzonym

Abstract

The paper shows the necessity of taking into account pragmatic context in empirical linguistic researches on disordered discourse (of both children suffering from dysarthria and mentally handicapped). It results from the assumption that all children utterances, irrespective of how far they are true or inconsistent with conventional ways of communication, are speech acts. Such an assumption is based on the intentional character of the utterances as well as on the fact they mean and express something. Thus an analysis of the structure of defining texts shows the pragmatic perspective of inspecting communicational competence in disordered discourse. The researches described in the paper consisted in comparison of each pupil’s utterance with five types of definitions: contextual, denotative, classic, superordinative, and synonymic one. To sum up with one conclusion: the degree of complexity of the examined notions is higher with pupils suffering from dysarthria than with mentally handicapped ones. Thus the power of communicational competence in the described sphere is greater with pupils suffering from dysarthria than with mentally handicapped ones.