Porównania i metafory w dyskursie szkolnym

Abstract

Studying metaphors in classroom discourse enables to notice both didactic and methodical values of them, especially in forming notions which is connected with building creative contexts circumstances suitable to learning and upbringing. Interpretations of poetic metaphors as well as common (conventional) ones are conducive to creative thinking and makes understanding of notions easier. The characteristic feature of an approach presented in the paper is inclusion of metaphoric phenomena that are typical for literature and poetic texts in description of classroom (colloquial) discourse. It arises not only from the fact that we all make ironic or metaphorical utterances but also from described by the authors of the relevance theory poetic effect that appears when a receiver (a pupil) faces with an utterance providing several weak implicatures. Without doubt the language of poetry is a specific sphere of language use. However, it is similar to colloquial communication for the matter of the relevance (accurateness, adequacy) principle of using poetic means. The relevance principle is included in linguoeducational competence. The receiver of poetic texts may suppose much bigger effort connected with information processing that uses weak implicatures will result discovering many interpretative possibilities and it may also be seen as optimalization of an utterance relevance.