Kulturowy dyskurs edukacyjny. Cechy. Gramatyka. Tekstologia komunikacyjna

Abstract

The paper deals with an extended description of communication formulating in comparison both with usual educational discourse and disordered logopaedic discourse. Cultural educational discourse is multitextual, processual, and - as a didactic activity - purposeful. It includes communication, reconstruction, and reading meanings of different signal systems. Contextualization of meanings, which depends on building intellectual and emotional discourse community due to adequate „textual choices” and their proper localization (contextual) references, is also discussed in the paper. However, communicational text linguistics discovers that some chosen texts have common interpretation showing ways of comprehension and indicating if meanings included in the texts should be developed and with what texts and contexts. Text in discourse is negotiated (subject matter), transferred from other discourses (re- contextualization), and contextualized from the beginning (building the text). Text features are consisted of conceptualization and recontextualization of subjects with the use of different functional styles and text types.