Relewancja i redundancja w lingwistyce edukacyjnej (diagnozowanie języka dziecka w wieku przedszkolnym i wczesnoszkolnym)

Abstract

Educational linguistics as an educational theory of language proposes – for the scope considered in the paper – distinguishing between ‘systemic relevance and redundancy’ and ‘relevance and redundancy of use’ as well as between ‘social relevance’ (Lyons) and ‘relevance of social behaviour’. In this approach systemic relevance means linguistic rules categorized in grammar books and dictionaries while “relevancy of use” refers to taken from children’s and pupils’ utterances acceptable (at the preschool age) and possible (at the early school age) uses. Systemic redundancy refers to all possible “excess” of formal and content units that may be exchanged; redundancy of use refers to using systemically redundant units on purpose (a pupil), for amusement (preschool children) or simply accidentally. Social relevance of verbal behaviour refers to the relation ‘a teacher – a pupil’ and in school communication means that the former is more important and redundancy consists in turn-taking of the speaker and the receiver. In preschool discourse as opposed to a grammar for the hearer taking into account a pupil as a hearer in school a grammar of the hearer (a child) is usually predominant. In both cases efficiency of acquiring linguistic competence is important. The analysis of relevance and redundancy conducted from educational linguistic point of view includes this mechanism of diagnosing language in the sphere of educational theory of language.