Kontekstowe poszukiwanie relewancji w dyskursie lekcyjnym (na przykładzie obrazu Mona Lisa)

Abstract

By means of an example of a particular lesson the author of the paper visualizes how relevance theory may improve leading classroom discourse, especially in separating contextual effects that make the basis for conclusions and generalizations. The subject of the classroom discourse was Z. Herbert’s poem Mona Liza discussed in the background of other contexts like pupils’ compositions (descriptions of the portrait of Mona Lisa), as well as pictures of other painters referring in different ways to Gioconda (M. Duchamp, R. Cieślewicz, Inter Duck). The discourse in which the teacher appreciated the cognitive role of communication in terms of relevance theory results not only in making a search for relevant features easy but, what seems interesting, in getting graduation of relevance by pupils, which was essential for Z. Herbert’s poem Mona Liza.