Błąd językowy jako przypadek relewancji negatywnej w dyskursie szkolnym

Abstract

The paper is an attempt to consider the issue of pupils’ language mistakes from the point of view of D. Sperber and D. Wilson’s relevance theory. The new approach to interpersonal communication in educational activities allows to explain in a cognitively efficient and educational way linguistic mechanisms and contextual factors involved in an analysis and evaluation of language mistakes and slight flaws that are rather often made by pupils in classroom communication. Some formulations of relevance theory enable another opinion on the phenomenon of inappropriate or not successful enough utterances in classroom communication. Many assumptions of relevance theory may be efficiently transferred to educational linguistics and made functional within classroom discourse.