Zastosowanie teorii relewancji komunikacyjnej w badaniach dyskursu szkolnego (w normie i w zaburzeniach)

Abstract

An experiment using D. Sperber and D. Wilson’s relevance theory for studying a part of classroom discourse showed a very low level of acquiring communicational competence as a component of linguistic competence by slightly mentally handicapped pupils. As a result of a nearly complete lack of the ability to notice important linguistic elements in particular imposed speech acts inquired handicapped pupils are not able to perceive and categorize social situations, nor to adjust styles of speech to them. The level of acquiring linguistic competence including both semantic knowledge as a crucial element and communicational competence as a co-creative element is low, corresponding with the linguoeducational level of transient competence.