Argumentation in the language-system or why argumentative particles and polyphony are important for education

The aim of this paper is to show, especially to teachers and educators in general, that words, the main tool they use in the classroom, are not like bubbles that disappear into thin air as soon as they leave one’s mouth; they are entities with substance, entities that carry with them a lot of lexical, semantic, and pragmatic luggage, even whole presuppositions and (conventional and/or conversational) implications.

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