DE LA SUBJECTIVITE DANS LE LANGAGE. QUELQUES MISES DIDACTIQUES (II)

Abstract

The article explores the subjective dimension of textual coherence, highlighting that coherence is not solely based on linguistic markers but also on the cognitive and emotional state of the interlocutor. Subjectivity arises from individual knowledge, which varies significantly among people, influencing their interpretation of a text. The concept of coherence as a principle of interpretability is discussed, emphasizing the role of shared knowledge in communication. Grice’s cooperative principle and Sperber and Wilson’s relevance theory are examined, stressing the importance of mutual cognitive environments. Subjectivity also affects the didactic process, where learner autonomy is crucial. Teachers must recognize the diverse backgrounds and motivations of learners, adapting their methods accordingly. In evaluation, multiple subjective decisions, such as criteria and indicators selection, influence the outcome. Despite efforts to achieve objectivity, subjectivity remains inherent in educational evaluation, shaping the effectiveness and fairness of the process.