B. Shaw’s play «Pygmalion» in the perspective of interdiscursivity

Abstract

In the article, discourse of B. Shaws play Pygmalion is studied from the standpoint of view of interdiscursivity theory with the use of methods of critical, linguopragmatic and sociolinguistic analyses. The authors definition of the term interdiscursivity is given. Within the analyzed book, a number of discourses are singled out. Among them are mundane linguistic, philosophical and pedagogical discourses. It is pointed out that in the light of their mundane, non-institutional character, these discursive spheres have not been studied in detail even though the scientific interest to mundane discourses is growing. These considerations determine the importance of the undertaken research. The main discourse of B. Shaws paly Pygmalion is recognized to be mundane pedagogical one. However, the latter is determined by the hero of the play Higginss mundane philosophy who takes on the role of the teacher. His pupil is Eliza Doolittle, a poor flower girl, who speaks a dialect of the English language, viz. cockney. In the process of research, it is found out that if mundane pedagogical discourse is understood broadly, it can include the sayings of other characters of the book Higginss friend Pickering, Higginss mother, etc. The most important linguopragmatic opposition of mundane pedagogical discourse is recognized to be politeness impoliteness which is expressed communicatively as the result of uneven distribution of power between the teacher and the pupil which in the course of everyday mundane interaction may be significantly reviewed, for example be reversed in the pupils favor. The lack of institutional limitations enriches the speech genre specificity of the studied discourse which is hybrid in its essence, i.e., located at the intersection of different discursive practices.