Abstract Book of the 8th International Conference on Advanced Research in Social Sciences Studies
Year: 2025
DOI:
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Verbal Irony in English Children’s Literature
Mariia Babaeva
ABSTRACT:
The present study explores mechanisms of creating verbal irony in English and American children’s literature of the nineteenth and twentieth centuries. The books for younger children mostly employ language ambiguity by means of hyperbole, understatement or echoic repetition with the shift in meaning. This might be explained by the fact that even little children understand discrepancies between words and concepts and find them humorous. In this case irony comprehension is probably based on so-called “fast thinking” processes. On the other hand, books for older children and teenagers may comprise more sophisticated ironic messages, which could be deciphered with the help of developed lateral thinking. Since the process of recognising implicatures involves certain cognitive operations, ironic discourse in children’s literature might serve as an educational instrument. The process of close reading contributes to understanding book characters’ real intentions and the author’s attitude. As a result, children improve their second-order theory of mind ability, emotional intelligence and develop their playful mind.
keywords: discrepancies, ironic, lateral thinking, playful mind