THE STRATEGY OF SENIOR HIGH SCHOOL STUDENT'S TEXT ACTIVITY DEVELOPMENT

Abstract

The article is devoted to the development of senior high student’s text activity. The differences in terms of speech activity and text activity are set. The possibility of learning from the perception of the text to produce text is identified on the basis of analysis of the notion of text activity. The methodological basis of the developed strategy have become linguistic works by Y. A. Karaulov, I. R. Galperin, T. M. Dridze, N. I. Ginkin, A. S. Stern, and methodical research in the teaching of speech and text activities by N. A. Ippolitova, T. V. Karikh, V. N. Meshcheryakov, I. A. Sotova. Special attention is given to understanding of the text, penetration into its meaning. The article contains productive teaching methods of comprehension and interpretation of the text. Pretextual stage, reconstruction of historical and cultural context, identification of types of textual information and their linguistic expression, identifying the topics and relations between them, the dialogue with the text, the generation of the secondary text are related to such methods. The author notes that a set of questions and tasks, including various aspects of the linguistic analysis, helps to understand text better and to prepare for the creation of the interpretive statements on its basis. The comparison of our own interpretations with the interpretation of the other recipients has a positive influence on the evaluation of the correct understanding of the text. Examples of tasks for the development of skills understanding and interpretation of the text are tested on the training course and can be successfully applied for high school students.

Keywords

• textual activity, secondary textual activity, comprehension of the text, historical and cultural context, types of textual information, topic, aspects of linguistic analysis, interpretation of the text