Types of literary text analysis used in teaching Russian.

Abstract

The article describes the main types of literary text analysis used in the process of teaching Russian. Organization of work on textual analysis is considered in the context of the communicative-activity approach to language teaching. Contents of individual types of literary text analysis are given in the light of this kind of approach.

The linguistic analysis presupposes identification of linguistic essence of linguistic means that may complicate proper interpretation of the text (e.g. non-normative usage of language units, obsolete words and turns of speech, dialecticisms, etc.).

The linguistic-aesthetical analysis presupposes formation of the skills of aesthetic language cognition, and reflection on feelings and thoughts expressed in the text. The analysis includes reviewing expressiveness of the textual units and their appropriateness.

The linguistic-stylistic analysis provides for formation of skills for communicatively practical choice and usage of linguistic units, identification of stylistic features of the text and its affiliation with a certain style of speech.

The hermeneutic analysis forms the ability to find one’s way around the text and get its gist, identify the topic and idea, as well as the capability of interpretation and drawing conclusions.

The compositional analysis of speech types is used for training the ability to assess and make descriptive, narrative and reasoning texts.

The culturological textual analysis is intended for increasing the level of culturological competence of students, and building the ability to identify the author’s position and analyze the axiological potential of the text.

The conceptual analysis contributes to formation of the ability to analyze linguistic facts in order to detect cultural sets formed in the cultural-linguistic community.

The author proposes strategic components of textual analysis and outlines methods for teaching the above-mentioned types of analysis.