Навчання розумінню читання (слухання) текстів

Yolanta Gabzdyl; Zlaityca Gulova

doi:10.29038/2227-1376-2016-28-82-93

Authors

Yolanta Gabzdyl Higher state vocational school in Raciborz
Zlaityca Gulova Matej Bel University

DOI:

https://doi.org/10.29038/2227-1376-2016-28-82-93

Abstract

Education of comprehension skills of verbal texts on reading (listening) has being recognized as the main goal of primary school education. The acquisition of intellectual skills, also continued on higher levels of education, is a long process, very complex and contingent on a number of factors. Cognitive tasks of teaching in the form of teachers’ commands and questions should be included into significant factors in this process, which has being often occurred and directed to all activities of pupils. Therefore it is important that a teacher knows what kind of pupils’ activities related to understanding by them the meaning of verbal texts on reading (listening) evoke the specific commands and questions. The lack of knowledge which has being appeared in the literature in this field caused undertaking of empirical research. Empirical studies were carried out using the method of observation, a result of which brings together hundreds of transcripts of lessons in grades 1−3 of elementary school. They contain records of the course of lessons (recorded from a tape recorder) in the form of literal, verbal statements – activities of a teacher and pupils, completed with a description of their nonverbal behavior. As a result of analyzes of the content of transcripts were distinguished teacher’s commands and questions, which were classified later (they were ordered hierarchically) as causing activities of pupils in younger school age, containing the following levels: 1) understanding of the meaning of words, phrases, etc., verbal texts; 2) understanding of the “literal” layers of verbal texts (including words, phrases); 3) understanding of the “default” layers of verbal texts (“understanding of what is not given directly with the words of the text”). Each of the separate categories and subcategories appropriate examples of “sets” of teacher’s commands and questions were assigned to each of the separate categories and subcategories.

Keywords: verbal texts; levels of understanding; teachers’ commands and questions, primary school education.

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