Словесно-образний аналіз літературного твору в школі: первинний рівень застосування

Abstract

The article outlines the initial stage of implementing the verbal imagery analysis in the secondary school and determines the corresponding system of students’ knowledge andskills. Such analysis can be used both as an independent activity and in combination with other activities. It is designed with due consideration of all literary genres. The authorelaborates the technique of this activity, explaining its algorithmic model, the purpose of its usage, and offers his own definition of it. He has identified a number of activities which don’t require providing theoretical information on the linguistic organization of a literary text but still enable the students to perceive and comprehend the verbal textual structure from the viewpoint of its semantic richness and aesthetic expressivity. These activities include expressive reading and its preparatory stages, reflection on and interpretation of literary tropes, compiling glossaries of an author’s literary expressions, lexical and phraseological commentary, comparing word meaning, replacing the author’s expression by own verbal constructions, choosing synonyms for author’s expressions, determining the associative and semantic content of a verbal image, “editing” the author’s language, “stylistic experiment”, comparing different versions of a text, different authors’ languages, verbal means of literature and the means of other arts, as well as students’ choice of expressions to be used in essay writing. The author sees the listed activities and the verbal imagery analysis as a whole as offering ample opportunity to improve the linguistic and communicative skills of students as part of their psychological development. Moreover, they ensure realization of one of the key methodological principles – the study of literature which takes into account its verbal and artistic nature.