ПРОБЛЕМНОЕ ИЗЛОЖЕНИЕ В УЧЕБНОМ ТЕКСТЕ И ЧИТАТЕЛЬСКИЙ ИНТЕРЕС

Abstract

Statement of the problem. The article deals with the impact of interest-evoking strategies school textbooks employ on readers’ interest. The purpose of the study. The article aim is to experimentally test the emotional impact of problembased exposition and conceptualize it from the pragmalinguistic perspective. Methodology (materials and methods). Text material is four expository texts, including different problematization means, from (Russian) Physics textbooks for secondary schools (7–8th grades). The subjects are 124 8th-grade students at secondary schools in St. Petersburg, Russia. The method of semantic scaling was used for the experiment study, and the relevant methods of mathematical statistics for data processing. Research results. The obtained results show obvious evidence that problem-based exposition increases text-based interest. It was found that the text structure and rhetorical performance were the main predictor of readers’ interest. Conclusions. Problematization is an effective way a school textbook can produce an impact on readers’ interest. However, within didactic communication, problematization might not have essential role in triggering interest and only maintain interest. Author’s contribution. The concept of the article, its theoretical comprehension and experimental implementation belongs to the authors of the article.