УЧЕБНЫЙ ВТОРИЧНЫЙ ТЕКСТ: К ВОПРОСУ О СОДЕРЖАНИИ ПОНЯТИЯ

Abstract

The work examines educational secondary text, which is understood as the result of the speech activity of a student performing a task to transform a literary text. In the process of clarifying the content of the central concept, the content of terminological elements is considered in detail including textual, secondary, educational; as well as terms denoting related phenomena. The source text is understood as a text-object to which the reader's attention is directed; the referential space (written work) is understood as a product of perception, understanding and experience of the source text; the primary text is understood as the result of the perception of the source text with the intention of creating the secondary text. The referential space and the primary text are a mental formation, an intermediate link in the process of transforming the source text into the secondary one. One can only guess about the peculiarities of the structure of the referential space; about the primary text, one can only assume in explicated terms. The secondary text is socially conditioned, that is, it is written according to generally accepted norms and is open to understanding by any native speaker, including teachers. This factor is enhanced by the formulated task – the second source text for writing the secondary text. The concepts described in the article related to the educational secondary text should be considered when considering the parameters of describing these texts for the zones of the referential space and the primary text, which are hidden from direct observation by the mechanisms of transformation of a literary text into an educational secondary text.