Abstract
The text system is a multi-layered complex characterised by both hierarchical and parallel multi-level relationships among its objects. Understanding this system and naming its different levels is quite problematic, as demonstrated by the empirical material used in the study – educational content regulatory documents (standards, curriculum samples, teaching materials, etc.). A partial content analysis of these documents was conducted based on categorisation units such as text type, text subtype, text category, and text genre, identifying their usage in a contextual comparison. The aim of this publication is to provide an overview of the text system from the perspectives of typology and genre studies, with particular attention to the terms used to describe the diversity of text classifications – (sub)type, category, and genre. The study concludes that the Latvian language lacks sufficiently developed terminology in the stylistic, communicative, pragmatic, typological, and genre-related aspects of text creation. This, in turn, poses a risk of linguistic interference and opens up possibilities for unnecessary borrowing, calquing, and instability in national terminology. In educational content regulatory documents, greater precision might be achieved if distinctions were not made between text in literature, text in communication, text in science, text in rhetoric, and other areas, as the primary object and instrument of research in all these fields is language. Moreover, the terminology used overlaps so closely that it is impossible to separate the semantic components of each term into two or more distinct approaches.
Published Version
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