| Popis: |
The article explores how the communicative and stylistic features of educational texts influence text interpretation by a reader. The study is based on the concept that the process of text interpretation represents a cognitive dialogue, featuring two main reader's intentions: 1) acquiring the method of analyzing empirical data, 2) understanding concepts described in text. The authors claim that the course of cognitive communication that occurs while reading is determined by both the subject content of speech, and by the structural and semantic features of metatext components. These components mark the reader's intentions and create the framework for two principal models of cognitive dialogue: dialogue with a methodological semantic dominant and dialogue with a conceptual semantic dominant. The article describes the marker systems that reflect the both models. The markers of the first model (vocabulary of a mental action, vocabulary of intellectual stimuli, vocabulary of specific analytical actions) express the potential limitlessness of reader’s mental moves and do not necessarily include indicators denoting exhaustion of a topic. The markers of the second model (question and answer structures representing commentaries on the text content) include indicators that mark the end of a topic by mental vocabulary, and generate a finite number of reader’s inner remarks. The obtained results ensure a more precise prediction of effects of cognitive communication between a reader and a text, and can be used to develop efficient academic and popular science texts, and lesson scripts. |
