| dc.description.abstract | Realization of such slogans of education like stimulating pupils and developing their creativity places the centre
of gravity referring to education of their linguistic and communicative competences in the position of the author
and the sender of texts. The situation causes different difficulties for pupils as the receivers and should be
changed to secure the necessary balance in preparing for both roles. In practice it means the need to lay stress on
perception of various verbal utterances. Contexts for the process of compensation for missing skills are as
follows:
-language,
-its components and function of the components as carriers and modifiers of information,
-specificity of the relation between language (as a tool and material) and school education,
-communication theory,
-an educational dimension of pragmalinguistics,
-linguistic didactic.
The general frame of the process is educational discourse.
Perception of texts is a skill consisting of more simple abilities. The most basic of them is fluent reading that
conditions efficiency of such operations like understanding the meaning of words, sentences, parts of a text, and
suprasegmentals. A foundation of effective text perception is so called reading comprehension that besides
operations mentioned above also includes:
-accurate reading of the author’s (the sender’s) intention,
-combining of the function of an utterance with discovered generic expressions and determinants,
-adding to what was said and defining precisely,
-discovering the hidden content of literary and non-literary texts,
-estimating.
Results of the latest research into reading comprehension done by the OECD show that systematic practice lets get
results very quickly. Polish school education can be proud of a significant success in this sphere. | en |
