The effect of expository text structure on text-based interest: Problem-based exposition (the linguistic aspect)
DOI:
https://doi.org/10.21638/spbu09.2021.410Abstract
The article presents a linguistic approach to the study of the emotiogenicity of expository texts. The purpose of the work is to identify linguistic resources that contribute to readers’ interest in expository texts with problem-based exposition. Expository texts from Russian
textbooks for secondary schools are used as material for the study. The problem-based exposition is a pattern of text structure organized as “problem and solution”. It consists of two parts: the first part (“problem statement”) describes a problematic situation associated with a lack of students’ knowledge; the second part (“solution”) presents a way to solve it. Since the problem
situation is a part of educational communication, the problem-based exposition involves the contextualization of textual content. For this, expository questions and authorization tools are often used because they allow for expressing the problem situation and the mental activity of an addressee. The emotiogenicity of expository texts with problem-based exposition primarily depends on the degree of contextualization. The contextualization makes it possible to present the textual content as being personally significant for the reader, to arouse the reader’s desire to find out something new about an object of interest, and to engage them in the cognitive process. At the same time, the emotiogenic potential of the problem-based exposition depends on the content characteristics (constraints, engaging themes), as well as on the addressee’s factor, in particular their genre expectations.
Keywords:
expositary text, interest, problem-based exposition, rhetorical structure, emotiogenicity
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References
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Hoey 2001 — Hoey M. Textual interaction. London; New York: Routledge, 2001. 204 p.
Iran-Nejad 1987 — Iran-Nejad A. Cognitive and affective causes of interest and liking. Journal of educational psychology. 1987, 79 (2): 120–130.
Mann et al. 1992 — Mann W. C., Matthiessen Ch. M. I. M., Thompson S. A. Rhetorical structure theory and text analysis. In: Discourse description. Mann W. C., Thompson S. A. (eds). Amsterdam; Philadelphia: John Benjamins, 1992. P. 39–78.
Meyer, Freedle 1984 — Meyer B. J. F., Freedle R. O. Effects of discourse type on recall. American educational research journal spring. 1984, 21 (1): 121–143.
Meyer, Ray 2017 — Meyer B. J. F., Ray M. N. Structure strategy interventions: increasing reading comprehension of expository text. International electronic journal of elementary education. 2017, 4 (1): 127–152.
Miceli, Castelfranchi 2015 — Miceli M., Castelfranchi C. Expectancy and emotion. Oxford: Oxford University Press, 2015. 270 p.
Renninger et al. 2019 — Renninger K. A., Bachrach J. E., Hidi S. Triggering and maintaining interest in early phases of interest development. Learning, culture and social interaction. 2019, (23). https://doi. org/10.1016/j.lcsi.2018.11.007.
Schiefele 2009 — Schiefele U. Situational and Individual Interest. In: Handbook of motivation at school. Wentzel K. R., Wigfield A. (eds). New York: Routledge, 2009. P. 197–222.
Schiefele, Löweke 2017 — Schiefele U, Löweke S. The nature, development, and effects of elementary stu- dents’ reading motivation profiles. Reading research quarterly. 2017, 53 (4): 405–421.
Shin et al. 2016 — Shin J., Chang Y., Kim Y. Effects of expository-text structures on text-based interest, comprehension, and memory. The SNU journal of education research. 2016, 25 (2): 39–57.
Silvia 2006 — Silvia P. J. Exploring the psychology of interest. New York: Oxford University Press, 2006. 264 p.
Sperber, Wilson 1996 — Sperber D., Wilson D. Relevance: communication and cognition (2nd ed.). Oxford; Cambridge: Blackwell, 1996. 326 p.
van Dijk, Kintsch 1983 — van Dijk T. A., Kintsch W. Strategies of discourse comprehension. New York; London: Academic Press, 1983. 418 p.
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