Facilitation of the Understanding of Novels by Senior Pupils as a Problem of Psycholinguistics

Abstract

The purpose of the article is to identify main components of the activities of pupils in reading novels at the lessons of World and English literature at secondary school; to propose such types of dialogism, which will facilitate pupils’ understanding of novels; to describe the results of our pilot study which was organized in September-December 2019 at secondary educational institution №15 in t. Rivne at the lesson of English literature with the aim to analyze the types of dialogism in the process of reading and understanding a novel by pupils.
 Methods and methodical instrumentation of the research. The following scientific methods were used: holistic analysis of the text, problem-thematic analysis, also comparative analysis (Bondarenko, 2016); the descriptive method, the method of distributive analysis, the method of syntactic transformation of text material (Voronkova, 2020).
 The results of the research. Taking into account the features of senior children, we have identified three main components of the activities of pupils in reading novels at the lessons of World and English literature at secondary school. These components are: (1). A cognitive component, that has in its structure: a) contexual reading; (b) interpretive reading; (c) semantic reading. (2). A communicative component. (3). Subjectly-oriented component. We proposed such types of dialogism: (1). Subordinated dialogism, which involves taking into account the personality of the author of the text (or its heroes), which in this case is the subject of the novel. (2). Coordinative dialogism, which, unlike subordinated one, is oriented not so much to the personal aspect as to the procedural nature of interaction in the broad meaning. 3. Personality-reflexive dialogism which is the most meaningful in terms of understanding of the partner in the process of quasi-communication.
 Conclusions. In general, senior pupils tend to focus on coordinative type of dialogism in the process of reading a novel, because, first of all, the procedural interaction between schoolchildren and the author of the novel is quite important for them. In order to actualize subordinate and personality-reflexive dialogism, in our opinion, senior pupils should be involved into the activity of translation of novels written in a foreign language (it is a translation from a foreign language into their native language).

Psychological Components of Pedagogical Communication

“…Scientists (Charles, 2000;Mykhalchuk & Bihunova, 2019) believe that personal meanings, in contrast to the meanings of words, do not have their "supra-individual", their "non-psychological" existence: personal meaning connects them with the reality of the person's life in this world, with its motives. Personal meaning also creates a passion of a human consciousness (Mykhalchuk & Khupavsheva, 2020). That is of special significance for a person; personal meaning is that, which connects the purpose of the activity with the motives for their implementation, that reflects the person's needs.…”

Psychological Characteristics of Communicative Behavior of a Teacher

“…The speaker has to be prepared for the activity in such conditions, which is heuristic. And the ability to organize heuristic conversations needs to be developed specially (Mykhalchuk & Khupavsheva, 2020). This should be directed towards the development of speech skills.…”

Psycholinguistic Aspects of Comprehension of a Novel as a Definite Component of Reading

“…In such a way we can find that the students remembered the second story much better than the first one. Therefore, we'll propose the following method in order to retain the information in our memory in a better way: when memorizing, you should expect that this information will definitely be useful in further life (Mykhalchuk & Khupavsheva, 2020).…”