3.3.1.1. Uchebno-scientific intertekst

Object of loan is the "old" knowledge. Intertekstualnye communications two pictures of the world – previous (former, old) connect understanding of any linguistic phenomenon and its present (new) understanding.

In a role of a source of loan (prekonstrukta) uchebno-scientific texts (UNT) in the textbook and behind its limits here act. Each textbook is a supertext component, i.e. «Of some noted by an associative-semantic generality in spheres of the author, a code, contexts, the addressee of independent verbal texts which in cultural practice actually or potentially appear in quality integrativnogo (is complete-uniform) dynamic, multidimensional, conceptually-semantic formation» [Loshakov 2007]. In our case the supertext is a set of Russian textbooks for schools with training Russian (with 3 on 11 class). Within the supertext we will consider mutual relations of educational texts as vertical (external) intertekstualnost, in one textbook – as horizontal, internal.

Intertekstualnost carries out in the school textbook set of functions.

The basic function internal interteksta – to make new UNT case, "strong" (on G.V.Denisovoj's terminology). With that end in view scientists-methodologists repeatedly repeat a teaching material both within the limits of the paragraph, and within the limits of all textbook. Most consistently, in our opinion, this intentsija is realised in E.V.Malyhinoj's textbook. We will show, how spelling skill of a writing NOT with abstract and concrete nouns is formed. At first under a heading «It should be known!» It is offered volume enough (on the whole page) the text-explanation which is coming to the end with the formulation of a rule. Then the algorithm «NOT with abstract nouns» on which the sample of its application is applied follows. The statement of a theoretical material comes to the end with the basic abstract. Thus, the primary text repeats within the paragraph three times. The secondary text become: 1) the formulation corrected; 2) algorithm; 3) the basic abstract.

However, such giving of a teaching material is characteristic only for E.V.Malyhinoj. Other authors are limited to the rule formulation. This results from the fact that the majority of the studied language phenomena, including orfogrammu «NOT with nouns» (see the program on Russian for 3/4 classes), is partially familiar to sixth-graders. Therefore the heuristic way of an explanation of a new material (including the independent analysis of a language material) is here preferable. Authors premise to definitions «a material for supervision» on which basis schoolboys should construct UNT: Upr. 143. Read offers. In what case is not a particle, in what – a prefix, and in what – a root part? In what offer there is an opposition? What to that in it it is opposed? Draw a conclusion on a writing not with nouns. Verify the conclusion with a rule (Мих-6). The material for supervision is given: 1. One man is no man.

The system of training exercises in all textbooks is directed on repeated reproduction primary UNT in oral speech of schoolboys. The technique of work with basic abstracts in E.V.Malyhinoj's textbook is that, for example. Such is didactic game in E.I.Bykovoj's textbook where in a role of secondary texts answers of pupils should act: Upr. 125. Present, that you are a teacher, and the neighbour in a school desk – the pupil. Make dialogue. The teacher should include in remarks three questions (our discharge – A.G.) By the studied rule so that the pupil, answering them, has short retold all rule. Finish your dialogue by a remark-estimation containing pertinent on sense a phraseological unit or a proverb. Three questions reflect structure of a spelling rule: 1) the thesis about possibility of a conjoint and separate writing NOT with nouns; 2) the description of conditions of a separate writing, 3) the description of conditions of a conjoint writing NOT with nouns. Thus, the task staticizes arhitekstualnye communications of the primary and derivative text, and «three questions» are perceived as a marker interteksta.

Intertekstualnye relations arise also between the formulation of the task and the rule/definition microtext; the formulation of the task and the exercise text. An implementer intertekstualnyh communications in the first case, as a rule, is the term: Read the text. Write out verbs of the uncertain form. Make their analysis. In the second case intertekstualnaja communication is expressed implitsitno. Working with the concrete language facts, the schoolboy uses the knowledge which has become at present by an element pragmatical presuppozitsii or (if the teaching material is acquired for a long time) an element of background knowledge.

The main function external interteksta in the textbook – realisation of a principle of continuity in training. The continuity «consists in sequence, a system of an arrangement of a material, in a support on studied and on the level of language development reached by pupils, in perspectivity of studying of a material, in a coordination of steps and stages of teaching and educational work» [Lvov 1988: 150]. She assumes repeated repetition of a language material which can be previous (in the beginning of year or before studying of a new theme), the subsequent (after studying of a theme or in the end of a year), passing (within all academic year) and repetition-fastening (it is spent at special lessons) that finds reflexion in textbooks.

To the greatest degree intertekstualnost it is shown in section "Repetition". Earlier studied theoretical material is reproduced here not in protogenic, and in the transformed kind, as the secondary text. In a role of the secondary text act, as a rule, polycode UNT, representing studied earlier theoretical material (on syntax of Russian) in the graphic form. So, in textbooks for 6 classes of the schedule it is presented as follows: in G.A.Mihajlovskoj's book the table «Main and minor sentence parts» (is given with. 10); E.I.Bykova offers the scheme «the Offer and its kinds»; E.V.Malyhina reproduces a number of the basic abstracts familiar to schoolboys under the previous textbook. The polycode text allows authors to reproduce considerable volume of a theoretical material in the compressed form. As representatives interteksta designations punktogramm (in basic abstracts) and terms here act.

Use of graphic presentation (especially basic abstracts) in 5-6 class has the restrictions, since. The abstract thinking of pupils is developed more not enough. Besides, not everyone uchebno-scientific pretekst is case for pupils, i.e. Recognised, reproduced, repeated: in that case the scheme or the basic abstract are not quite effective. Understanding it, G.A.Mihajlovskaja includes in the textbook, besides the generalising table, coherent UNT (upr. 16, 24), representing retelling before the studied material. As a signal intertekstualnosti the predicative design you already acts know: «you already know, that offers differ on the statement purpose: narrative (inform about something: Children read), interrogative (contain a question: Who reads?), incentive (express council, the request: Necessarily read the book) etc. Case terms are allocated in the text by a semiboldface font.

The analyzed section of the textbook of E.V.Malyhinoj opens the list of the basic spelling rules studied in 5 class. Pupils are offered to open the maintenance of each of them and to result examples. This list – too the compressed secondary text, and in a role of means intertekstualnosti names orfogramm act.

Thus, uchebno-scientific pretekst reprezentirovan in secondary texts differently: in one textbooks it is the basic abstract or the scheme (E.V.Malyhina, E.I.Bykova), in others ‑ a combination of the coherent text to the generalising table.

More often means of expression intertekstualnosti are neatributizirovannaja the citation, a hint (in the form of a fragment of the table, elements orfogrammy, punktogrammy and so forth) or text paraphrases – reproduction of the maintenance of "another's" text by words of the author of the accepting text.

E.I.Bykova places the citation near to the text of a new definition: «Morphology (from grech. morphe – the form and logos ‑ a word, the doctrine) ‑ science section about language in which the word as a part of speech is studied. We will remind, that spelling (from grech. orthos – correct, grapho – I write) – science section about language in which rules of a writing of words are studied. Why these two sections are studied together? You very soon can answer this question» (с.54). The basic intentsija authors – to show to the addressee distinction in a subject of studied sections of language, to interest («And what will be further?»). The role of a marker (signal) intertekstualnosti here plays a word we will remind.

Another intentsija – to create a problem situation. On with. 70 same textbooks are given the table «Sort of nouns» where along with the information about trehchlennoj to a paradigm of the studied phenomenon data on the general sort and on absence of a category of a sort at pluralia tantum contain. Pupils are offered to define, what information is for them new, and what – known. Similarly realises a principle of continuity of E.V.Malyhina (with. 38). As a symbol interteksta in both tables the hint – «loan of certain elements preteksta on which there is their cognizance in the text-recipient where it is carried out them predikatsija acts. From the citation the hint is distinguished by that loan of elements occurs selectively, and the whole statement or a line of the text-donor, sootnosimye with the new text, are present at the last as though« behind the text »‑ only implitsitno» [Fateyev 2006: 128-129]; « Hints make desirable effect only on the reader clearly remembering the text to whom they send »[Denisov 2003: 61].

The representative interteksta can become text paraphrases. Updating (expansion, condensation, simplification, complication) the initial text in a paraphrase is dictated by pragmatical installation which assumes the account of character of the addressee and the purposes parafrazirovanija. Text paraphrases as the way of the organisation intertekstualnyh communications allows to systematise knowledge of pupils of the language phenomenon. It is characteristic for E.V.Malyhinoj's textbook where a structural element of the paragraph is the repetition block «we Will recollect studied». So, the theoretical material about heteroclitic and indeclinable nouns is preceded by the coherent text about declination of this part of speech (with. 41).

One more function external interteksta in the school textbook – the organisation of intersubject communications, and first of all – an Ukrainian language and Russian of languages. The basic intentsija authors – to warn mezhjazykovuju an interference. It is However, realised inconsistently, basically by comparison of separate grammatical categories. Does not undertake in attention and a transposition of knowledge, skills from the Ukrainian language in native: instead of a statement of some theoretical data it would be possible to be limited only to their actualisation and correction (for example, at acquaintance of pupils with lexical concepts).