INSTRUCTIONAL TEXT AND TEACHING DISCOURSE: WAYS TO UNDERSTANDING

Abstract

Introduction. The problem of choosing and selecting the texts used in educationalprocess is rather actual and caused by teaching tasks in their broad sense. Instructional textsshould be the means for realization a certain amount of educational tasks, such as socioculturaldevelopment of the personality as an active participant of the educational process and bringingup this personality taking into consideration urgent demands which rise up in the developmentof the society. Purpose. The paper aims to ascertain the types and functions of texts used inteaching discourse and identify their interconnection in realization of educational tasks. Methods.The paper demonstrates the applying of certain system of methods which aim to comparestructural and semantic, communicative features of the instructional text and teaching discourse.Results. It is proved that the differentiation of these two concepts is methodologically grounded.Instructional text is a static phenomenon with the established and complete form, a result ofan activity which under certain conditions provokes another activity – the discourse activitythat stresses the dynamic character of the educational process developed in time and space.The logics of the teaching discourse initially displays itself on the basis of fixed textual information(meaningful and formal) that accordingly serves as the basis for creative interpretation ofthe text according to the tasks of teaching. In itsturn, discourse activity contributes to the appearanceof so called secondary texts.