Experimental research on the specifics of understanding functional-semantic text types

Abstract

The study is aimed to identify the specifics of understanding functional-semantic types of educational and scientific texts (description, narration, argumentation), which correlates with parameters such as attitude, form of text presentation, and the subjects’ education. The study is based on experimental material and was conducted using the “countertext” method and keywords. A total of 235 people participated in the study. The tasks for the subjects were developed taking into account variations in the listed parameters. As a result, it is concluded that the most significant textual characteristic affecting comprehension is the degree of rigidity of the text structure: texts with a more rigid structure (narrative text) and texts with closer logical connections between parts (argumentative text) are less well understood. Of the external parameters, the influence of the attitude had a significant effect on the comprehension of narrative and argumentative texts. Descriptive texts are more susceptible to the influence of the parameter of the text presentation as a whole. Argumentative texts are more difficult for humanities scholars to comprehend. In general, in terms of increasing complexity of understanding, functional-semantic text types can be arranged in the following order: from description to narration and then to argumentation. However, this order is a serious oversimplification and is significantly detailed and refined in an in-depth analysis of the material. The research materials can be taken into account when compiling educational scientific texts in the humanities and technical fields.