THE NATURE OF THE LINGUAL-METHODOLOGICAL TEXT IN THE TEACHING OF PHRASEOLOGY

Abstract

In 2019, the contents of phraseology became an integral part of the Teaching and Learning Program for the fourth grade of primary education (2019) and part of the learnings outcome. Considering the nature of phraseologisms as linguistic phenomena and the need for their interpretation within the context, it was concluded that one of the ways of learning in the teaching of phraseology could be realized by applying a lingualmethodological text. By looking at the methodological literature, it was noticed that the initial text is defined only in relation to the teaching of grammar and spelling. The aim of this paper is to examine the nature of the lingual-methodological text in the teaching of phraseology. For the purposes of the paper, an empirical research was organized on a sample of 20 students of the fourth grade of elementary school. A testing method was used, and the results were analyzed qualitatively. It was concluded that the lingual-methodological text in the teaching of phraseology takes over many elements of the initial text in the teaching of grammar and spelling, but also that it has its own special characteristics: it must not be resistant to the influences of contemporary culture; it would be appropriate if the characters who appear in it and who use/to whom the phraseology is addressed should be children; the phrase must be used at the end of the text and graphically-visually separated from the rest of the text; the initial text must have a three-part methodical apparatus – first part: two types of questions (reproductive questions that check the understanding of the context and questions related to the interpretation of the structure of phraseology), the second part – a question that makes mental generalizations, the third part – an assignment that checks the student’s ability to recognize the correct use of a phrase in a new speech situation .