Phenomenon of intertextuality in literary education

Abstract

The author of the article, considering the current sociocultural situation, finds it appropriate to use the intertextual approach to the analysis of literature within the literature classes that aims to penetrate deeply into the text. Due to identifying multi-level links with the cultural context, the given approach enriches the reader’s outlook, creates aesthetic taste, and provides cultural self-identification that is relevant to teaching literature. The purpose of the article is to show the use of dialog and hermeneutic methods of analysis as well as the game form of organizing a lesson within the framework of use of the intertextual approach and to prove the importance of this method in modern educational practice. To prove her point of view, the author offers a certain lesson model, including an intertextual game, which makes schoolchildren gradually develop the intertextual competence, including knowledge of precedent texts and the typology of intertextual links and intertextual elements; analytical skills associated with finding intertextual elements at different levels of text production, the implementation of associative links with other texts, understanding the author’s position; modes of action necessary to interpret the literature. The author’s scientific and methodical reflection is based on the discovery of the phenomenon of intertextuality, which includes the form-building and sense-forming functions of the text due to which there occurs a dialogue of various kinds of texts, interconnected in a broad cultural context. The author believes that in relation to the pragmatic educational situation in the field of studying literature in school, the experience of its systematic appeal to intertextuality as a universal text category with the use of dialog and hermeneutic methods of analysis and intertextual play, activating the cognitive and interpretive activities of schoolchildren, may be of interest to the language and literature teachers. The result of the article is a scientifically based point of view on the role of the intertextual approach to the analysis of a work of literature in the further development of the methodology, theory, and practice of modern methodical science.