From text comprehension to creative writing from the aspect of cognitive linguistics Reflection of mental models and innate dispositions in the individual act of text creation
Zuzana Kováčová, Slovakia, ID CLEaR2016-346; The text comprehension is understood as a social and cultural phenomenon in which it is possible to identify the developmental phases, that is ontogenesis, from the aspect of communicating entity. The age-receptive value as well as the age-receptive variability of text are reflected in the texts for children. Works of folk or authorial provenance anticipate the mental dispositions of a children subject. Developing the understanding by children is resulting from formal and content criteria. Understanding – like the speech – grows. The supreme level of text comprehension is the improvisation more of larger narrative formations: Compared with the primary contact with the text in the form of rhymes the form is released and the epic breadth of expression increases. The child as authorial subject produces a text that is characterized by such variability of expression levels that reaches based on conventions and receptive experience contained in the current mental model. In this study we will demonstrate the expressive value of text using examples of creative writing of children. Methodologically it relies on semantic communication model of text and expressive value of text.
Key words: text, mental model, communication, speech, cognitive linguistics