understanding of text, context, principle of contextualization, semi-structured interview

Text předkládá základní východiska tvorby polostrukturovaného rozhovoru jako doplňkového výzkumného nástroje pro ověření úrovně porozumění textu. Akcentuje především nutnost pracovat s takovými typy komunikátů, jež by nepřekračovaly hranice kognitivního vývoje respondentů (žáků 2. stupně základních škol) a které by zároveň byly „uchopitelné“ skrze komplex dosažených kompetencí (jak vědomostních, tak zkušenostních).

An introduction of a semi-structured interview presented as a supporting met-hod to verify how students of secondary schools understand written text and its piloting brought us some interesting component conclusions. Through in-dividual questions is the student guided to verbalize the key messages of the given text. The interviewer gradually obtains information whether the respon-dent understands this particular text by asking questions. The interviewer ser-ves as the one who helps the child to structure and subsequently verbalize the answer. An indisputable advantage also seems to be the flexibily of this met-hod whereas additional questions can be asked based on a particular situation. Above that, the choice of the working text also proved to be essential. Within the piloting, students of the 7th and 8th grade who worked with an author´s text reflecting a family life of a contemporary children confirmed a high suc-cess rate. On the contrary, respondents from the 6th grade who were presen-ted with a decontextualized artistic text showed relatively high error rate.