Mokinių rašytinių pasakojimų analizė: teksto semantika ir struktūra

ENThe aim of this study was to expand our knowledge related to pupils' abilities to create written stories, about narrative models used in pupils' speech, text construction, sentence stracture and pupils' linguistic competence. With that end in view, from 4 pupils' compositions describing their impressions of a walk were analysed. According to the analysis of pupils' works it is possible to state that pupils of primary school understand the general requirements of narrative structure: the framing characteristic of narrative structure, typical openings and condusions the contents of narration are arranged in chronological sequence, sentences in the text follow the sequence of events. The organisation of the text reflects the chain of events: the events are linked, follow each other, a clear progression of action is characteristic of stories. While creating stories, the narrators try to describe the changing state of the characters. Sometimes the motive behind a story is an attempt to explain the changing state of the characters, a search for causal relationshis justifying a transformation.Children of this age (10-11 years old) show a high degree of linguistic competence. In pupils' stories, time is expressed by various means: by special lexical means, by word forms and constructions (in the simple sentence) or by a component of the composite side sentence (a form of the side sentences is rather complicated) on the syntactical revel. Time is expressed morphologically: verb forms of one tense (Past Tense) are used in rather a monotonous way by pupils at primary school. In pupils stories there is a great number of compound sentences (35% of all the sentences in the text) where the order of constituents reflects the sequence of events simultaneity and succession are indicated not only by the sentence-connector and, but also by verbs of the same tense and form. An analysis of pupils' stories shows that in teaching writing skills it is useful to include exercises that would teach children how to transform sentences: to form one composite sentence from several simple sentences or vice versa - to decompose a sentence into several simple sentences.