Primjena funkcionalnostilističkog pristupa za unapređenje čitalačke pismenosti u završnom razredu prvog ciklusa osnovnog obrazovanja

This paper examines the possibilities of the applicability of the functional-stylistic approach in improving reading literacy (reading skills and reading comprehension) in the final grade of the first cycle of compulsory education. It starts from the premise that the students’ achievement in reading literacy can be enhanced through exercising functional-stylistic competence, i.e. acquiring skills for choosing proper language units in different areas of language use. The aim is to devise appropriate teaching structure to enable students who finish elementary school to perceive the way of how language units are used in different functional styles. The applicability of the functional-stylistic approach implies the usage of the linguistically-methodical texts typical for certain areas of language use. The educational process should be structured within the correlation and integration system that connects the language and the culture of expression areas of study: (1) in the first stage the purpose of the text should be determined (who writes those kinds of texts, to whom are addressed, and how the content is transmitted); (2) in the second stage, the type of presentation is discussed in the way that teacher directs students to perceive stylistic traits achieved with this kind of presentation; (3) in the next stage, the students in the given text observe and describe linguistic units characteristic for the functional style to which the text belongs, with the teacher's guidance and in accordance with their knowledge of grammar and lexicology. In this way the parallel between the purpose of the text, the type of 20 presentation which is adjusted to its purpose and the choice of language units (vocabulary and syntactic structures) is achieved.