Abstract
The contemporary circumstances of teaching and learning at all levels of education, as well as the easy availability of a variety of learning resources, force teachers to expand textual learning resources. This leads to the need to analyze the role of the text in teaching practice. Text in teaching practice is a broader category of teaching material in which textbooks are a subcategory. Given that learning in a formal context is mainly based on verbal content and literacy practice, it is very important to look at different aspects of the text, i.e. evaluate their potential for learning. The aim of this work is to map the characteristics of the macrostructure of the text in teaching practice, which are important for the improvement of the zone of meaning construction during school learning. The paper presents the concept of text macrostructure, analyzes the similarities and differences of the concepts of text type, genre, and discourse, and provides an overview of research that links text macrostructure and its effects on learning. Finally, pedagogical implications are drawn. The macrostructure of the text from which one learns must become a relevant factor for lessons planning, evaluating the success of learning, but also improving educational policy, including teacher education.
Keywords
References
Authors retain the copyright of the published papers and grant to the publisher the nonexclusive right to publish the article, to be cited as its original publisher in case of re-use, and to distribute it in all forms and media. The published articles will be distributed under the Creative Commons Attribution ShareAlike 4.0 International license (CC BY-SA). It is allowed to copy and redistribute the material in any medium or format, and remix, transform and build upon it for any purpose, even commercially, as long as appropriate credit is given to the original
author(s), a link to the license is provided, it is indicated if changes were made and the new work is distributed under the same license as the original. Authors are permitted to deposit the author’s publisher’s version (PDF) of their work in an institutional repository, subject-based repository, author’s personal website (including social networking sites, such as ResearchGate, Academia.edu, etc.), and/or departmental website at any time after publication, with an acknowledgment of its initial publication in this journal.