THE APPROPRIATENESS OF STUDYING PARCELLED CONSTRUCTIONS IN LANGUAGE CLASSES

Abstract

There is no doubt that the intensive language and intellectual development of high school students–such as their creative thinking, language sense and taste, conscious language behaviour, skills, and speech self-improvement–is impossible without acquiring the full range of expressive possibilities of modern literary language, including syntactic means that extend beyond the boundaries of a single sentence. The realisation of this depends on addressing the practical lack of a solid methodological foundation–namely, underdeveloped techniques, methods, and approaches for fostering students' imaginative, emotionally charged writing, eloquence, and text editing skills through the use of text units. This necessitates enhancing the system of studying text-forming categories and the regularities of text construction, including the methodology for analysing units of expressive syntax in general and parcelled constructions in particular. The study describes the formal and semantic features of a parcelled construction, aiming to develop an optimal teaching methodology for this expressive syntax unit within language education. A key feature of a parcelled construction is its fixed two-component structure: a base part and a subordinate parcellate. The primary types of semantic relations identified between the base part and the parcellate are: additional information/clarification, hypothesis/conclusion, cause/ consequence, and contrast/enumeration. An analysis of Ukrainian and English language programmes–covering both specialised and standard levels–was conducted to evaluate the amount of material on textual issues offered to grade 10–11 students, and the suitability of studying a parcelled construction during language lessons was substantiated.