Аннотация
Введение. Интересность текста часто рассматривается как самостоятельный мотивационный фактор в обучении, что делает его популярным объектом внимания в психолого-педагогических исследованиях. Цель данного обзора – структурирование информации по методологии оценки интересности текста, выявление ограничений и взаимопересечений разных методов. Теоретическое обоснование. Существующие исследования интересности текста исходят в основном из лингвистического подхода, оценочной теории интереса и теории индивидуального интереса. Анализ литературы методом обоснованной теории позволил выделить три существующих в исследованиях подхода к интересности: (1) интересность, основанная на характеристиках текста, (2) интересность, основанная на характеристиках читателя, и (3) интересность как воспринимаемая читателем характеристика текста. Результаты анализа методов оценки интересности показали, что каждый подход отдаёт предпочтение своим специфическим методам. В подходе к интересности на основе характеристик текста описаны наиболее объективные, лингвистические (формальные и дискурсивно-содержательные методы) оценки. Во подходе к интересности на основе характеристик читателя распространены тесты проверки знаний и самоотчётная оценка индивидуальных и предметных интересов. В подходе к интересности как к воспринимаемой читателем характеристики текста используются в основном методы субъективного шкалирования и рейтинги. Обсуждение результатов. Каждый из подходов имеет преимущества и недостатки, а их методы, хоть и отличаются, но иногда связаны между собой. Разрастается число конструктов, связанных с интересностью. Не столько разные методы, сколько пролиферация синонимичных конструктов может затруднять интеграцию результатов исследований интересности текста.
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