GRAMMAR OF COMPREHENSION AND GRAMMAR OF TEXT GENERATION IN THE CONTEXT OF VERBAL TEACHING-AND-LEARNING

Studying the problem of verbal teaching-and-learning regress, the author researches the students’ answers on a question concerning a lecture content. Spontaneous utterance, becoming quite a standard way of writing, cannot be considered as a real judgment because it conserves traces of thinking and reflects inadequate skills of text generation. The author finds that the spontaneous writing allows us to explore the asymmetry inherent to any language system. She demonstrates that the “grammar of comprehension” is based on semantics and works due to frames (if an expert tries to understand) or due to random associations (if an ignorant does). The “grammar of text generation” is based on syntax and demands a perfect knowledge of non-predicate words meanings (for the best selection of a word from the synonym variety) as a rich mental vocabulary of predicates and connectors (which aren’t even replicated in the process of a text retelling).