Abstract:

We are currently facing a decline in the interest in reading books among children and adolescents. Experts, teachers and parents are looking for the reasons of this phenomena. A significant emphasis is put on the promotion of reading to children at an early age within the family environment, and on the intensive promotion of reading classical and modern literature in the primary and secondary schools. However, it seems that the aforementioned activities are not sufficiently motivating for building the lifelong reading among the younger generation. Therefore, the researchers, in cooperation with teachers, are now looking for practical approaches that would lead to the formation of positive reading habits. They test them, too. They have to consider the changes in society that have occurred in recent decades and reflect the interests of new generation of readers. The following paper will therefore focus on the importance of emotions and emotionality in the reception of literary works. The paper will present methodological approaches to work with the artistic text reflecting the cognitive-communicative approach to education in the contemporary literary didactics. The didactic potential of the text and the possibilities of its use in the literature classes at primary schools will be exemplified in the chosen literary text.

Keywords:

Didactics, emotion, emotionality, literary text, reading.