Literature lessons develop the interpretation of literary texts, before which students must familiarize the texts beforehand. They become acquainted with listening to the spoken interpretation of the literary work performed by the teacher himself or with the help of an audio recording. Teacher's verbal interpretation must be experienced correctly, so it must be prepared in advance. Students are also able to learn interpretive reading, as literary reading in general is an ability that can be developed by anyone. In developing experiential reading, the teacher plays an important role because he presents a literary work with spoken interpretation and shapes the activities in which the students will be able to reproduce and develop their own spoken interpretation of a literary work.
In my master’s thesis, I focused on students’ interpretive reading and tried to determine whether students are capable of interpretive reading and whether this activity is possible to improve. In the empirical part of my master's thesis, I found out with a questionnaire students' attitudes towards teaching literature and reading literary texts before and after guided tours activities. After guided activities, the attitude towards teaching literature and reading literary texts improved. Pupils developed and improved interpretive reading through guided activities of the literary texts. The reading took into account the elements of speech: register, volume, tempo, intonation, pause, emphasis; which they used sensibly according to content.
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