Interpretation of an artistic text is a central method of teaching literature. Slovenian public schools use a communication model of teaching, which consists of phases of school interpre-tations. The first of them is the introductory motivation, the purpose of which is to prepare students for literary experience and direct their scattered energy and attention. Introductory motivation can achieve its purpose only if the teacher implements it well and thus prepares for it properly. Preparation for the introductory motivation gives teachers a lot of freedom and room for creativity, therefore, we can choose our own type of introductory motivation for each literary work. The quality of the preparation for the introductory motivation does not only depend on the knowledge that the teachers have about the topic, but also on their attitude towards this learning phase. For this purpose, we studied teachers' attitudes towards introduc-tory motivation in literature lessons in the master's thesis. In the empirical part, the results we obtained with the help of a survey questionnaire are presented. They are a model represented by classroom teachers of Slovenian elementary schools who actively taught in the school year 2021/22. 106 classroom teachers completed the online questionnaire. Based on the obtained results, we found that the class teachers are, on average, well aware of the consequences form lack of learning motivation, as there was an average agreement with the statements that talk about the consequences of lack of learning motivation, rounded to the answer I don't even agree and I agree twice per answer. Classroom teachers on average know the role and purpose of introductory motivation very well, but still, less than a fifth claim they don't always exercise introductory motivation in their lessons, or at least very often. For the vast majority of teachers, the reason for non-implementation is not the opinion that they do not find the introductory motivation necessary, but that they do not have enough time to cover the goals of the curricu-lum in the lesson, so they don't have enough time for an in-depth preparation for the class or they are running out of ideas. Most teachers aim to prepare for the introductory motivation up to 5 or from 5 to 10% of complete preparation for the literature lesson and the introductory motivation during the lesson is performed for the first 5 or 10 minutes. With the help of the research results, we found that the linguistic type of introductory motivation is used more often than the non-linguistic. Experiential, representational, and verbal introductory motivation types are most often implemented. We checked the differences between groups with a different frequency of implementation of each type of introductory motivation by completing the t-test for independent samples. We found that within the linguistic type of introductory motivation, the experiential, verbal, and representational introductory motivation is on average most often implemented, the rarest are story and intertextual types of introductory motivation, although in the group with working experience of 36 to 42 years it stands out in those types of introductory motivation. Of the non-linguistic introductory motivation type, the most frequently represented is the one, which includes movement games, with the exception of the group with the highest years of working experience, where the most commonly performed introductory motivation is the one involving art creation. On average the group with the highest years of working experi-ence uses a non-linguistic introduction more often than the other types of introductory motiva-tion. We have prepared recommendations for the preparation and implementation of introduc-tory motivation in literature lessons.
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