METODOLOŠKE IMPLIKACIJE ANALIZE POTENCIJALA KOLOKACIJE I KONKORDANCE REČI U TIPIČNOM UDžBENIČKOM DISKURSU

Abstract

In this paper, we deal with the analysis of textbook discourse and observe the potential of collocation and concordance of content and functional words. This analysis, on the one hand, shows how textbooks from different subjects differ from each other, and on the other hand, questions arise as to how much these are indicators of the content, school subjects, and the author’s solutions when writing the textbooks. The subsystem seen in typical segments of definitional/paradefinitional language in textbook discourse represents a special kind of functional scientific style/register. Given that the analyzed corpus includes textbooks of lower grades of elementary school, it is observed that, within such a limited subsystem of textbook discourse, there are different degrees of complexity of the material that must be conveyed for students from the first to the fourth grade of elementary school. We conclude that more detailed analyses of the collocation patterns of the dominant lexemes must be performed if the functional style/register is to be correctly described concerning the specific features of the authentic textual source.