Facultatea de Litere / Faculty of Letters
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Item Motivația asimilării limbajului literar de către elevii claselor primare [Articol](Editura USM, 2025) Buzea, MarianaIn the primary education process, student language development occupies a central place, constituting the basis for the formation of communication skills, critical thinking and aesthetic sensitivity. Literary language, through its expressive, symbolic and creative value, contributes significantly to the modeling of the child's personality and its openness to the universe of culture. However, the assimilation of the literary language implies a motivating pedagogical approach, adapted to the age peculiarities and the specific interests of pupils from primary classes. We aim to discuss teaching methods that influence the motivation of students to learn literary language, to highlight the role of the teacher and the chosen texts, as well as to propose effective strategies to stimulate receptivity to the artistic message. Literary language occupies an essential place in the training of primary school students, contributing to the development of artistic sensitivity, critical thinking and capacity for expression. The child at the beginning of his educational path is a curious, creative and receptive being, and contact with literature can positively shape his personality. However, the assimilation of literary language does not occur automatically, but is conditioned by a set of psycho-pedagogical factors, among which motivation occupies a central role. In this article we want to analyze the importance of motivation in the process of receiving and learning literary language in primary classes, to highlight the methods by which the teacher can stimulate this interest and to propose practical directions for an effective approach to the literary text. The article explores the motivational dimension of the process of assimilating literary language among primary school students. The main strategies of motivation that determine the interest of children in the literary text are identified. It examines the role of the teacher in creating a stimulating educational climate, as well as the impact of text selection and interactive methods on student engagement. In conclusion, the article emphasizes the need for student-centered pedagogical practices that transform literary reading into a personal and formative experience.