FUNCTIONS AND STRUCTURE OF HEADLINES IN MODERN LITERATURE FOR CHILDREN

Abstract

The purpose of the article is semantic-syntactic analysis of titles of contemporary works for children. The methods of analysis, synthesis, classification and systematization, description are used in the article. As a result, the article analyzes the syntactic features of titles in contemporary works for children, outlines their semantic specifics. The functional dependence of the syntactic verbalization of the title is detected. We come to conclusion that the analyzed text of the headlines can be characterized as unambiguous, with broad representation of the vocabulary for the designation of animals, antonyms “good−bad”, use of precedent vocabulary, emphasized by collocations or simple (two-parts or monosyllabic) sentences, etc. We point out that the lexical-semantic group of temporality is represented by abstract tokens. All of the presented headline management tools are implemented in works with the function of attracting the recipient, so we structurally divide headlines into those that create intrigue during reading and those that do not create intrigue. Semantically, the name of a work may indicate conflict, chronotope, genre specificity of the work, the main characters of the work and their characteristics, etc. In contemporary works for children various means of sound become relevant, in particular alliteration and repetition, which enhances the reader’s impression, serves to reproduce the effect of the echo, the characteristics of the character of the work. A distinctive feature of children’s works is the use of precedents in the sense of “pure” nomination, the expression of toponyms, which are divided into real precedent toponyms and imaginary precedent toponyms. Along with toponyms, anthroponyms are also common. Among them we distinguish real precedent anthroponyms and imaginary precedent anthroponyms. We explain this representativeness by the peculiarities of the hermeneutic circle of the recipient, since the reality in the child’s imagination is closely interwoven with the imaginary world, and the imaginary picture of the world is of greater interest to the child.