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|a Scientific approaches to literature in learning environments /
|c edited by Michael Burke ; Olivia Fialho ; Sonia Zyngier.
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|a Amsterdam ;
|a Philadelphia :
|b John Benjamins Pub. Company,
|c [2016]
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|a Linguistic approaches to literature,
|x 1569-3112 ;
|v 24
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| 504 |
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|a Includes bibliographical references and index.
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|a Print version record and CIP data provided by publisher.
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|a Intro -- Scientific Approaches to Literature in Learning Environments -- Editorial page -- Title page -- LCC data -- Table of contents -- Foreword -- Acknowledgements -- Contributors -- 1. Empirical approaches to the study of literature in learning environments -- 1.0 Introduction -- 1.1 Literary education in classroom settings -- 1.2 Literature education in creative writing settings -- 1.3 Pedagogical stylistics in the classroom -- 1.4 Literature education in online environments -- 1.5 Reading as a shared experience: Book clubs, reading groups and literature in the workplace -- 1.6 This volume: An overview -- References -- 2. Learning from literature -- 2.0 Introduction -- 2.1 Available evidence -- 2.1.1 Understanding others -- 2.1.2 Knowing thyself -- 2.1.3 Challenges for research -- 2.1.4 Literariness, narrativity, fictionality -- 2.2 Examples of research -- 2.2.1 Exploring ways into aesthetic experiences -- 2.2.2 Testing instructional interventions -- 2.2.3 Style and emotional responses -- 2.2.4 Effects of narrative experiences in the workplace -- 2.3 Conclusion -- Acknowledgements -- References -- 3. Authorizing the reader in the classroom -- 3.0 Introduction to the Project Approach -- 3.1 Raising consciousness -- 3.2 Projects: The first phase -- 3.3 Autonomy and collaboration in projects -- 3.4 The project -- 3.5 Managing a project -- 3.6 Project reports in Romantic studies -- 3.6.1 The Ozymandias project -- 3.6.2 The Mont Blanc Project -- 3.7 Conclusion -- References -- 4. Transforming readings -- 4.0 Introduction -- 4.1 Community of practice and book groups -- 4.2 Interpretative arc -- 4.3 Analysis -- 4.4 Interpretative arc and learning -- 4.5 Conclusion and future research -- References -- 5. Enhancing responses to literary texts with L2 learners -- 5.0 Introduction -- 5.1 The SASW Model -- 5.2 The Empirical Study.
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|a 5.2.1 Background to the LRP study -- 5.2.2 Literariness and foregrounding and the literature classroom -- 5.2.3 The learner-reader -- 5.3 Method -- 5.3.1 Participants -- 5.3.2 Materials -- 5.3.3 Developing a pedagogical framework -- background to the SASW model -- 5.3.4 The pedagogical framework -- 5.4 Data analysis -- 5.5 Results -- 5.5.1 Processes and responses emergent from activities generated by the pedagogical framework -- 5.5.1.1 Intra-processes -- 5.5.1.1.1 Interaction/Immersion -- 5.5.1.1.2 Affect -- 5.5.1.1.3 Evaluation -- 5.5.1.1.4 Creativity -- 5.5.1.2 Inter-processes -- 5.6 Conclusion -- References -- Appendix 1 -- 6. Empirical stylistics in a EFL teaching context -- 6.0 Introduction: Technology in EFL context -- 6.1 Empirical stylistics in EFL contexts -- 6.2 Case description -- 6.2.1 Design -- 6.2.2 Method -- 6.2.2.1 Participants -- 6.2.2.2 Materials -- 6.2.2.3 The questionnaire -- 6.2.3 Data analysis -- 6.2.4 Results -- 6.3 Outcomes and current challenges -- References -- Appendix. Questionnaire sample. Group 1 -- Responding to a Text -- 7. Literary themes across cultures -- 7.0 Introduction -- 7.1. Literary themes -- 7.1.1 Theme in Journey -- 7.1.2 Theme in Alice -- 7.2 Experiment -- 7.3 EXP Pedagogical Practice -- 7.3.1 Unit 1: Introduction -- 7.3.2 Unit 2: Self-identity -- 7.3.3 Unit 3: Time and space -- 7.3.4 Unit 4: Language Games -- 7.3.5 Unit 5: Hierarchical World -- 7.4 Data collection and analysis -- 7.4.1 Questionnaires -- 7.4.2. Journals -- 7.4.3 Interviews -- 7.5 Discussion -- 7.6 Concluding remarks -- References -- Appendix A: Questionnaires -- Appendix B: Interview Questions -- 8. Of learning and poetics -- 8.0 Introduction -- 8.1 Background -- 8.2 Method -- 8.2.1 Participants -- 8.2.2 Materials -- 8.2.3 Procedure -- 8.2.3.1 Data collection procedure -- 8.2.3.2 Data categorization procedure -- 8.3 Results.
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|a 8.3.1 Application of strategies acquired through reading expository texts -- 8.3.2 Examination of repetitive expressions -- 8.3.3 Reference to semantic intuition and explicit knowledge of English -- 8.4 Discussion -- 8.5 Pedagogical implications -- 8.6 Conclusion -- References -- 9. Literature and the role of background knowledge for EFL learners -- 9.0 Introduction -- 9.1 Obstacles facing EFL readers of literature and the role of background knowledge -- 9.2 Case Study: Teaching English translations of Japanese poems to Japanese EFL students -- 9.2.1 Teaching materials -- 9.2.2 Haiku -- 9.2.3 "River Scenery" -- 9.2.4 The course and its students -- 9.2.5 Goals -- 9.2.6 Teaching method: Pedagogical stylistic approach -- 9.2.7 Teaching plan -- 9.2.7.1 Warm up (10 minutes) -- 9.2.7.2 Haiku (20 minutes) -- 9.2.7.3 Poem (50 minutes) -- 9.2.7.4 Creative writing (10 minutes + homework) -- 9.3 Analysis of students' responses -- 9.3.1 Analysis of student answers and feedback: Haiku -- 9.3.2 Analysis of students' answers and feedback: River Scenery" -- 9.3.3 Creative Writing -- 9.3.4 Learning English phonetics -- 9.3.5 Learning creativity through translation -- 9.3.6 Self-expression and creativity -- 9.3.7 Summary: The role of background knowledge -- 9.4 Conclusion -- References -- 10. Effects of creative writing on adolescent students' literary response -- 10.0 Introduction -- 10.1 Effects of (creative) writing on literary response -- 10.1.1 Length of the written text -- 10.1.2 Genre of the written text -- 10.1.3 Moment of writing -- 10.2 Research question -- 10.3 Method -- 10.3.1 Participants -- 10.3.2 Stories -- 10.3.3 Creative writing tasks -- 10.3.4 Procedure -- 10.4 Data analysis -- 10.5 Results -- 10.5.1 Reading processes -- 10.5.2 Story appreciation -- 10.5.3 Relation between reading activities and story appreciation.
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|a 10.5.4 Correctness of story predictions -- 10.6 Discussion -- 10.6.1 Limitations -- References -- APPENDIX -- The Three Friends -- 11. ESL students' perceptions of creative and academic writing -- 11.0 Introduction -- 11.1 Literature review -- 11.2 Methodology -- 11.2.1 Overall design -- 11.2.2 Participants -- 11.2.3 Data analysis -- 11.3 Results -- 11.4 Discussion -- References -- 12. Empirical stylistics as a learning and research tool in the study of narrative viewpoint -- 12.0 Introduction -- 12.1 Reader responses to perspective -- 12.2 Experiment design -- 12.3 Results -- 12.4 Discussion -- 12.5 Pedagogical implications -- References -- 13. Point and CLiC -- 13.0 Introduction -- 13.1 Corpus linguistics and the study of literature -- 13.2 Studying fictional characters -- 13.3 Building blocks of fictional worlds -- 13.4 Oliver Twist -- A classroom example -- 13.5 Conclusions -- References -- 14. Literary awareness in a high-school EFL learning environment -- 14.0 Introduction -- 14.1 Theoretical framework -- 14.2 Literary awareness workshops -- 14.3 Methodological procedures -- 14.4 Context and participants -- 14.5 Unit design -- 14.6 Students' evaluation of the unit -- 14.7 Conclusion -- References -- Index.
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|d Amsterdam ; Philadelphia : John Benjamins Pub. Company, [2016]
|z 9789027234131
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