Scientific approaches to literature in learning environments /

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Detalles Bibliográficos
Clasificación:Libro Electrónico
Otros Autores: Burke, Michael, 1964- (Editor ), Fialho, Olivia (Editor ), Zyngier, Sonia (Editor )
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Amsterdam ; Philadelphia : John Benjamins Pub. Company, [2016]
Colección:Linguistic approaches to literature, 24
Temas:
Language and languages > Study and teaching.
Literature > Study and teaching.
Literary style > Study and teaching.
Interdisciplinary approach to knowledge.
Langage et langues > Étude et enseignement.
Littérature > Étude et enseignement.
Style littéraire > Étude et enseignement.
Interdisciplinarité.
LITERARY CRITICISM > General.
Interdisciplinary approach to knowledge
Language and languages > Study and teaching
Literature > Study and teaching
Literary style > Study and teaching
Acceso en línea:Texto completo
Tabla de Contenidos:
  • 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.
  • 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.
  • 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.
  • 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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