|
|
|
|
LEADER |
00000cam a2200000 i 4500 |
001 |
EBSCO_ocn944014403 |
003 |
OCoLC |
005 |
20231017213018.0 |
006 |
m o d |
007 |
cr ||||||||||| |
008 |
160304s2016 ne ob 001 0 eng |
010 |
|
|
|a 2016011050
|
040 |
|
|
|a DLC
|b eng
|e rda
|e pn
|c DLC
|d OCLCF
|d N$T
|d YDXCP
|d EBLCP
|d IDEBK
|d UAB
|d OCLCO
|d OCL
|d OCLCQ
|d U3W
|d SNK
|d DKU
|d AUW
|d INTCL
|d D6H
|d AGLDB
|d OCLCQ
|d VTS
|d OCLCQ
|d G3B
|d S8J
|d S9I
|d STF
|d UKAHL
|d OCLCQ
|d K6U
|d OCLCO
|d OCLCQ
|d OCLCO
|d SFB
|
020 |
|
|
|a 9789027267252
|q (pdf)
|
020 |
|
|
|a 9027267251
|q (pdf)
|
020 |
|
|
|z 9789027234131
|q (hb ;
|q alk. paper)
|
029 |
1 |
|
|a AU@
|b 000057170708
|
029 |
1 |
|
|a AU@
|b 000069666867
|
029 |
1 |
|
|a GBVCP
|b 863383947
|
035 |
|
|
|a (OCoLC)944014403
|
042 |
|
|
|a pcc
|
050 |
0 |
0 |
|a P53
|
072 |
|
7 |
|a LIT
|x 000000
|2 bisacsh
|
082 |
0 |
0 |
|a 807.1
|2 23
|
049 |
|
|
|a UAMI
|
245 |
0 |
0 |
|a Scientific approaches to literature in learning environments /
|c edited by Michael Burke ; Olivia Fialho ; Sonia Zyngier.
|
264 |
|
1 |
|a Amsterdam ;
|a Philadelphia :
|b John Benjamins Pub. Company,
|c [2016]
|
300 |
|
|
|a 1 online resource
|
336 |
|
|
|a text
|b txt
|2 rdacontent
|
337 |
|
|
|a computer
|b c
|2 rdamedia
|
338 |
|
|
|a online resource
|b cr
|2 rdacarrier
|
347 |
|
|
|a data file
|
490 |
0 |
|
|a Linguistic approaches to literature,
|x 1569-3112 ;
|v 24
|
504 |
|
|
|a Includes bibliographical references and index.
|
588 |
0 |
|
|a Print version record and CIP data provided by publisher.
|
505 |
0 |
|
|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.
|
505 |
8 |
|
|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.
|
505 |
8 |
|
|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.
|
505 |
8 |
|
|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.
|
590 |
|
|
|a eBooks on EBSCOhost
|b EBSCO eBook Subscription Academic Collection - Worldwide
|
650 |
|
0 |
|a Language and languages
|x Study and teaching.
|
650 |
|
0 |
|a Literature
|x Study and teaching.
|
650 |
|
0 |
|a Literary style
|x Study and teaching.
|
650 |
|
0 |
|a Interdisciplinary approach to knowledge.
|
650 |
|
6 |
|a Langage et langues
|x Étude et enseignement.
|
650 |
|
6 |
|a Littérature
|x Étude et enseignement.
|
650 |
|
6 |
|a Style littéraire
|x Étude et enseignement.
|
650 |
|
6 |
|a Interdisciplinarité.
|
650 |
|
7 |
|a LITERARY CRITICISM
|x General.
|2 bisacsh
|
650 |
|
7 |
|a Interdisciplinary approach to knowledge
|2 fast
|
650 |
|
7 |
|a Language and languages
|x Study and teaching
|2 fast
|
650 |
|
7 |
|a Literature
|x Study and teaching
|2 fast
|
650 |
|
7 |
|a Literary style
|x Study and teaching
|2 fast
|
655 |
|
4 |
|a Electronic books.
|
700 |
1 |
|
|a Burke, Michael,
|d 1964-
|e editor.
|
700 |
1 |
|
|a Fialho, Olivia,
|e editor.
|
700 |
1 |
|
|a Zyngier, Sonia,
|e editor.
|
776 |
0 |
8 |
|i Print version:
|t Scientific approaches to literature in learning environments.
|d Amsterdam ; Philadelphia : John Benjamins Pub. Company, [2016]
|z 9789027234131
|w (DLC) 2016001358
|
856 |
4 |
0 |
|u https://ebsco.uam.elogim.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1258955
|z Texto completo
|
938 |
|
|
|a Askews and Holts Library Services
|b ASKH
|n AH30463287
|
938 |
|
|
|a EBL - Ebook Library
|b EBLB
|n EBL4570673
|
938 |
|
|
|a EBSCOhost
|b EBSC
|n 1258955
|
938 |
|
|
|a ProQuest MyiLibrary Digital eBook Collection
|b IDEB
|n cis33507598
|
938 |
|
|
|a YBP Library Services
|b YANK
|n 13050995
|
994 |
|
|
|a 92
|b IZTAP
|