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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 
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035 |a (OCoLC)944014403 
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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 
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