Scientific approaches to literature in learning environments / edited by Michael Burke, University College Roosevelt, Utrecht University, Olivia Fialho, Utrecht University, Sonia Zyngier, Federal University of Rio de Janeiro ; contributors, P. Matthijs Bai [and twenty two others].

Format:

Book

Contributor:

Burke, Michael, 1964- editor.

Fialho, Olivia, editor.

Zyngier, Sonia, editor.

Bai, P. Matthijs, contributor.

Series:

Linguistic approaches to literature ; Volume 24.

Linguistic Approaches to Literature (LAL), 1569-3112 ; Volume 24

Language:

English

Subjects (All):

Language and languages--Study and teaching.

Language and languages.

Literature--Study and teaching.

Literature.

Literary style--Study and teaching.

Literary style.

Interdisciplinary approach to knowledge.

Physical Description:

1 online resource (331 p.)

Edition:

1st ed.

Place of Publication:

Amsterdam, [Netherlands] ; Philadelphia, [Pennsylvania] : John Benjamins Publishing Company, 2016.

Language Note:

English

Summary:

Scientific Approaches to Literature in Learning Environments is not just about what takes place in literary classrooms. Settings do have a strong influence on student learning both directly and indirectly. These spaces may include the home, the workplace, science centers, libraries, that is, contexts that entail diverse social, physical, psychological, and pedagogical variables that facilitate learning, for example, by grouping desks in specific ways, utilizing audio, visual, and digital technologies. Scientific Approaches to Literature in Learning Environments puts together a series of empirical research studies on the different locations of teaching and learning. These studies represent literary learning environment throughout the world, including Brazil, the USA, China, Canada, Japan and several European countries such as the Netherlands, Ukraine, the UK and Malta. The studies reported describe quantitative and/or qualitative research and cover pre-primary, primary, high school, college, university, and lifelong learning environments. They refresh the enigmatic ambience that often surrounds the teaching and learning that goes on in literary studies and offer transparent, useful and replicable research and practice. Students and teachers alike are encouraged to take them and own them.

Contents:

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

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

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

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

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

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

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

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

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

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

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

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

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

Index.

Notes:

Description based upon print version of record.

Includes bibliographical references at the end of each chapters and index.

Description based on print version record.