Verfügbarkeit: Teaching contemporary English Literature

Teaching contemporary English Literature: a task-based approach

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Bibliographische Detailangaben
1. Verfasser:	Osterwalder, Hans (VerfasserIn)
Format:	Buch
Sprache:	German
Veröffentlicht:	Göttingen V&R unipress [2017]
Schlagworte:	Englischunterricht Interpretation Englisch Unterrichtsmethode Literatur Aufgabensammlung Beispielsammlung
Online-Zugang:	Inhaltsverzeichnis
Beschreibung:	170 Seiten 23.2 cm x 15.5 cm
ISBN:	9783847105763 3847105760

Internformat

MARC


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Datensatz im Suchindex

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adam_text	CONTENTS P RE FA C E ...................................................................................................... 9 PART I: ASSESSING LITERARY COMPETENCES . .................................................... 13 1.1 COMPETENCES AND TASKS ................................................................ 13 1.2 MODELLING LITERARY COMPETENCES..................................................... 14 1.3 ROMAN JAKOBSONS CONTRIBUTION TO DEFINING LITERARY COMPETENCES. 15 1.4 READING SEAMUS HEANE/S DIGGING: AN ILLUSTRATION OF THE DIFFERENT LINGUISTIC FUNCTIONS........................................................... 17 1.5 DESCRIPTORS FOR LITERARY COMPETENCES: THE CEFR, THE CONFERENCE OF GERMAN EDUCATION MINISTERS (KMK) EDUCATIONAL STANDARDS AND THEIR AUSTRIAN C O U N TE RP A RT..................................................... 21 1.6 SETTING UP AN ASSESSMENT GRID FOR LITERARY COMPETENCES............... 25 1.7 A COMPREHENSIVE ASSESSMENT GRID FOR READING ............................. 28 1.8 EXACTLY WHAT IS A TA S K ? ................................................................... 31 1.9 WHAT IS THE MOST SUITABLE CRITICAL APPROACH TO LITERATURE FOR THE EFL CLASSROOM?............................................................................... 35 1.10 MAKING USE OF COMICS FIGURES TO ROUSE STUDENTS* INTEREST: A TASK-BASED APPROACH TO SIMON ARMITAGES POEM KID* ............ 38 PART II: H Y B RID ITY ..................................................................................... 47 II. 1 HYBRIDITY: THE MOST TOPICAL MANIFESTATION OF SEIF AND OTHER . . . 47 11.2 A FIRST TASTE OF HYBRIDITY: CAROL ANNE DUFFYS COMPREHENSIVE* . 51 11.3 IMMIGRANTS AS VICTIMS: HANIF KUREISHIS WERE NOT JEWS .... 55 11.4 THE NAMESAKE ............................................................................... 62 11.4.1 TWO FACES OF HYBRIDITY: REJECTING OR ACCEPTING THE HOST CULTURE.................................................................................. 63 11.4.2 THE CHILDRENS ACCULTURATION IN THE U S .............................. 66 11.4.3 GOGOLS TRANSITION BACK TO BENGALI C U LTU R E ....................... 68 11.4.4 THE FLIPSIDE OF SECOND-GENERATION INDIAN WOMENS EMANCIPATION: M OUSHUM I.................................................. 69 11.4.5 ASHIMAS EM ANCIPATION.................................................... 70 11.4.6 NIKOLAI GOGOL, NAMES, IDENTITY AND THE TITLE OF THE NOVEL . 71 11.4.7 AN ASSESSMENT TASK TO ELICIT THE LITERARY COMPETENCES ACQUIRED BY THE STUDENTS.................................................... 72 11.5 RADICALISED YOUNG MUSLIM MEN: KUREISHIS MY SON THE FANATIC* . 73 11.6 JHUMPA LAHIRIS SHORT STORY WHEN MR. PIRZADA GAME TO DINE* . 78 11.7 BHARATI MUKHERJEES ORBITING* .................................................... 82 11.8 SEIF AND OTHER ON HOME GROUND: MARK HADDONS THE CURIOUS INCIDENT OFTHE DOG IN THE NIGHT-TIME ............................................ 86 11.9 THE GENERATION GAP: ANOTHER MANIFESTATION OF SEIF AND OTHER . . . 94 11.10 TONY HARRISONS THEM & [UZ]: OTHER AND SEIF IN THE DASS SYSTEM.............................................................................................. 101 II. 10.1 TEACHING THE FIRST PART OF THEM &[UZ]: THE NICELY SPOKEN TEACHER S SUPPRESSION OF THE YOUNG WORKING-DASS L A D ........................................................................................ 105 II. 10.2 TEACHING THE SECOND PART OF THEM&[UZ]: T.W.S REBELLION ............................................................................ 108 II. 10.3 DIGLOSSIA: A LOWER AND A HIGHER VARIETY OF THE SAME LANGUAGE USED IN A LANGUAGE COM M UNITY .......................... 110 II. 10.4 ASSESSMENT TA S K S ............................................................. 113 II. 11 THEM & [UZ] WITHIN THE FAMILY: TONY HARRISONS BOOKENDS* . . 114 PART III: G E N D E R ........................................................................................ 119 III. 1 GENDER IN LANGUAGE ........................................................................ 119 111.2 YOURE BEAUTIFUL... VM UGLY: FEMALE AND MALE STEREOTYPES Q U E S TIO N E D ............................................ 121 111.3 THE MALE VERSUS THE FEMALE VIEW OF LOVE: A MEDLEY OF POEMS BY MALE AND FEMALE P O E TS .................................................................... 127 III. 3.1 GUESSING THE AUTHORS GE N D E R ......................................... 127 111.3.2 A MALE AND FEMALE VIEW OF LOVE JUXTAPOSED: PHILIP LARKINS HIGH WINDOW* AND CAROL ANNE DUFFYS RAPTURE* ............................................................................ 131 111.3.3 HARKING BACK TO THE SEXUAL REVOLUTION: PHILIP LARKINS ANNUS MIRABILIS* .............................................................. 137 111.3.4 LOVE: TWO POEMS WITH THE SAME TITLE BY DUFFY AND L ARKIN...................................................................... 139 111.3.5 A DUFFY POEM REPRESENTING THE DARK SIDE OF LOVE: ROW . 144 111.4 CARYL CHURCHILL*S TOP G IRLS.............................................................. 148 111.4.1 AN ASSESSMENT OF THE FIVE CHARACTERS IN TERMS OF EMANCIPATION....................................................................... 149 111.4.2 CREATIVE WRITING TASKS TO EXPLORE THE CHARACTERS ................ 151 III.4.3 C ONCLUSION........................................................................ 156 PART IV: A PPENDIX..................................................................................... 157 IV. 1 APPENDIX 1 .................................................................................. 157 IV.2 APPENDIX 2 ..................................................................................... 162 R EFERENCES................................................................................................. 167
any_adam_object	1
author	Osterwalder, Hans
author_GND	(DE-588)1089409605
author_facet	Osterwalder, Hans
author_role	aut
author_sort	Osterwalder, Hans
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discipline	Sprachwissenschaft Anglistik / Amerikanistik
format	Book
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spellingShingle	Osterwalder, Hans Teaching contemporary English Literature a task-based approach Englischunterricht (DE-588)4014801-4 gnd Interpretation (DE-588)4072905-9 gnd Englisch (DE-588)4014777-0 gnd Unterrichtsmethode (DE-588)4078637-7 gnd Literatur (DE-588)4035964-5 gnd
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title	Teaching contemporary English Literature a task-based approach
title_auth	Teaching contemporary English Literature a task-based approach
title_exact_search	Teaching contemporary English Literature a task-based approach
title_full	Teaching contemporary English Literature a task-based approach Hans Osterwalder
title_fullStr	Teaching contemporary English Literature a task-based approach Hans Osterwalder
title_full_unstemmed	Teaching contemporary English Literature a task-based approach Hans Osterwalder
title_short	Teaching contemporary English Literature
title_sort	teaching contemporary english literature a task based approach
title_sub	a task-based approach
topic	Englischunterricht (DE-588)4014801-4 gnd Interpretation (DE-588)4072905-9 gnd Englisch (DE-588)4014777-0 gnd Unterrichtsmethode (DE-588)4078637-7 gnd Literatur (DE-588)4035964-5 gnd
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