Scientific approaches to literature in learning environments /:
Gespeichert in:
| Weitere Verfasser: | , , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Amsterdam ; Philadelphia :
John Benjamins Pub. Company,
[2016]
|
| Schriftenreihe: | Linguistic approaches to literature,
24 |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Beschreibung: | 1 online resource |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9789027267252 9027267251 |
| ISSN: | 1569-3112 ; |
Internformat
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| 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] | |
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| 490 | 0 | |a Linguistic approaches to literature, |x 1569-3112 ; |v 24 | |
| 504 | |a Includes bibliographical references and index. | ||
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| 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. | |
| 650 | 0 | |a Language and languages |x Study and teaching. |0 http://id.loc.gov/authorities/subjects/sh85074536 | |
| 650 | 0 | |a Literature |x Study and teaching. |0 http://id.loc.gov/authorities/subjects/sh85077529 | |
| 650 | 0 | |a Literary style |x Study and teaching. | |
| 650 | 0 | |a Interdisciplinary approach to knowledge. |0 http://id.loc.gov/authorities/subjects/sh85067232 | |
| 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 | |
| 700 | 1 | |a Burke, Michael, |d 1964- |e editor. |1 https://id.oclc.org/worldcat/entity/E39PCjxVBvgdqBjhkWbJYDg4mb |0 http://id.loc.gov/authorities/names/nr2001017280 | |
| 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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Datensatz im Suchindex
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| 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 -- 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. |
| ctrlnum | (OCoLC)944014403 |
| dewey-full | 807.1 |
| dewey-hundreds | 800 - Literature (Belles-lettres) and rhetoric |
| dewey-ones | 807 - Education, research, related topics |
| dewey-raw | 807.1 |
| dewey-search | 807.1 |
| dewey-sort | 3807.1 |
| dewey-tens | 800 - Literature (Belles-lettres) and rhetoric |
| discipline | Literaturwissenschaft |
| format | Electronic eBook |
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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.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="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.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="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.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="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.</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Language and languages</subfield><subfield code="x">Study and teaching.</subfield><subfield code="0">http://id.loc.gov/authorities/subjects/sh85074536</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Literature</subfield><subfield code="x">Study and teaching.</subfield><subfield code="0">http://id.loc.gov/authorities/subjects/sh85077529</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Literary style</subfield><subfield code="x">Study and teaching.</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Interdisciplinary approach to knowledge.</subfield><subfield code="0">http://id.loc.gov/authorities/subjects/sh85067232</subfield></datafield><datafield tag="650" ind1=" " ind2="6"><subfield code="a">Langage et langues</subfield><subfield code="x">Étude et enseignement.</subfield></datafield><datafield tag="650" ind1=" " ind2="6"><subfield code="a">Littérature</subfield><subfield code="x">Étude et enseignement.</subfield></datafield><datafield tag="650" ind1=" " ind2="6"><subfield code="a">Style littéraire</subfield><subfield code="x">Étude et enseignement.</subfield></datafield><datafield tag="650" ind1=" " ind2="6"><subfield code="a">Interdisciplinarité.</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">LITERARY CRITICISM</subfield><subfield code="x">General.</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Interdisciplinary approach to knowledge</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Language and languages</subfield><subfield code="x">Study and teaching</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Literature</subfield><subfield code="x">Study and teaching</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Literary style</subfield><subfield code="x">Study and teaching</subfield><subfield code="2">fast</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Burke, Michael,</subfield><subfield code="d">1964-</subfield><subfield code="e">editor.</subfield><subfield code="1">https://id.oclc.org/worldcat/entity/E39PCjxVBvgdqBjhkWbJYDg4mb</subfield><subfield code="0">http://id.loc.gov/authorities/names/nr2001017280</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Fialho, Olivia,</subfield><subfield code="e">editor.</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Zyngier, Sonia,</subfield><subfield code="e">editor.</subfield></datafield><datafield tag="776" ind1="0" ind2="8"><subfield code="i">Print version:</subfield><subfield code="t">Scientific approaches to literature in learning environments.</subfield><subfield code="d">Amsterdam ; Philadelphia : John Benjamins Pub. 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| id | ZDB-4-EBA-ocn944014403 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-27T13:27:04Z |
| institution | BVB |
| isbn | 9789027267252 9027267251 |
| issn | 1569-3112 ; |
| language | English |
| lccn | 2016011050 |
| oclc_num | 944014403 |
| open_access_boolean | |
| owner | MAIN DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource |
| psigel | ZDB-4-EBA |
| publishDate | 2016 |
| publishDateSearch | 2016 |
| publishDateSort | 2016 |
| publisher | John Benjamins Pub. Company, |
| record_format | marc |
| series2 | Linguistic approaches to literature, |
| spelling | Scientific approaches to literature in learning environments / edited by Michael Burke ; Olivia Fialho ; Sonia Zyngier. Amsterdam ; Philadelphia : John Benjamins Pub. Company, [2016] 1 online resource text txt rdacontent computer c rdamedia online resource cr rdacarrier data file Linguistic approaches to literature, 1569-3112 ; 24 Includes bibliographical references and index. Print version record and CIP data provided by publisher. 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. Language and languages Study and teaching. http://id.loc.gov/authorities/subjects/sh85074536 Literature Study and teaching. http://id.loc.gov/authorities/subjects/sh85077529 Literary style Study and teaching. Interdisciplinary approach to knowledge. http://id.loc.gov/authorities/subjects/sh85067232 Langage et langues Étude et enseignement. Littérature Étude et enseignement. Style littéraire Étude et enseignement. Interdisciplinarité. LITERARY CRITICISM General. bisacsh Interdisciplinary approach to knowledge fast Language and languages Study and teaching fast Literature Study and teaching fast Literary style Study and teaching fast Burke, Michael, 1964- editor. https://id.oclc.org/worldcat/entity/E39PCjxVBvgdqBjhkWbJYDg4mb http://id.loc.gov/authorities/names/nr2001017280 Fialho, Olivia, editor. Zyngier, Sonia, editor. Print version: Scientific approaches to literature in learning environments. Amsterdam ; Philadelphia : John Benjamins Pub. Company, [2016] 9789027234131 (DLC) 2016001358 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1258955 Volltext |
| spellingShingle | Scientific approaches to literature in learning environments / 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. Language and languages Study and teaching. http://id.loc.gov/authorities/subjects/sh85074536 Literature Study and teaching. http://id.loc.gov/authorities/subjects/sh85077529 Literary style Study and teaching. Interdisciplinary approach to knowledge. http://id.loc.gov/authorities/subjects/sh85067232 Langage et langues Étude et enseignement. Littérature Étude et enseignement. Style littéraire Étude et enseignement. Interdisciplinarité. LITERARY CRITICISM General. bisacsh Interdisciplinary approach to knowledge fast Language and languages Study and teaching fast Literature Study and teaching fast Literary style Study and teaching fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85074536 http://id.loc.gov/authorities/subjects/sh85077529 http://id.loc.gov/authorities/subjects/sh85067232 |
| title | Scientific approaches to literature in learning environments / |
| title_auth | Scientific approaches to literature in learning environments / |
| title_exact_search | Scientific approaches to literature in learning environments / |
| title_full | Scientific approaches to literature in learning environments / edited by Michael Burke ; Olivia Fialho ; Sonia Zyngier. |
| title_fullStr | Scientific approaches to literature in learning environments / edited by Michael Burke ; Olivia Fialho ; Sonia Zyngier. |
| title_full_unstemmed | Scientific approaches to literature in learning environments / edited by Michael Burke ; Olivia Fialho ; Sonia Zyngier. |
| title_short | Scientific approaches to literature in learning environments / |
| title_sort | scientific approaches to literature in learning environments |
| topic | Language and languages Study and teaching. http://id.loc.gov/authorities/subjects/sh85074536 Literature Study and teaching. http://id.loc.gov/authorities/subjects/sh85077529 Literary style Study and teaching. Interdisciplinary approach to knowledge. http://id.loc.gov/authorities/subjects/sh85067232 Langage et langues Étude et enseignement. Littérature Étude et enseignement. Style littéraire Étude et enseignement. Interdisciplinarité. LITERARY CRITICISM General. bisacsh Interdisciplinary approach to knowledge fast Language and languages Study and teaching fast Literature Study and teaching fast Literary style Study and teaching fast |
| topic_facet | 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 |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1258955 |
| work_keys_str_mv | AT burkemichael scientificapproachestoliteratureinlearningenvironments AT fialhoolivia scientificapproachestoliteratureinlearningenvironments AT zyngiersonia scientificapproachestoliteratureinlearningenvironments |