Introduction to foregrounding: a state of the art

Peer, Willie van

doi:10.1177/0963947007075978

Cited by 66 publications

(9 citation statements)

References 5 publications

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“…Few have done as much as Willie van Peer to maintain the heart, and at the same time to apply the mind to the study of literature. In his research on point of view and sympathy (van Peer & Maat 1996) and on foregrounding (van Peer 1986(van Peer , 2007, he has shown how we can deepen our understanding of central aspects of literariness -the heart of literature -and offer evidence in the place of opinion.…”

Section: Introductionmentioning

confidence: 99%

Effects of reading on knowledge, social abilities, and selfhood: Theory and empirical studies

Mar¹,

Djikic²,

Oatley³

2008

Linguistic Approaches to Literature

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Reading exhibits a principle of expertise: the more one does it the more skilled one is likely to become both in the activity and in content knowledge. Our experiences with text lead to the acquisition of both vocabulary and general knowledge. Research from our group examines how reading can have other outcomes. With a starting point of fiction as an entryway into simulations of social interactions, we review empirical studies of how the reading of fiction can improve empathy and other social abilities, and prompt changes in personality.

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Section: Introductionmentioning

confidence: 99%

Effects of reading on knowledge, social abilities, and selfhood: Theory and empirical studies

Mar¹,

Djikic²,

Oatley³

2008

Linguistic Approaches to Literature

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“…At the empirical level, previous findings from various studies also confirm the potentials of literature in English language classes and they indicate that the use of literature in language teaching enriches the learners' linguistic awareness and rhetorical structure of literary discourse (Nachmanovitch, 1990;Zyngier, 2006;Spiro, 2007;Van Peer, 2007). Related to these empirical evidences are the studies of Muthusamy, Mohamad, Ghazali, and Subrayan (2010) on how literature helps in developing the imagination of second language learners, Cheung, Tse and Tsang (2003) on the relationship between creativity and creative writing skills; and Coles (2015) on the potentials of literature in stimulating the creative imagination of students.…”

Section: The Research Problem and Its Rationalementioning

confidence: 68%

Effects of Integrating Literary Texts in Enhancing the Quality of Academic Writing of University Students in Bahrain

Fakhroo¹,

Bulaila²

2020

IJEL

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The research explored the effects of integrating literary texts on the writing performance of selected university students. It also documented the attitudes of the university students on the integration of literary texts in their regular writing course and their perceptions on the difficulties they encounter in the writing process. These research objectives were rationalized by the need to address the writing difficulties by applying theoretical assumptions and addressing the empirical gaps of previous studies on the effectiveness of literature as a rich resource in developing language competence. The research participants were composed of first year business students who were enrolled in an ESP course in one of the universities in Bahrain. Each group was composed of 35 students with an equal distribution of male and female participants. A mixed method approach was used to address the core research questions with the primary application of an experimental design. The results revealed that literary text integration is effective in improving the academic writing performance of the university student-participants as indicated by the statistical test, wherein the experimental group (m = 3.35) had a higher level of improvement than the control group (m = 2.93) in terms of their overall writing performance after the intervention. The student-respondents had a positive attitude towards the integration of literary text in their regular writing course. Writing difficulties included the process of writing the introduction, body, conclusions of their academic writing tasks, use of relevant vocabulary communicative achievement, organization, and language use. It was recommended that language teachers should incorporate literary texts that are related to the writing lessons. Educational administrators and leaders may revisit the curriculum and use the empirical results in developing a more relevant language curriculum especially in the area of writing instruction where literary texts could be integrated.

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“…O foregrounding diz respeito à deteção (explícita e implícita) da variedade de recursos estilísticos característicos do conjunto de códigos que, orgânica e unitariamente considerados, imprimem ao texto poético um caráter único (Grimes, 2000;Levinson, 2004;Perfect, 1999;Pierce, 2003;Strickland & Strickland, 1997;Van Peer, 2007). Entre esses recursos estilísticos, contam-se: o código fónico-rítmico, referente a padrões de som e entoação com a intenção de levar a escutar de um modo particular; o código métrico que organiza, de maneira peculiar, a forma do texto; o código estilístico que condensa comparações, metáforas, imagens e significados, envolvendo o entendimento, a fruição estética e apelando em simultâneo para o universo da emoção, dos sentimentos e da criatividade; o código técnico-compositivo que organiza e articula as macroestruturas formais e o conteúdo; e o código semântico-pragmático que, não sendo específico do texto poético, lhe imprime uma especial conotação plurissignificativa ou, no dizer de Graham, "uma representação multinivelada" (1997, p. 187).…”

Section: As Características Distintivas Do Texto Poético: a Literarieunclassified

Educação Poética: Um Programa para o 1.º Ciclo do Ensino Básico

Ribeiro

Festas

2018

RPP

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Admitindo que o valor educativo da poesia decorre da resposta que as características específicas deste texto desencadeiam nos leitores – a literariedade –, defende-se uma abordagem pedagógica que incida na promoção dos três níveis dessa resposta: foregrounding, desfamiliarização e transformação de conceitos e sentimentos. Assim, foi elaborado um programa com o objetivo de promover esta resposta. Através de um design quase-experimental, foramcriadas três condições, em que participaram 9 professores e 158 alunos do 4.º ano de escolaridade. Os resultados apontam para a superioridade do grupo que participou no programa, relativamente à transformação de conceitos e sentimentos. Os alunos que leram os textos mas que não seguiram o programa não apresentaram qualquer melhoria relativamente a um grupo a quem apenas foi recomendado que respeitasse as orientações curriculares, o que indicia que a mera exposição à poesia não é suficiente para desencadear a resposta adequada.

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Introduction to foregrounding: a state of the art

Cited by 66 publications

References 5 publications

Effects of reading on knowledge, social abilities, and selfhood: Theory and empirical studies

Effects of reading on knowledge, social abilities, and selfhood: Theory and empirical studies

Effects of Integrating Literary Texts in Enhancing the Quality of Academic Writing of University Students in Bahrain

Educação Poética: Um Programa para o 1.º Ciclo do Ensino Básico

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