Literary competence: the EFL reader and the role of the teacher

Isenberg, Nancy

doi:10.1093/elt/44.3.181

Cited by 10 publications

(5 citation statements)

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“…When students engage in literary studies it is assumed that they are equipped not only with adequate literacy or reading skills, but also with the ability to interpret and comprehend what is read. Support for this tenet is provided by Isenberg (1990) and Torell (2001) who confirm that literary competence cannot be reduced to internalised literary conventions and that literary competence includes more than a form of information processing or cognitive ability -hinting at comprehension being an integrated, holistic process, as suggested by Harmer (2001), Grabe (1999) and others.…”

Section: Introductionmentioning

confidence: 84%

Constraints experienced by EFL literature students: A case study from an Algerian university

Bouazid¹,

Roux²

2011

Per Ling.

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Section: Introductionmentioning

confidence: 84%

Constraints experienced by EFL literature students: A case study from an Algerian university

Bouazid¹,

Roux²

2011

Per Ling.

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“…For a truly successful and aesthetic reading of a literary text, the student must enter into a 'dialogic' interaction with it (Farida, 2003). The reading must be "approached not efferently" (McKay, 1987, p. 198) but through acts of cultural and literary awareness along with linguistic competence (Roger, 1983;Isenberg, 1990). Hence, to write for English literature one has to first read, then decipher the "density of meaning" (Collie & Slater, 1987, p. 5), use her/his cognition and affect to engage with the text and then finally respond fulfilling the conventions of academic writing.…”

Section: Writing For English Literaturementioning

confidence: 99%

A Textual Analysis of Literature Essays Written by First Year English Department Students of Dhaka University

Farida

2023

Sp.J of Dep. of Eng.

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This study attempts to examine novice students’ writing of essays for English literature, a disciplinary context they have been inadequately exposed to. In order to do that, analysis of English literature essays written by First Year students using Swalesian Move strategy were done to see what structural patterns the essays possessed, what “tactical choices” the students took to express the moves and what was presented in terms of content matter within those moves. This text analysis enabled model development showing the “moves” students are expected to use. The model developed gives insights into the generic structure, that is, Introduction, Body and Conclusion, and content of the essays. The analyses of high and low grade essays explain how some features of writing are more valued than others within the context of the English department, which can eventually help improve students’ writing proficiency. Spectrum, Volume 17, June 2022: 12-30

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“…Thus, the book's content has a significant impact on both teaching and learning (Isenberg, 1990); as a result, a teacher must be cautious and take into account a number of factors before choosing a certain textbook. It could not be appropriate for students when the textbook's material is either too complex or too easy for them.…”

Section: Introductionmentioning

confidence: 99%

Gender Representation in Narrative Texts in English Textbook: Questioning the Values through the 2013 Curriculum

Nurhidayah,

Prihantini,

Efendi

2023

JET ADI BUANA

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This study aims to reveal gender values in the narrative text of English textbook and how the values meet the requirement of the 2013 Curriculum. This research uses a qualitative approach. The data source is narrative text in English textbook published by the Ministry of Education and Culture. Data collected through documentation techniques by citing. Meanwhile, the data analysis procedure includes finding how many narrative texts are in the English textbook, reading the text carefully, taking notes and collecting citations. In addition, it is found that the narrative text was dominated by the values of gender inequality. Gender inequality is still considered as a silent missile in today’s education and is still present in many stories or classic narrative texts in English textbooks. The researcher also found the unsuitability of the valueswith the 2013 Curriculum. Finally, based on the findings of this study, the researcher suggested that educational institutions pay more attention to the content of textbooks, not only in accordance with the current curriculum, but also according to student’s needs.

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Literary competence: the EFL reader and the role of the teacher

Cited by 10 publications

References 0 publications

Constraints experienced by EFL literature students: A case study from an Algerian university

Constraints experienced by EFL literature students: A case study from an Algerian university

A Textual Analysis of Literature Essays Written by First Year English Department Students of Dhaka University

Gender Representation in Narrative Texts in English Textbook: Questioning the Values through the 2013 Curriculum

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