Literature in Language Education

Hall, Geoff

doi:10.1057/9780230502727

Cited by 144 publications

(49 citation statements)

References 300 publications

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“…The main differences between the vast majority of the studies Hall (2015) discusses and this investigation are: a) those are mostly controlled experiments in extensive reading, b) they tend to consider solely the relationships between texts and individual readers, without considering reader-reader interactions, and c) they tend to focus on linguistic features of readers' responses to texts.…”

Section: Total 382mentioning

confidence: 99%

Readers’ interactions in an online reading group

Lima

2017

L & L

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This study is an investigation of readers' posts to an online forum devoted to the discussion of short stories and poems. The ELT Online Reading Group (ORG) ̶ an electronic version of a face-to-face reading circle ̶ aimed at promoting the development of reading skills and the reading and discussion of literature among teachers, trainee teachers and other professionals in the field of English language teaching (ELT). This paper focuses on the multi-layered relationships between readers in the group by looking at some of the distinctive features of participants' posts. Results suggest that there is a dialogical orientation in the communicative strategies participants employed in the forum and that those are similar to the ones observed in face-to-face reading groups. The internal 'stratification of discourse' and the 'diversity of social speech types' that Bakhtin (1981: 262) argues are present in the Novel have also been observed in the forum posts. The findings of this study may be relevant to an assessment of the viability and usefulness of establishing online reading groups as tools to promote the development of members' reading skills, the creation of communities of readers, and a re-evaluation of the role of literature in language teacher education.

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Section: Total 382mentioning

confidence: 99%

Readers’ interactions in an online reading group

Lima

2017

L & L

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“…Consequently, it results in critical judgment of the text. Hall (2005) further asserted that the reading and learning of literary text is like a bottom up process where students become thoughtful and critical thinkers. According to Long and Pederson (1992), stressed is given to critical thinking skills worldwide through the study of literature.…”

Section: Literature Study With Critical Thinking Skillsmentioning

confidence: 99%

Effectiveness of Critical Thinking Skills for English Literature Study with Reader Response Theory: Review of Literature

Qamar

2016

JAH

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Since Socrates' time, reasoning is considered valuable for the justification of speaker's belief along with Thomas Aquinas' testing of his thinking to answer his own thinking. Critical thinking has been part of discussion among the educators for its significance and application for last many decades. Many educators have conducted researches on the assessment of critical thinking within a domain or across the domain in order to test students' critical thinking skills and its effect on their learning. Similarly, critical thinking is highly valuable for the study of literature as it explicitly asked for learners' beliefs, perceptions, and judgments in order to remove the ambiguity of thought. Perfection of thought can be achieved with the use of critical thinking skills while training of mind needs interaction between literary text and the reader as literature has the capacity to achieve mental traits specified to critical thinking. Accordingly, this report presents a relationship between critical thinking skills and English literature study along with reader response theory techniques considering that without the use of critical thinking skills and reader response theory, study of literature is haphazard hence for the application of reader response theory, literary text is inevitable. In essence, I aim to highlight the effectiveness of critical thinking skills for the study of literature while emphasizing the significance of reader response theory which is also inevitable for the study of literature and for the use of critical thinking skills. IntroductionAdvocates of critical thinking take critical thinking as a main component of students' learning and think that critical thinking must be part of education and students must be trained in critical thinking (Dewey, Scriven, 1985). The present scenario highly demands that learners must be critical in order to make rational decisions. Moreover, Russell's (1960) equation of thinking comprising attitude + knowledge + thinking skills (cited in Halpern, 2013) makes it pertinent to study students' response towards any text regarding their background knowledge with the use of critical thinking skills.The significance of this report is to highlight the effectiveness of critical thinking from students' perspectives that how critical thinking is essential for students' learning. This report is an attempt to justify that the how the effective use of critical thinking skills enhances students' literature study with reader response theory techniques. This study helps in opening new vistas for the readers especially novice learners of literature that how different critical thinking skills would facilitate them for the study of literature along with reader response theory techniques. Particularly, the significance of this study unveils the reality that there exists a relationship between critical thinking, English literature with the application of reader response theory however ignoring this relationship; neither the objectives of critical thinking skills can be achieve...

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“…Though the concepts 'acquisition' and 'learning' have continued to generate arguments, this study follows Krashen (1982) and Ugwuanyi and Chukwu (2016) to say that the terms can be used interchangeably so far as they both refer to the processes of 'picking up' a language. Several researchers (e.g., Akwanya, 2007;Canale & Swain, 1980;Hall, 2005;Krashen, 1982;and Kramsch & Kramsch, 2000) have argued very forcefully that since learning a language largely involves the learners being given enough exposure to the language, the processes involved in learning a first language can also be employed in teaching a second language. One way of doing this is to give the learners activities that can immerse them into the language being learned.…”

Section: Introductionmentioning

confidence: 99%

Communicative performance in the written discourse of undergraduate students: what can literature offer?

Ugwuanyi

2017

Bellaterra J. Teach. Learn. Lang. Lit

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This study examined two groups of students of the University of Nigeria who were taught using two approaches (literature-based and grammar-based) in order to measure the effect of the approaches on their communicative performance. The data comprised 100 essay scripts (50 for each group) qualitatively analysed based on content, expression, organisation and mechanical accuracy; and also quantitatively analysed using SPSS in order to measure the difference between the two groups. The findings show that there are significant differences in the performance of the two groups in favour of the literature-based approach. The study closes with conclusions and recommendations for SLT pedagogy. The findings of this study supports Krashen's (1982) Naturalist Approach to language learning, which has farreaching implications for the field. Keywords:communicative performance/competence, language teaching/learning, literature, applied linguistics Résumé Cette étude examine deux groupes d'étudiants de l'Université du Nigeria qui ont été enseignés en utilisant deux approches (basée sur la littérature et la grammaire) afin de mesurer l'effet des approches sur leur performance communicative. Les données comprennent 100 scripts d'essai (50 pour chaque groupe) analysés qualitativement en fonction du contenu, de l'expression, de l'organisation et de la précision mécanique; Et également analysées quantitativement en utilisant SPSS afin de mesurer la différence entre les deux groupes. Les résultats montrent qu'il existe des différences significatives dans la performance des deux groupes en faveur de l'approche basée sur la littérature. L'étude se termine par des conclusions et des recommandations pour la pédagogie SLT. Les résultats de cette étude soutiennent l'approche naturaliste de Krashen (1982) à l'apprentissage des langues, qui a des implications de grande envergure dans le domaine. Mots clés:Compétences / compétences communicatives, enseignement / apprentissage des langues, littérature, linguistique appliquée ResumenEste estudio examina dos grupos de estudiantes de la Universidad de Nigeria que fueron enseñados usando dos enfoques (basados en la literatura y en la gramática) para medir el efecto de los enfoques en su desempeño comunicativo. Los datos comprenden 100 guiones de ensayo (50 para cada grupo) cualitativamente analizados basados en el contenido, la expresión, la organización y la exactitud mecánica; Y también se analizó cuantitativamente con SPSS para medir la diferencia entre los dos grupos. Los hallazgos muestran que hay diferencias significativas en el desempeño de los dos grupos a favor del enfoque basado en la literatura. El estudio concluye con conclusiones y recomendaciones para la pedagogía SLT. Los hallazgos de este estudio apoyan el Enfoque Naturalista de Krashen (1982) al aprendizaje de idiomas, que tiene implicaciones de largo alcance para el campo.Palabras clave: Rendimiento / competencia comunicativa, enseñanza / aprendizaje de idiomas, literatura, lingüística aplicada

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Literature in Language Education

Cited by 144 publications

References 300 publications

Readers’ interactions in an online reading group

Readers’ interactions in an online reading group

Effectiveness of Critical Thinking Skills for English Literature Study with Reader Response Theory: Review of Literature

Communicative performance in the written discourse of undergraduate students: what can literature offer?

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