The Teaching of Literature

Pattison, Bruce

doi:10.1093/elt/xvii.2.59

Cited by 1 publication

(3 citation statements)

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“…Literature has to provide its own context (Pattison 1963, Widdowson 1983). Thus, the reader has to create a frame of reference through the actual discourse process.…”

Section: Literary Discoursementioning

confidence: 99%

“…Response is an umbrella term which covers a variety of interpretations which, nonetheless, are all linked with the pedagogical values of teaching literature. For Long (1987) and Pattison (1963), response to texts means to respond to any kind of written or spoken discourse. Long (1987:43) advocates that response is based on "classroom interaction between teacher and learners."…”

Section: 1 Literary Responsementioning

confidence: 99%

“…If learners, Papaefthymiou-Lytra (1995b:132) argues, "understand and interpret the processes, symbols and meanings that constitute the otherness of the target culture," that means that they obtain cultural awareness. When culture serves as a "social discourse", in McCarthy & Carter's (1994:151) (Girard 1977, Pattison 1963, if s/he invents activities to reduce their fatigue and gain their attention (Nation 1969) and if s/he finds innovative ways to approach a lesson so that they are not bored (Birkmaier 1971). This study has shown that a major advantage of using a literary text is that because of its stimulating content the literary text can become an asset for the teacher to fulfil students' expectations.…”

Section: S Cultural Enrichment Cultural Awareness Cross-cultural Understandingmentioning

confidence: 99%

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Attitudinal and motivational factors for the use of literary texts in the FL class

Σαμανίδη¹

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Many people deserve my whole hearted thanks for helping me in various respects and at various stages of this thesis to make it a reality. I first of all wish to express my indebtedness to my supervisor Prof. Sophia Papaefthymiou-Lytra who guided me to articulate and organise this work and whose continual advice, insightful criticism and valuable feedback were instrumental in my own learning. I also owe profound thanks to Prof. Costas Evangelides, member of my supervising committee, who reacted in helpful details to various stages of this work and whose encouragement reinforced my interest in literature teaching. I should also like to express my gratitude to Assoc. Prof. Anastasia Papaconstantinou, member of my supervising committee, too, whose useful and instructive suggestions gave me insights particularly into the field of motivation. This work has greatly benefited from the continual guidance, constructive comments and encouragement of all the members of my committee.None are, however, responsible for whatever shortcomings are to be found herein. I am especially grateful to Prof. Ronald Carter for being so generous with his time in personal communication and for providing enthusiastic comments on various drafts of the whole work. Similarly, my deep gratitude is due to Prof. Steven McDonough and Marie Gilroy for their instructive comments on the construction of the early questionnaire, and to Willis Edmondson and Pamela Mills for providing me with the latest papers they presented at International Conventions. I am also indebted to Prof. Christopher Brumfit and Mick Short for the stimulating discussions which provided me with new perspectives during my visits to Britain, and iii for the ample bibliographic suggestions that Prof. Brumfit offered me. I should also record very special thanks to Savvas Papapetrou for being greatly instrumental with the statistics; to Neil Stourton and Dorothy Berwick-Laskarides for helping me with the proof-reading; and to Assoc. Prof. Mary Sifianou for her helpful suggestions and comments on the earlier version of this manuscript.I would also like to express my appreciation to the Ministry of Education for the paid leave-of-absence I was granted and all the senior high school teachers and principals who allowed me to conduct research in the Greek FL classroom. My sincere thanks are also due to all the students who willingly filled in the questionnaires and granted me fresh ideas.Very specific thanks, by right, go to my friends and colleagues Christina Ayiakli and Eleni Manolopoulou for their generous help and useful suggestions throughout this work, and their constant support during all these years of our common cause.Last, but definitely, not least, I would like to express my deep gratitude to my family: to my parents for their overall support; to my children, Penny and Tania, for their never-tiring love and for putting up with an "absent" mother on several occasions; and above all, to my husband, Stelios, for his patience, understanding, and warm encouragement during the years of...

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“…Literature has to provide its own context (Pattison 1963, Widdowson 1983). Thus, the reader has to create a frame of reference through the actual discourse process.…”

Section: Literary Discoursementioning

confidence: 99%

Section: 1 Literary Responsementioning

confidence: 99%