Startseite Linguistik & Semiotik Chapter 5. Enhancing responses to literary texts with L2 learners
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Chapter 5. Enhancing responses to literary texts with L2 learners

An empirically derived pedagogical framework
  • Odette Vassallo
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Scientific Approaches to Literature in Learning Environments
Ein Kapitel aus dem Buch Scientific Approaches to Literature in Learning Environments

Abstract

This chapter reports an empirical study investigating literary reading processes conducted with young adult readers who operate in a second language-learning (L2) environment. The scope of the study is to observe and identify reading processes these learners engage in while reading a literary text. These learners are students of literature but considered to be in the process of becoming informed readers of literature, that is ‘learner-readers’. Intrinsic to the study is the introduction of a model based on a pedagogical framework, the Strike-Annotate-Speak-Write (SASW) model for L2 learner-readers. The chapter highlights the different literary reading processes adopted by the L2 learner-readers by referring to categories identified in the study. Furthermore, it describes the model that adopts verbal and non-verbal metacognitive techniques that trigger these processes.

Abstract

This chapter reports an empirical study investigating literary reading processes conducted with young adult readers who operate in a second language-learning (L2) environment. The scope of the study is to observe and identify reading processes these learners engage in while reading a literary text. These learners are students of literature but considered to be in the process of becoming informed readers of literature, that is ‘learner-readers’. Intrinsic to the study is the introduction of a model based on a pedagogical framework, the Strike-Annotate-Speak-Write (SASW) model for L2 learner-readers. The chapter highlights the different literary reading processes adopted by the L2 learner-readers by referring to categories identified in the study. Furthermore, it describes the model that adopts verbal and non-verbal metacognitive techniques that trigger these processes.

Kapitel in diesem Buch

  1. Prelim pages i
  2. Table of contents v
  3. Foreword vii
  4. Acknowledgements xiii
  5. Contributors xv
  6. Chapter 1. Empirical approaches to the study of literature in learning environments 1
  7. Part I. Reading processes in communities of practices
  8. Chapter 2. Learning from literature 19
  9. Chapter 3. Authorizing the reader in the classroom 39
  10. Chapter 4. Transforming readings 57
  11. Part II. Reading processes in EFL/L2 contexts
  12. Chapter 5. Enhancing responses to literary texts with L2 learners 83
  13. Chapter 6. Empirical stylistics in an EFL teaching context 105
  14. Chapter 7. Literary themes across cultures 125
  15. Chapter 8. Of learning and poetics 151
  16. Chapter 9. Literature and the role of background knowledge for EFL learners 169
  17. Part III. Creative writing, corpus, and empirical stylistics as learning tools
  18. Chapter 10. Effects of creative writing on adolescent students’ literary response 193
  19. Chapter 11. ESL students’ perceptions of creative and academic writing 213
  20. Chapter 12. Empirical stylistics as a learning and research tool in the study of narrative viewpoint 227
  21. Chapter 13. Point and CLiC 253
  22. Chapter 14. Literary awareness in a high-school EFL learning environment 271
  23. Index 303
https://doi.org/10.1075/lal.24.05vas

Kapitel in diesem Buch

  1. Prelim pages i
  2. Table of contents v
  3. Foreword vii
  4. Acknowledgements xiii
  5. Contributors xv
  6. Chapter 1. Empirical approaches to the study of literature in learning environments 1
  7. Part I. Reading processes in communities of practices
  8. Chapter 2. Learning from literature 19
  9. Chapter 3. Authorizing the reader in the classroom 39
  10. Chapter 4. Transforming readings 57
  11. Part II. Reading processes in EFL/L2 contexts
  12. Chapter 5. Enhancing responses to literary texts with L2 learners 83
  13. Chapter 6. Empirical stylistics in an EFL teaching context 105
  14. Chapter 7. Literary themes across cultures 125
  15. Chapter 8. Of learning and poetics 151
  16. Chapter 9. Literature and the role of background knowledge for EFL learners 169
  17. Part III. Creative writing, corpus, and empirical stylistics as learning tools
  18. Chapter 10. Effects of creative writing on adolescent students’ literary response 193
  19. Chapter 11. ESL students’ perceptions of creative and academic writing 213
  20. Chapter 12. Empirical stylistics as a learning and research tool in the study of narrative viewpoint 227
  21. Chapter 13. Point and CLiC 253
  22. Chapter 14. Literary awareness in a high-school EFL learning environment 271
  23. Index 303
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Heruntergeladen am 21.9.2025 von https://www.degruyterbrill.com/document/doi/10.1075/lal.24.05vas/html
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