Chapter 6. Empirical stylistics in an EFL teaching context
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Anna Chesnokova
Abstract
This chapter examines how Ukrainian EFL students respond to a canonical piece of poetry – in a conventional academic setting or online. Five groups (135 participants) read Dickinson’s “A slash of Blue” (1961, p. 95) and reported their response to the verse. Groups 1–3 read the poem during their classes, whereas Group 4 did it as a Facebook survey. Group 5 listened to the text on YouTube. Results reveal differences between the responses of the groups. The findings point out that readers’ responses to poetry do depend on how and where learners are exposed to the text, and this offers empirical evidence for some of the technological and contextual implications involved in literary reading.
Abstract
This chapter examines how Ukrainian EFL students respond to a canonical piece of poetry – in a conventional academic setting or online. Five groups (135 participants) read Dickinson’s “A slash of Blue” (1961, p. 95) and reported their response to the verse. Groups 1–3 read the poem during their classes, whereas Group 4 did it as a Facebook survey. Group 5 listened to the text on YouTube. Results reveal differences between the responses of the groups. The findings point out that readers’ responses to poetry do depend on how and where learners are exposed to the text, and this offers empirical evidence for some of the technological and contextual implications involved in literary reading.
Chapters in this book
- Prelim pages i
- Table of contents v
- Foreword vii
- Acknowledgements xiii
- Contributors xv
- Chapter 1. Empirical approaches to the study of literature in learning environments 1
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Part I. Reading processes in communities of practices
- Chapter 2. Learning from literature 19
- Chapter 3. Authorizing the reader in the classroom 39
- Chapter 4. Transforming readings 57
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Part II. Reading processes in EFL/L2 contexts
- Chapter 5. Enhancing responses to literary texts with L2 learners 83
- Chapter 6. Empirical stylistics in an EFL teaching context 105
- Chapter 7. Literary themes across cultures 125
- Chapter 8. Of learning and poetics 151
- Chapter 9. Literature and the role of background knowledge for EFL learners 169
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Part III. Creative writing, corpus, and empirical stylistics as learning tools
- Chapter 10. Effects of creative writing on adolescent students’ literary response 193
- Chapter 11. ESL students’ perceptions of creative and academic writing 213
- Chapter 12. Empirical stylistics as a learning and research tool in the study of narrative viewpoint 227
- Chapter 13. Point and CLiC 253
- Chapter 14. Literary awareness in a high-school EFL learning environment 271
- Index 303
Chapters in this book
- Prelim pages i
- Table of contents v
- Foreword vii
- Acknowledgements xiii
- Contributors xv
- Chapter 1. Empirical approaches to the study of literature in learning environments 1
-
Part I. Reading processes in communities of practices
- Chapter 2. Learning from literature 19
- Chapter 3. Authorizing the reader in the classroom 39
- Chapter 4. Transforming readings 57
-
Part II. Reading processes in EFL/L2 contexts
- Chapter 5. Enhancing responses to literary texts with L2 learners 83
- Chapter 6. Empirical stylistics in an EFL teaching context 105
- Chapter 7. Literary themes across cultures 125
- Chapter 8. Of learning and poetics 151
- Chapter 9. Literature and the role of background knowledge for EFL learners 169
-
Part III. Creative writing, corpus, and empirical stylistics as learning tools
- Chapter 10. Effects of creative writing on adolescent students’ literary response 193
- Chapter 11. ESL students’ perceptions of creative and academic writing 213
- Chapter 12. Empirical stylistics as a learning and research tool in the study of narrative viewpoint 227
- Chapter 13. Point and CLiC 253
- Chapter 14. Literary awareness in a high-school EFL learning environment 271
- Index 303
