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Chapter 14. Literary awareness in a high-school EFL learning environment

An empirical evaluation
  • Sonia Zyngier and Vander Viana

Abstract

This chapter discusses the teaching of literary awareness to high-school students of English as a foreign language (EFL). Dedicated to the topic of iconicity, the proposed pedagogical experience stimulates students to work out the connection between visual and linguistic representations, identify such links in a variety of texts, create their own concrete poems, and justify their stylistic choices. Three sources of data are used: (i) questionnaires detailing participants’ profiles, (ii) students’ answers and creative writing, and (iii) unit evaluation questionnaires. The data obtained enabled an evidence-based evaluation of the workshop from the participants’ viewpoint. We argue that evaluating students’ learning empirically should be part and parcel of any pedagogical experience.

Abstract

This chapter discusses the teaching of literary awareness to high-school students of English as a foreign language (EFL). Dedicated to the topic of iconicity, the proposed pedagogical experience stimulates students to work out the connection between visual and linguistic representations, identify such links in a variety of texts, create their own concrete poems, and justify their stylistic choices. Three sources of data are used: (i) questionnaires detailing participants’ profiles, (ii) students’ answers and creative writing, and (iii) unit evaluation questionnaires. The data obtained enabled an evidence-based evaluation of the workshop from the participants’ viewpoint. We argue that evaluating students’ learning empirically should be part and parcel of any pedagogical experience.

Chapters in this book

  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
Scientific Approaches to Literature in Learning Environments
This chapter is in the book Scientific Approaches to Literature in Learning Environments
https://doi.org/10.1075/lal.24.14zyn

Chapters in this book

  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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