Literary Awareness in a High-School EFL Learning Environment:An Empirical Evaluation

Zyngier, Sonia and Viana, Vander (2016) Literary Awareness in a High-School EFL Learning Environment:An Empirical Evaluation. In: Scientific Approaches to Literature in Learning Environments. John Benjamins Publishing Company, Amsterdam, pp. 271-302. ISBN 9789027234131

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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.

Item Type:	Book Section
Uncontrolled Keywords:	literary awareness,english as a foreign language,iconicity,pedagogical stylistics,creativity,evidence-based approach
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning
Related URLs:	https://benjamins.com/catalog/lal.24.14z...
Depositing User:	LivePure Connector
Date Deposited:	16 Sep 2019 08:30
Last Modified:	13 Oct 2025 17:35
URI:	https://ueaeprints.uea.ac.uk/id/eprint/72212
DOI:	10.1075/lal.24

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