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, Amsterdam, pp. 271-302. ISBN 9789027234131

Full text not available from this repository. (Request a copy)

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:
Depositing User: LivePure Connector
Date Deposited: 16 Sep 2019 08:30
Last Modified: 17 Jun 2020 23:32
URI: https://ueaeprints.uea.ac.uk/id/eprint/72212
DOI: 10.1075/lal.24

Actions (login required)

View Item View Item