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1.
This study raises the question what makes school texts comprehensible by analyzing whether students’ genre expectations about literary or expository texts moderate the impact of different forms of text cohesion on reading comprehension, even when the texts are similar regarding their genre. 754 students (Grade 9) from comprehensive schools read one of four text versions with similar content, but different degrees of local and global text cohesion. The four more or less cohesive texts were introduced as literary texts (part of a story) or as expository texts (newspaper article), although the different genres were only purported and the texts contained both literary and expository passages. Reading comprehension was assessed with multiple-choice-items, semi-open, and open-ended questions. Results demonstrate that global cohesion was profitable for reading comprehension with expository expectations, but not with literary ones. Local text cohesion and both forms of cohesion in combination did not interact with students’ genre expectations and had no main effect on comprehension. When students reading skills and prior knowledge were considered, the interaction was still apparent. Moreover, students with lower levels of reading skills tended to profit especially from texts with global cohesion, whereas the readers with higher reading skills achieved equal means in reading comprehension irrespective of the degree of global text cohesion. The findings are discussed with respect to theoretical aspects of text–reader-interactions, cognitive and emotional components of genre expectations, and the composition and instruction of comprehensible school texts. 相似文献
2.
Wisam Kh. Abdul-Jabbar 《Teachers and Teaching》2013,19(2):221-231
Teaching postcolonial literature can be a daunting undertaking that teachers may try to avoid. This article explores three problems that teachers may confront in teaching postcolonial texts. The first problem deals with which literary text to choose and the criteria that may help teachers anchor their choices. Second, in response to the question of how teachers pedagogically assist students to correct preconceived notions and deconstruct stereotypes, this article proposes three stages of creating and recreating spaces that interact and ultimately assist students generate meaning. Students move from prior knowledge into an informed reality guided by the teacher and then into the world of the text in a process that involves collaborative learning, reinventing conceptual realities and the concretization of literary texts. Third, I examine how to approach postcolonial texts by utilizing Iser’s aesthetic act of reading. The work posits a teaching model of three phases that help students interact and eventually unlock assumed unfamiliarity with postcolonial texts. 相似文献
3.
Larissa McLean Davies Brenton Doecke Philip Mead 《Changing English: An International Journal of English Teaching》2013,20(3):224-240
Recently Australia has witnessed a revival of concern about the place of Australian literature within the school curriculum. This has occurred within a policy environment where there is increasing emphasis on Australia’s place in a world economy, and on the need to encourage young people to think of themselves in a global context. These dimensions are reflected in the recently published Australian Curriculum: English, which requires students to read texts of ‘enduring artistic and cultural value’ that are drawn from ‘world and Australian literature’. No indication, however, is given as to how the reading and literary interpretation that students do might meaningfully be framed by such categories. This essay asks: what saliences do the categories of the ‘local’, the ‘national’ and the ‘global’ have when young people engage with literary texts? How does this impact on teachers’ and students’ interpretative approaches to literature? What place does a ‘literary’ education, whether conceived in ‘local’, ‘national’ or ‘global’ terms, have in the twenty-first century? 相似文献
4.
Paul Duck 《Changing English: An International Journal of English Teaching》2019,26(2):117-136
This essay draws on the work of Raymond Williams in identifying a shift from the attempt to have students engage with literary texts in personal terms to a concern, founded on theoretical innovation, that they should read at a more sophisticated level in order to discern the ideology of a given text. It argues that what Williams calls an ‘expressivist’ view of texts needs to be reconciled with, rather than displaced by, a ‘formalist’ conception of them. It finds that high-stakes examinations reward a focus on abstracted ideological concerns at the expense of responsiveness to language and form. Exploration of the work of a teacher whose career has spanned this shift identifies ways in which she has, in meeting the challenges of the classroom and of theory, sustained a professional practice that has informed and motivated her students’ engagement with literary texts. 相似文献
5.
Susan Carter 《高等教育研究与发展》2011,30(6):725-736
Increasingly learning advisors provide generic support for doctoral students. The terms ‘genre’ (a category, type or family) and ‘generic’ (ambiguously both ‘of a category’ and ‘non-specific’) are interrogated here in relation to such support. Literary studies scholars divide texts by genre for the purpose of analysis. It is helpful to see the doctoral thesis as a literary genre and discuss generic writing support in this context. Taking a theoretical position, I suggest that doctoral writing support can be theorised and conceived differently to complement supervisory support within disciplines. Ideas about the social significance of genre translate well to doctoral writing, which is also socially situated, speaking back to the discourse by which it is produced. Generic learning support is a contested phrase in higher education, a non-specific bolt-on process suspected of being never pertinent because it is not embedded in a discipline. Yet it is highly useful for doctoral students, a fact recognised in burgeoning practice. Around the world, generic support for doctoral study is increasingly provided as universities strive to sustain a healthy completion rate and ensure that discipline-specific, mainly supervisory, support is firmly complemented. Arguing for the thesis as genre enables the term ‘generic’ to have traction for those providing doctoral support across campus and opens up a theoretical way of discussing practice. 相似文献
6.
Victoria Elliott 《Curriculum Journal》2014,25(2):282-300
In January 2012, Scotland's First Minister Alex Salmond announced a radical measure that would see every Scottish school student study a Scottish text from a prescribed list. In 2010, Michael Gove announced that ‘Our literature is the best in the world’ and that every pupil should study particular authors. The ‘cultural heritage’ model of English is increasingly dismissed by teachers and students However, it is this ‘cultural heritage’ model which is preserved in the discourse of politicians. This paper explores the role that literary heritage texts play in the discourse of education policy in the context of devolution in twenty-first century Britain and considers the drivers and differences which can be seen in England and Scotland. 相似文献
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8.
Kerry Shephard Kim Brown 《Discourse: Studies in the Cultural Politics of Education》2017,38(5):755-767
We wondered how ‘democracy’ was being used and communicated within the higher education discourse of ‘education for sustainability’, or ‘for sustainable development’ (ES/ESD). We used a philosophical hermeneutic approach to explore the sense or senses in which the concept of democracy is used within this literature and supported our analysis by incorporating text about democracy from other disciplines. We conclude from our analysis that the concept of democracy within ES/ESD texts has evolved to suggest many meanings that in their entirety do not support our shared research mission towards ES/ESD. At the pens of ES/ESD scholars, democracy may have become one of Sartori's intolerably blunted conceptual tools. 相似文献
9.
As an opinionated and often challenging class of year 10 boys, they demonstrated a strong sense of their identity as a group of ‘bright boys’. One of their English teachers described the class as ‘boisterous, but very motivated – they love discussing texts’, but she also recognised their tendency to ‘descend into testosterone fuelled competitiveness’. I became interested in the ways these boys read and responded to literature and in particular how their strong view of themselves as ‘bright boys’ influenced their reading of gender in literature. I examine two lessons with this year 10 class in which they discussed representations of gender in two literary texts. I was interested in the ways they constructed and asserted their masculine identities through class discussions about gender in literature and I found myself wondering: how do these boys read gender, and why do they read gender in these ways? 相似文献
10.
Roy Corden 《English in Education》2000,34(2):35-44
Margaret Meek (1988) has described how children borrow ideas from literature through ‘unteachable’ lessons. In this article, I examine how children's written work is enhanced through ‘teachable’ lessons, where the teacher draws attention explicitly to aspects of literary texts and where children explore and evaluate literature through group reading and discussion. The ways in which children transfer the knowledge of literary devices, gained through group discussion, to their own writing are examined. The relationship between group evaluations of texts and children's writing development is explored with reference to the work of Year 6 children. This illustrates how critical reading and group discussion can raise primary children's metalinguistic awareness and develop their understanding of the stylistic features of narrative texts. 相似文献
11.
This paper investigates the language demands of creating texts in the English classroom, which involve transformations in context. In particular, it focuses on the tensions inherent in tasks which require more traditional textual analysis to be presented in ways other than traditional ‘essay’ format. These tasks are interpreted differently by students and can result in texts which vary in terms of their choice of ‘written‐like’ or ‘spoken‐like’ styles. This paper uses data from year nine English students presenting speeches to an imagined jury arguing for Shakespeare's Macbeth's guilt or innocence and explores the implications of shifts along the mode continuum evident in the students' language. It raises the question of the relative importance of transformations of language and context and the extent to which control of mode is valued. Language analysis of student responses focusing on genre, periodicity, use of vocatives and endophoric reference suggests the imagined context required by the task is less important than the literary context in assessing student responses and can act as a distraction. Findings have implications for alignment of teaching and assessment practices in English classrooms. 相似文献
12.
Lena Karlsson 《Gender and education》2015,27(6):654-665
This article explores practices of othering through formations of normative sameness in discussion-based seminar classrooms. It takes literary scholar Stanley Fish's question, ‘Is there a text in this class, or is it just us?’, back into the classroom to explore the formation of a ‘just us,’ an imagined homogeneous interpretive community which, I argue, has discriminatory effects by normalising some voices and practices. It draws on feminist and anti-oppressive theory to discuss ways to pedagogically trouble the enactment of homogeneous interpretive communities in the Gender Studies classroom. As the Gender Studies teacher, I devised pedagogical practices based on the allocation of specific roles as a way to work towards an anti-discriminatory classroom by de-mystifying academic practice and framing seminar practice as a social genre. The article critically reflects on students' subsequent reluctance to take on roles and their preference for free-flowing discussions, doing what comes naturally, a ‘doing' of academia which, I suggest, is linked to social privilege. 相似文献
13.
How to understand and argue for the nature and place of literary texts and experience in contemporary English curriculum has been and continues to be the subject of much debate. While literature as traditionally conceptualised remains an important presence in much English curriculum, the notion of what ‘literature’ is, or what the category of ‘literary’ texts and cultural forms might encompass, in a context where literacy is understood as multimodal and English and literacy curriculum addresses multimodal literacies accordingly, is less clear. This paper addresses two areas with respect to literature and literature teaching in the digital age: first, issues surrounding the ways in which national curriculum guidelines in England and Australia envisage the teaching of literature, in principle and in practice; and second, the challenges presented to print-based conceptions of literature and literature teaching within English by significantly broader conceptualisations of literature encompassing a range of aesthetic multimodal texts and forms. The kinds of insights, experience and understandings generated through the study and creation of literary and aesthetic texts in English, it is argued, are now needed more than ever. However, as literary experience becomes increasingly transmodal, how English seeks to manage media shift to encompass both print and digital forms remains a challenging issue. 相似文献
14.
赵朝永 《外语教学理论与实践》2020,171(3):67
语域特征是文本的一种重要属性,译本的语域变异由此成为译者风格描写的有效参照。多维分析法(MF/MD)能有效识别译本的语域类属并在不同语域维度上描写其倾向性特征,因此可用于对比基于同一原作的多译本语域特征,以考察不同译本的语域变异情况。译本语域维度差异及参与计算的因子差异均可作为译者风格的综合考察指标,其聚类共现能够反映出译者各自的语言风格乃至翻译策略。多维分析对译本语域特征描写和译者风格考察均具重要意义。 相似文献
15.
Zoltan Varga Nicholas McGuinn Amanda Naylor Hege Emma Rimmereide Ghazal Kazim Syed 《Cambridge Journal of Education》2020,50(4):501-519
ABSTRACT Using William Golding’s Lord of the Flies as a stimulus, researchers from Norway, Pakistan and the United Kingdom explored the potential of a literary text to encourage intercultural dialogue. The innovative research method used was to combine Literature Circles and Google Documents to provide a platform for asynchronous online exchange between three cohorts of students in higher education. The authors’ analysis of the data suggested differences between those students who regarded the text as a living document speaking directly to their personal experiences of citizenship issues and those for whom the novel remained a historical document, removed from their lived experience. The authors contend that this research can contribute original and significant insights to the literature on teaching citizenship through literary texts such as the relationship between text choice and context, models of international collaboration at the higher education level and contrasting approaches towards citizenship and reading. 相似文献
16.
Jessica Mason Marcello Giovanelli 《Changing English: An International Journal of English Teaching》2017,24(3):318-329
This article examines the practice of studying texts in secondary school English lessons as a particular type of reading experience. Through a critical stylistic analysis of a popular edition of John Steinbeck’s Of Mice and Men, the article explores how reading the text is framed by educational editions, and how this might present the purpose of studying fiction to students. The article draws on two cognitive linguistic concepts – figure/ground configuration and narrative schemas – in order to explore how ‘discourse about a text’ can potentially influence how students read and engage with a text. Building on a previous article, the notion of pre-figuring is developed to offer an account of how a reader’s attention can be directed to particular elements of a text, thus privileging some interpretations and downplaying others. The article then reflects more widely on the perceived purposes of studying fiction with young people, exploring in particular the recent rise of support within the profession in England for Hirsch’s ‘cultural literacy’ model, which sees knowledge about texts as more valuable than authentic reading and personal response. 相似文献
17.
Claire Wyatt-Smith 《English in Education》1997,31(3):8-22
This article examines issues of writing instruction and assessment as they relate to an approach to English language education that has been developed in Australia. The approach, put forward by proponents of genre theory, is underpinned by the argument that it is essential for all teachers, and especially English teachers, to have a ‘metalanguage’ about language education. The expectation is that such a metalanguage makes it possible for teachers and students to develop shared understandings of how written and spoken language works in their various forms. The related argument is that the teacher represents an authoritative (as distinct from authoritarian) language user in the classroom and is responsible for teaching the linguistic characteristics of texts as well as the relationship between texts and the cultural and social contexts in which they are produced and received. In this article I examine the ‘genre’ position and consider its relevance to the business of teaching, learning and assessing in the English classroom. 相似文献
18.
幼儿对艺术的审美体验是综合性的。幼儿的这种审美特性决定了"超文本"性是幼儿文学的原初艺术特征。幼儿文学不是一种普通的文学文本,而是一种综合了文学、音乐、美术、舞蹈、游戏、表演等多种艺术形式的"超文本"文学门类。不过,文学性仍然是幼儿文学的根基。 相似文献
19.
Mary Macken-Horarik 《Changing English: An International Journal of English Teaching》2012,19(2):179-194
At the dawn of a national curriculum for English in Australia, grammar has appeared without any serious interrogation of the terms of its re-entry and against ambiguous evidence about its value for teaching writing. What kinds of knowledge about language do teachers need in rhetorically productive teaching? This article investigates the potential of Halliday’s notion of grammatics for understanding students’ writing as acts of meaning in context. Drawing on systemic-functional linguistics, I show how teachers can assess writing achievement using ‘big picture’ tools like genre, register and ‘small picture’ tools like Expansion. I apply these tools to two student texts that call for attention to creative uses of language and to excursions and to difficulties with logic and coherence. The paper concludes that a ‘good enough’ grammatics will enable teachers to recognize playful developments in students’ texts and also to foster their control of literate discourse. 相似文献
20.
Michal Honig 《课程研究杂志》2013,45(5):619-642
We examined the response of high school students in Israel to biographical texts. Students were exposed to three sub-genres of biographical texts (a literary-biographical text, an autobiographical text and a scientific-biographical text). These texts all differ from the conceptual schema of ordinary school texts. The data were collected from 64 participants from three classes in two different public schools in Israel. The ability of students to apply historical disciplinary reading skills was evaluated for each text, with an emphasis on ‘sourcing’ and ‘corroboration’. The basic premise was that the texts the students are exposed to influence not only their level of knowledge but also their disciplinary concepts and skills.We contend that it might be that biographical texts, and especially autobiographical and literary-biographical texts, evoked historical reading in students, and strengthened their disciplinary reading abilities. 相似文献