Scientific Approaches to Literature in Learning Environments

Editors
| University College Roosevelt, Utrecht University
| Utrecht University
| Federal University of Rio de Janeiro
HardboundAvailable
ISBN 9789027234131 | EUR 99.00 | USD 149.00
 
e-Book
ISBN 9789027267252 | EUR 99.00 | USD 149.00
 
Scientific Approaches to Literature in Learning Environments is not just about what takes place in literary classrooms. Settings do have a strong influence on student learning both directly and indirectly. These spaces may include the home, the workplace, science centers, libraries, that is, contexts that entail diverse social, physical, psychological, and pedagogical variables that facilitate learning, for example, by grouping desks in specific ways, utilizing audio, visual, and digital technologies. Scientific Approaches to Literature in Learning Environments puts together a series of empirical research studies on the different locations of teaching and learning. These studies represent literary learning environment throughout the world, including Brazil, the USA, China, Canada, Japan and several European countries such as the Netherlands, Ukraine, the UK and Malta. The studies reported describe quantitative and/or qualitative research and cover pre-primary, primary, high school, college, university, and lifelong learning environments. They refresh the enigmatic ambience that often surrounds the teaching and learning that goes on in literary studies and offer transparent, useful and replicable research and practice. Students and teachers alike are encouraged to take them and own them.
[Linguistic Approaches to Literature, 24]  2016.  xix, 309 pp.
Publishing status: Available
Table of Contents
Foreword
David S. Miall
vii–xii
Acknowledgements
xiii–xiv
Contributors
xv–xx
Chapter 1. Empirical approaches to the study of literature in learning environments: An overview
Olivia Fialho, Sonia Zyngier and Michael Burke
1–16
Part I. Reading processes in communities of practices
Chapter 2. Learning from literature: Empirical research on readers in schools and at the workplace
Frank Hakemulder, Olivia Fialho and Matthijs P. Bal
19–38
Chapter 3. Authorizing the reader in the classroom
David S. Miall and Sylvia C. Chard
39–56
Chapter 4. Transforming readings: Reading and interpreting in book groups
David Peplow
57–80
Part II. Reading processes in EFL/L2 contexts
Chapter 5. Enhancing responses to literary texts with L2 learners: An empirically derived pedagogical framework
Odette Vassallo
83–104
Chapter 6. Empirical stylistics in an EFL teaching context: Comparing virtual and face-to-face reading responses
Anna Chesnokova
105–124
Chapter 7. Literary themes across cultures
Shisheng Liu, Zhijun Zhang and Cuiling Zhang
125–150
Chapter 8. Of learning and poetics: Exploring strategies used by L2 Japanese English learners
Takayuki Nishihara
151–168
Chapter 9. Literature and the role of background knowledge for EFL learners
Masayuki Teranishi and Masako Nasu
169–190
Part III. Creative writing, corpus, and empirical stylistics as learning tools
Chapter 10. Effects of creative writing on adolescent students’ literary response
Tanja Janssen and Martine Braaksma
193–212
Chapter 11. ESL students’ perceptions of creative and academic writing
David I. Hanauer and Fang-Yu Liao
213–226
Chapter 12. Empirical stylistics as a learning and research tool in the study of narrative viewpoint
Violeta Sotirova
227–252
Chapter 13. Point and CLiC: Teaching literature with corpus stylistic tools
Michaela Mahlberg and Peter Stockwell
253–270
Chapter 14. Literary awareness in a high-school EFL learning environment: An empirical evaluation
Sonia Zyngier and Vander Viana
271–302
Index
303–310
“This book strips away the mystery that often surrounds the teaching and learning of literature. Drawing on empirical research, the book offers real insights into how literature can best be taught, studied and enjoyed. Packed full of practical ideas and original approaches, this is an empowering book for both teachers and students.”
“This multi-authored collection offers a range of stimulating arguments, backed up by evidence, about the meanings of literature and about what students and language-learners should be getting from literature and literature classes, but sometimes don’t.”
“This is precisely the kind of book I would have liked to read and work with at the beginning of my career.”
“Overall, Scientific Approaches to Literature in Learning Environments is a landmark contribution to the scientific study of literature education and to a wide variety of approaches, teaching methods, and techniques that other teachers and researchers may choose to adopt. Its many practical ideas alone should stimulate faculty development plans for years to come.”
Cited by

Cited by other publications

Fialho, Olivia & Anezka Kuzmicova
2019. What is literature for? The role of transformative reading. Cogent Arts & Humanities 6:1 Crossref logo
Giovanelli, Marcello
2019. Book Review: Geoff Hall, Literature in Language Education. Language and Literature: International Journal of Stylistics 28:1  pp. 105 ff. Crossref logo
Lugea, Jane
2017. The year’s work in stylistics 2016. Language and Literature: International Journal of Stylistics 26:4  pp. 340 ff. Crossref logo
Viana, Vander & Sonia Zyngier
2017. Exploring new territories in pedagogical stylistics: An investigation of high-school EFL students’ assessments. Language and Literature: International Journal of Stylistics 26:4  pp. 300 ff. Crossref logo

This list is based on CrossRef data as of 03 may 2020. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Subjects

Literature & Literary Studies

Theoretical literature & literary studies
BIC Subject: CJCR – Reading skills
BISAC Subject: LAN013000 – LANGUAGE ARTS & DISCIPLINES / Reading Skills
U.S. Library of Congress Control Number:  2016001358