Chapter 1. Empirical approaches to the study of literature in learning environments
An overview
Due to the variety of areas involved in the scientific study of literature in learning environments, this chapter provides an overview in six parts. Part 1 focuses on students’ perceptions of literature, how readers construct literary interpretation in the classroom, the growth of literary expertise in literary response, and instructional factors in literary interpretation. Part 2 looks at studies on creative writing in pedagogical settings. Part 3 discusses recent studies on pedagogical stylistics. Part 4 aims at research on online environments while Part 5 centers on book clubs and reading groups. In Part 6, the synopses of the contributions to the volume signal the advances this book brings to the area.
References (95)
References
Adolphs, S., & Carter, R. (2002). Point of view and semantic prosodies in Virginia Woolf's To the Lighthouse
. Poetica, 58, 7–20.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Andringa, E. (1996). Effects of ‘narrative distance’ on readers’ emotional involvement and response. Poetics, 23(6), 431-452. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Archer, D. (2007). Computer-assisted literary stylistics: The state of the field. In M. Lambrou & P. Stockwell (Eds.), Contemporary stylistics (pp. 244–256). London: Continuum.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Archer, D., Culpeper, J., & Rayson, P. (2009). Love—“a familiar or a devil”? An exploration of key domains in Shakespeare's comedies and tragedies. In D. Archer (Ed.), What's in a Word-list? Investigating word frequency and keyword extraction (pp. 137–157). Farnham: Ashgate.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Bal, P.M., Butterman, O.S., & Bakker, A.B. (2011). The influence of fictional narrative experience on work outcomes: A conceptual analysis and research model. Review of General Psychology, 15, 361–370. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Bortolussi, M., & Dixon, P. (1996). The effects of formal training on literary reception. Poetics, 23, 471-487. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Burke M. (2010a). Why care about pedagogical stylistics? Language and Literature, 19(1), 7–11. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Burke, M. (2010b). Rhetorical pedagogy: Teaching students how to write a stylistics paper. Language and Literature, 19(1), 77-92. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Burke, M. (ed.). (2010c). Special issue Issues in pedagogical stylistics
. Language and Literature, 19(1).![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Burke, M., Csábi, S., Week, L, & Zerkowitz J. (Eds.) (2012). Pedagogical stylistics: Current trends in language, literature and ELT. London: Continuum.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Clark, U., & Zyngier, S. (2003). Towards a pedagogical stylistics. Language and Literature, 12, 339 - 351. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Davidson, C.N., & Goldberg, D.T. (2009). The future of learning institution in a digital age. Cambridge, MA: The MIT Press.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Earthman, E. (1992). Creating the virtual work: Readers’ processes in understanding literary texts. Research in the Teaching of English, 26(4), 351-384.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Eva-Wood, A.L. (2004). Thinking and feeling poetry: Exploring meanings aloud. Journal of Educational Psychology, 96, 182–191. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Fialho, O. (2006). Assessing literary education: An empirical investigation of students’ conceptualizations of Literature in a Canadian setting. Paper presented at IGEL 2006: International Congress. International Society for the Empirical Study of Literature. Chiemsee, Munich, August 5-9, 2006.
Fialho, O. (2012). Empirical stylistics in the literature classroom: Looking ahead. Workshop organized at Poetics and Linguistics Association: PALA, Special Interest Group – Pedagogical Stylistics: Heidelberg, July 15-16, 2012.
Fialho, O., Moffat, C., & Miall, D.S. (2010). An empirical study of students' concepts of literary education. Paper presented at IGEL Conference (International Society for the Empirical Study of Literature and Media), Utrecht, 7-11 July, 2010.
Fialho, O., Miall, D.S., & Zyngier, S. (2012). Experiencing or interpreting literature: Wording instructions. In M. Burke, S. Csábi, L. Week & J. Zerkowitz (Eds.), Pedagogical stylistics: Current trends in language, literature and ELT. London: Continuum.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Fialho, O., Zyngier, S., & Miall, D.S. (2011). Interpretation and experience: Two pedagogical interventions observed. English in Education, 45(3), 236-253. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Fuller, D. (2007). Listening to the readers is ‘Canada Reads’. Canadian Literature, 193, 11-36.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Giovanelli, M. (2010). Pedagogical stylistics: A text world theory approach to the teaching of poetry. English in Education, 44(3), 214-231. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Giovanelli, M. (2013). Cognitive linguistics in the English classroom: New possibilities for thinking about teaching grammar. Teaching English, 3, 61-65.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Giovanelli, M., & Clayton, D. (eds.) (in press). Knowing about Language: Linguistics and the Secondary English Classroom. London: Routledge.
Giovanelli, M., & Mason, J. (2015). 'Well I don't feel that’: Schemas, worlds and authentic reading in the classroom. English in Education, 49(1), 41-55. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Graves, B. (1996). The study of literary expertise as a research strategy. Poetics, 23, 385-403. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Graves, B. & Frederiksen, C. (1991). Literary expertise in the description of a fictional narrative. Poetics, 20, 1-26. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Groenendijk, T., Janssen, T.M., Rijlaarsdam, G., & van den Bergh, H. (2008). How do secondary school students write poetry? How creative writing processes relate to final products. L1-Educational Studies in Language and Literature, 8(3), 57-80.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Hall, R.M. (2003). The ‘Oprahfication’ of literacy: Reading ‘Oprah’s Book Club’. College English, 65(6), 646-667. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Hanauer, D. (1995). The effects of educational background on literary and poetic text categorization judgements. In G. Rusch (Ed.), Empirical approaches to literature: Proceedings of the Fourth Biannual Conference of the International Society for the Empirical Study of Literature, Budapest, August 1994 (pp. 338-347). Siegen: Lumis.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Hanauer, D. (1999). Attention and literary education: A model of literary knowledge development. Language Awareness, 8, 15-29. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Hartley J. (2001). Reading Groups. Oxford: Oxford University Press.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Heller, W. (2010). Teaching Shakespeare in the elementary school through dramatic activity, play production, and technology: A case study. In W. van Peer, S. Zyngier, & V.P. Viana, Literary education and digital learning: Methods and technologies for humanities studies (pp. 57-186). Hershey, PA: Information Science Reference (IGI Global). ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Hockey, S. (2000). Electronic texts in the humanities. Oxford: Oxford University Press. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Holmes, J., & Stubbe, M. (2003). Power and politeness in the workplace. A sociolinguistic analysis of talk at Work. Harlow: Pearson.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Hoover, D., Culpeper, J., & O’Halloran, K. (2014). Digital literary studies: Corpus approaches to poetry, prose, and drama. London: Routledge.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Janssen, T., Braaksma, M., & Couzijn, M. (2009). Self-questioning in the literature classroom: Effects on students’ interpretation and appreciation of short stories. L1 – Educational Studies in Language and Literature, 9(1), 91-116.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Janssen, T., Braaksma, M., & Rijlaarsdam, G. (2006). Literary reading activities of good and weak students: A think aloud study. European Journal of Psychology of Education, 12(1), 35-53. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Janssen, T., & Rijlaarsdam, G. (1996). Students as self-assessors: Learning experiences of literature teaching in secondary schools. In Ed Marum (Ed.), Children and books in the modern world: Contemporary perspectives on literacy (pp. 98-114). London: Routledge.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Janssen, T., & Rijlaarsdam, G. (1995). Approaches to the teaching of literature: A national survey of literary education in Dutch secondary schools. In R.J. Kreuz & M.S. MacNealy (Eds.), Empirical approaches to literature and aesthetics (pp. 513-536). Norwood, NJ: Ablex.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Jeffries, L., & McIntyre, D. (eds) (2011). Teaching stylistics. Houndmills: Palgrave.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Jones, K., McLean, M., Amigoni, D., & Kinsman, M. (2005). Investigating the production of university English in mass higher education. Arts and Humanities in Higher Education, 4(3), 247-264. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Kieft, M., Rijlaarsdam, G., & Van den Bergh, H. (2008). An aptitude treatment interaction approach to writing-to-learn. Learning and Instruction, 18, 379-390. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Knights, B. (2010). The implied aesthetic of English teaching. Wordplay 3. Accessed 20 October 2014. Available at: <[URL]>![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Leech G., & Short, M. ([1981]2007). Style in fiction: A linguistic introduction to English fictional prose. Harlow: Pearson.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Long, E. (2003). Book clubs: Women and the uses of reading in everyday life. Chicago, IL: Chicago University Press.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Mahlberg, M. (2012). Corpus analysis of literary texts. In C.A. Chapelle (Ed.), The encyclopedia of applied linguistics. Hoboken, NJ: Wiley. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Mahlberg, M., & Smith, C. (2010). Corpus approaches to prose fiction: Civility and body language in Pride and prejudice
. In D. McIntyre & B. Busse (Eds.), Language and style (pp. 449–67). Houndmills: Palgrave.![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Mar, R.A., Oatley, K., Hirsch, J., dela Paz, J., & Peterson, J.B. (2006). Bookworms versus nerds: Exposure to fiction versus non-fiction, divergent associations with social ability, and the simulation of fictional social worlds. Journal of Research in Personality, 40, 694-712. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
McIntryre, D. (2011). The place of stylistics in the English curriculum. In L. Jeffries & D. McIntyre (Eds.), Teaching stylistics (pp. 9-29). Houndmills: Palgrave.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
McIntyre, D. (2012). Corpus stylistics in the classroom. In M. Burke, S. Csábi, L. Week, & J. Zerkowitz (Eds.), Pedagogical stylistics: Current trends in language, literature and ELT (pp. 113-125). London: Continuum.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
McIntyre, D., & Walker, B. (2010). How can corpora be used to explore the language of poetry and drama? In A. O'Keeffe & M. McCarthy (Eds), The Routledge handbook of corpus linguistics (pp. 516–530). Abingdon: Routledge. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Miall, D. (1996). Empowering the reader: Literary response and classroom learning. In R.J. Kreuz & S.M. MacNealy (Eds.), Empirical approaches to literature and aesthetics (pp. 463-478). Norwood, NJ: Ablex.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Miall, D.S., Kuiken, D., & Gifford, J. (2002). Reasons for reading and studying literature. Paper presented at IGEL 2002: International Congress. International Society for the Empirical Study of Literature. University of Pécs, Hungary. August 21-24, 2002.
Mullany, L. (2007). Gendered discourse in the professional workplace. Houndmills: Palgrave. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
O’Keeffe, A., McCarthy, M., & Carter, R. (2007). From corpus to classroom: Language use and language teaching. Cambridge: Cambridge University Press. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Peplow, D. (2011). “Oh, I’ve know a lot of Irish people”: Reading groups and the negotiation of literary interpretation. Language and Literature, 20(4), 295-315. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Peskin, J. (1998). Constructing meaning when reading poetry: An Expert-Novice study. Cognition and Instruction, 16(3), 235-263. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Peskin, J. (2007). The genre of poetry: Secondary school students’ conventional expectations and interpretive operations. English in Education, 41(3), 20-36. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Peskin, J. (2010). The development of poetic literacy through the school years. Discourse Processes, 47, 77-103. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Peskin, J. (2011). The social and educational benefits of the scientific study of literature: From picture books to poetry. In F. Hakemulder (Ed.), De stralende lezer: Wetenschappelijk onderzoek naar de invloed van het lezen (pp. 25-5). Delft: Eburon.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Peskin, J., Allen, G., & Wells-Jopling, R. (2010). The “Educated Imagination”: Applying instructional research to the teaching of symbolic interpretation of poetry. Journal of Adolescent and Adult Literacy, 53(6), 498-507. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Peskin, J., & Wells-Jopling, R. (2012). Fostering symbolic interpretation during adolescence. Journal of Applied Developmental Psychology, 33(1), 13-23. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Radway, J. (1984). Reading the romance. Chapel Hill, NC: The University of North Carolina Press.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Radway, J. (1997). A feeling for books: The book-of-the-month club, literary taste, and middle-class desire. Chapel Hill, NC: University of North Carolina Press.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Ravassat, M., & Culpeper, J. (2011). Stylistics and Shakespeare’s language: Transdisciplinary approaches. London: Continuum.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Ross, C.S. (1999). Finding without seeking: The information encounter in the context of reading for pleasure. Information Processing Management, 35, 783–799. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Scott, M. (2008). WordSmith tools.
Version 5.0
.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Semino, E., & Short, M. (2004). Corpus stylistics: Speech, writing and thought presentation in a corpus of English writing. London: Routledge.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Short, M.,Busse, B., & Plummer, P . (2006). The web-based language and style course, e-learning and stylistics. Language and Literature, 15(3), 219-233. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Saklofske, J. (2010). Plays well with others: The value of developing multiplayer digital gamespaces for literary education. In W. van Peer, S. Zyngier, & V.P. Viana (Eds.), Literary education and digital learning: Methods and technologies for Humanities studies (pp. 130-156). Hershey, PA: Information Science Reference (IGI Global). ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Stubbs, M. (2005). Conrad in the computer: Examples of quantitative stylistic methods. Language and Literature, 14(1), 5-24. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Tabata, T. (2002). Investigating stylistic variation in Dickens through correspondence analysis of word-class distribution. In T. Saito, J. Nakamura, & S. Yamazaki (Eds.), English corpus linguistics in Japan (pp. 165–182). Amsterdam: Rodopi.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
van Peer, W., Zyngier, S., & Viana, V.P. (2010). Literary education and digital learning: Methods and technologies for humanities studies. Hershey PA: Information Science Reference (IGI Global). ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
van Schooten, E., & de Glopper, K. (2003). The development of literary response in secondary education. Poetics, 31, 155-187. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
van Schooten, E., de Glopper, K., & Stoel, R.D. (2004). Development of attitude toward reading adolescent literature and literary reading behavior. Poetics, 32, 343-386. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Watson, G., & Zyngier, S. (2006). Literature and stylistics for language learners: Theory and practice. Houndmills: Palgrave. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Weick, K.E. (1993). The collapse of sensemaking in organizations: The Mann Gulch disaster. Administrative Science Quarterly, 38, 628–652. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Whiteley, S. (2011a). Text World Theory, real readers and emotional responses to The remains of the day
. Language and Literature, 20(1), 23-42. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Whiteley, S. (2011b). Talking about ‘An accomodation’: The implications of discussion group data for community engagement and pedagogy. Language and Literature 20(3), 236-256. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Zyngier, S. (2006). Stylistics: Pedagogical applications. In K. Brown (Ed.), Encyclopedia of language and linguistics (2nd ed.; pp. 226-232). Oxford: Elsevier. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Zyngier, S., Barsch, A., & Miall, D.S. (2002). What is literature, really? Motivations to study. Literature and reading across different cultures. Igel Newsletter, 1(1), 6-13. Available at: <[URL]>![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Zyngier, S. et al. (Orgs.). 2001. Conhecimento e imaginação: Coletânea dos trabalhos do I ECEL – Encontro de ciência empírica da literatura. Rio de Janeiro: Serviço de Publicações da Faculdade de Letras da UFRJ.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Zyngier, S., & Valente, A. (Orgs.). (2002). Fatos e ficções: Estudos empíricos de literatura. Rio de Janeiro: Serviço de Publicações da Faculdade de Letras da UFRJ.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Zyngier, S. et al. (Orgs.). (2003). Pontes e transgressões: Estudos empíricos de processos culturais. Rio de Janeiro: Serviço de Publicações da Faculdade de Letras da UFRJ.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Cited by (2)
Cited by two other publications
Schrijvers, Marloes, Tanja Janssen, Olivia Fialho & Gert Rijlaarsdam
2019.
Gaining Insight Into Human Nature: A Review of Literature Classroom Intervention Studies.
Review of Educational Research 89:1
► pp. 3 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Whiteley, Sara & Patricia Canning
2017.
Reader response research in stylistics.
Language and Literature: International Journal of Stylistics 26:2
► pp. 71 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
This list is based on CrossRef data as of 25 july 2024. 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.