Article published in:Scientific Approaches to Literature in Learning Environments
Edited by Michael Burke, Olivia Fialho and Sonia Zyngier
[Linguistic Approaches to Literature 24] 2016
► pp. 83–104
Chapter 5. Enhancing responses to literary texts with L2 learners
An empirically derived pedagogical framework
This chapter reports an empirical study investigating literary reading processes conducted with young adult readers who operate in a second language-learning (L2) environment. The scope of the study is to observe and identify reading processes these learners engage in while reading a literary text. These learners are students of literature but considered to be in the process of becoming informed readers of literature, that is ‘learner-readers’. Intrinsic to the study is the introduction of a model based on a pedagogical framework, the Strike-Annotate-Speak-Write (SASW) model for L2 learner-readers. The chapter highlights the different literary reading processes adopted by the L2 learner-readers by referring to categories identified in the study. Furthermore, it describes the model that adopts verbal and non-verbal metacognitive techniques that trigger these processes.
Keywords: L2 learner-readers, literariness, literary reading processes, stylistics, think aloud protocols
Published online: 22 July 2016
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