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Scientific Approaches to Literature in Learning Environments
Edited by Michael Burke, Olivia Fialho and Sonia Zyngier
[Linguistic Approaches to Literature 24] 2016
► pp. 271–302

Chapter 14. Literary awareness in a high-school EFL learning environment

An empirical evaluation

 | Federal University of Rio de Janeiro
ORCID logo | Universtiy of Stirling
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.
Keywords: creativity, EFL, evidencebased approach, iconicity, literary awareness, pedagogical stylistics
Published online: 22 July 2016
DOI logo
https://doi.org/10.1075/lal.24.14zyn
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Lugea, Jane
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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. DOI logo
Viana, Vander & Sonia Zyngier
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Viana, Vander & Sonia Zyngier
2020. Language-literature integration in high-school EFL education: investigating students’ perspectives. Innovation in Language Learning and Teaching 14:4 ► pp. 347 ff. DOI logo

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