This essay discusses if teaching English literature in high school classes, in accordance with the socio-cultural learning theory, can be considered to promote language learning substantially better than teaching English literature in accordance with the transmission theory. This essay also investigates and compares how well teaching English literature, in accordance with each of these two learning theories, fulfills stipulations in the Swedish National Curriculum for high school courses English 5, 6 and 7. In order to show differences between the socio-cultural learning theory and the transmission theory there are presentations and discussions of different teaching strategies and learning tasks/exercises in accordance with each of these two learning theories. The base for argumentation in this essay is constituted by analytical and theoretical studies of teaching English literature in accordance with the socio-cultural learning theory and in accordance with the transmission theory. There are also theoretical studies of the Swedish National Curriculum (of high school courses English 5, 6 and 7) and previous empirical research and studies (which include teaching and/or language learning and the socio-cultural learning theory). This essay also includes a presentation and discussion of advantages and disadvantages for each learning theory.

Though both literary critics and anthropologists have sometimes recognized converging aims and methods between ethnography and narrative fiction, few interpretive studies of fiction have been undertaken using the framework of ethnography of communication. Because ethnography of communication centers attention on language in situated communicative interaction, it could be a useful tool for exploring literary texts, especially texts within the genre of "realistic fiction," which sometimes also depend upon observation or creation of situated social interaction. This dissertation uses ethnography of communication to interpret a Victorian novel, Anne Bronte's The Tenant of Wildfell Hall. Ethnography of communication may also serve as a general framework for teaching literature, combining close linguistic or stylistic analysis of the language, detailed examination of the cultural and social situation, and re-creation of the meaning of the event as it may have been experienced by the participants. This approach may be especially appropriate in the case of L2 learners taking literature courses in university programs. The overall framework of the analysis, ethnography of communication, will be supplemented by Goffman's model of interaction ritual and the concept of co-construction of reality. These frameworks will be employed in the analysis of brief communicative events within the novel. Insights about the characters and the speech communities deriving from ethnographic interpretation will be used to build more precise understanding of the events of the novel, thereby contributing to traditional areas of literary criticism, and offering options for literary study in L1 and L2 contexts.

Made available in DSpace on 2014-06-11T19:25:39Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-06-24Bitstream added on 2014-06-13T18:29:13Z : No. of bitstreams: 1 faria_fcr_me_prud.pdf: 1571986 bytes, checksum: 215214993171199c0aa6e0b694f46658 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A presente pesquisa está vinculada ao programa de Pós-Graduação da Unesp de Presidente Prudente S/P e à linha de pesquisa Infância e Educação e gestada em um projeto maior denominado Literatura na escola: espaços e contextos. A realidade brasileira e portuguesa, coordenado pela professora Dra Renata Junqueira de Souza e realizado pelo Centro de Estudos em Leitura e Literatura Infantil e Juvenil – CELLIJ. O estudo partiu dos resultados calamitosos do Brasil em provas (Saresp, SAEB, PISA) que avaliam a competência leitora dos alunos comprovando o fato de as escolas não cumprirem com sua função primeira: ensinar a ler e escrever. Estudos têm mostrado que o hábito de leitura dos estudantes tem se tornado precário e insuficiente fato que, somado ao despreparo teórico e pedagógico dos professores relativamente ao ensino da literatura e à utilização do material literário, tem dificultado o trabalho com o livro literário no âmbito escolar, razão pela qual justifica-se esta investigação. A pesquisa teve por objetivo estudar as contribuições da Estética da Recepção para o ensino de literatura e para a formação do leitor, além de investigar a compreensão dos principais aspectos que levavam à aceitação, ou não, da obra e como ocorre a recepção literária. Para tanto, optou-se por um aporte teórico afinado com a teoria recepcional de Hans Robert Jauss, bem como a Metodologia Recepcional criada por Bordini e Aguiar e os Níveis de recepção literária de Hans Kügler. A pesquisa foi desenvolvida em uma escola municipal de Presidente Prudente e teve como público alvo alunos do 5º ano com os quais foi vivenciada uma prática pedagógica fundamentada na Estética... / This research is part of the graduate program at Department of Education in Unesp Presidente Prudente and related to the research topic concerning childhood and education, included in the Literature in the school: spaces and contexts, project intended to study the Brazilian and Portuguese realities. The project is coordinated by Professor Dr. Renata Junqueira de Souza and conducted by the Centre for studies in Reading and Literature for children and teens - CELLIJ. The study presented here was first motivated by unfortunate Brazilians’ educational institutions results in regional, national and international tests (Saresp, SAEB, PISA) designed in order to evaluate the students' reading skills. Such results have been shown that the Brazilian schools teaching techniques do not meet to their primary function: teach students to write and read properly. There are some studies that have shown a lack between the students’ reading habits and the required behaviour to meet a reading proficiency level. Moreover the theoretical and pedagogical teachers’ background, generally, is not enough to suitably use the literary stuff with their students. Has a result, the literature learning process has been faced difficulties and the improvement need in this educational context comes out the importance of the research presented here. This research is purposed to study the Reception’s Aesthetics contributions to the literature teaching goal and develop the students’ comprehensive reading skills. In addition to that, it investigates the major issues related to acceptance of the literature. In order to reach these goals, our study draws on the receptional theory from Hans Robert Jauss, on Receptional Methodology created by Bordini and Aguiar and on Levels of literary reception from Hans Kügler. This research was developed in a school located in Presidente Prudente city... (Complete abstract click electronic access below)

Made available in DSpace on 2015-05-14T12:39:29Z (GMT). No. of bitstreams: 1 parte1.pdf: 1564884 bytes, checksum: 81785dd83136030678e8608d32a48a5b (MD5) Previous issue date: 2011-04-08 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / On the global relations between literature and media, the Internet emerges as a medium for the dissemination and reading of literary work. This method of disclosure ultimately demonstrates the subject´s need to share his thoughts on politics, philosophy, art, and express his literary tastes through writing. Regarding the latter, Web surfers use blogs, our object of study, to disseminate both poems by renowned authors of the literary canon as well as their own poems. Thus, in an analytical perspective about the way the reading of poetry in that medium happens, theoretical notions of the reader were taken in consideration, support, reading, blog and cyberspace, through recent studies on the relationship between the reader and the medium used to read considering that when the support changes, the reading forms change, besides the theoretical regarding cyberculture. This dissertation aims to understand how poetry reading occurs in the blogs, reflecting the way they circulate, as they are read and approved in cyberspace, on the view that poetry is gaining readers and being a motivational tool for its reading. For this purpose, we created a blog to supporte our analysis. Considering the popularity of blogs and resources, we bring this support as an additional tool for the poetry reading in schools, creating theoretical and methodological alternatives to help teaching process and reading of poetry on this medium, using as a strategy the construction of other blogs by high school students, which are coordinated during a certain period, through a research, at times, based on ethnographic research. / No panorama mundial das relações entre literatura e mídia, a Internet surge como mais um suporte para a divulgação e leitura da obra literária. Este meio de divulgação acaba por demonstrar a necessidade de o sujeito partilhar, através da escrita, seus pensamentos sobre política, filosofia, arte, além de expressarem seus gostos literários. A respeito destes últimos, os internautas utilizam blogs, nosso objeto de estudo, para divulgarem tanto poemas de autores consagrados pelo cânone literário como também, seus próprios poemas. Assim, numa perspectiva de análise a respeito da forma como se dá a leitura de poesia nesse suporte, tomamos como referencial teórico as noções leitor, suporte, leitura, ciberespaço e blog, por meio dos estudos recentes sobre as relações entre o leitor e o meio utilizado para a leitura em que se compreende que, quando muda o suporte, mudam-se as formas de ler, além de aporte teórico no que se refere à cibercultura. Buscamos, então, nesta dissertação, perceber como ocorre a leitura da poesia nos blogs, refletindo de que maneira eles circulam, como são lidos e recepcionados no ciberespaço, na perspectiva de que a poesia vem ganhando leitores e sendo instrumento motivador para sua leitura. Para isso, criamos um blog para fundamentar nossas análises. Visto a popularidade dos blogs e seus recursos, trazemos esse suporte como mais um instrumento para a leitura da poesia em contexto escolar, criando alternativas teóricometodológicas que auxiliem no processo de ensino e leitura da poesia neste mesmo suporte, utilizando como estratégia a indicação de construção de outros blogs por alunos do Ensino Médio, sendo estes coordenados durante certo período, por meio de uma pesquisa, em alguns momentos, de base etnográfica.

Orientador: Sylvia Bueno Terzi / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de de Estudos da Linguagem / Made available in DSpace on 2018-08-13T08:21:26Z (GMT). No. of bitstreams: 1 Scavassa_JuliaSant'Ana_M.pdf: 569738 bytes, checksum: 73cb898ba79cf435bcee51331614562a (MD5) Previous issue date: 2009 / Resumo: Este trabalho investiga os desencontros entre as interpretações de adultos não escolarizados e as de sua professora em aulas de leitura de poemas num curso de letramento oferecido entre 2006 e 2008. Sendo a professora também a pesquisadora, trata-se de uma pesquisa-ação que utiliza alguns instrumentos da etnografia escolar (Ericksson, 1984, 1986) realizada junto a produtores rurais não alfabetizados de um município próximo de Campinas. A prática pedagógica e a análise dos dados se fundamentaram nas teorias propostas pelos Novos Estudos do Letramento (Street, 1984, 1993, 2003; Gee, 1996/2001), além das teorias do letramento situado (Barton, 1994; Barton e Hamilton, 1998) e do letramento crítico (Fehring e Green, 2001). Os dados foram coletados por meio de gravações em áudio das aulas, entrevista aberta e anotações da pesquisadora. A partir da observação dos momentos das aulas em que as interpretações entre professora e alunos divergiam, buscou-se mapear os prováveis fatores que os ocasionaram, assim como as mudanças que advieram destas situações na aprendizagem dos educandos e na prática da educadora. Notou-se, então, que as diferentes visões acerca dos poemas podiam ser explicadas pelas diferenças entre as histórias de letramento apresentadas pelos alunos e pela professora, alguns aspectos de suas concepções de poesia e de suas perspectivas sócioculturais, bem como o conhecimento insuficiente da educadora a respeito do letramento dos educandos no início do trabalho, ou as associações mentais que embasavam as interpretações dos participantes. Houve, então, um processo em que os alunos foram se adaptando à nova prática de letramento que conheceram, enquanto a professora também se adaptou às possibilidades interpretativas dos alunos. Dessa forma, ao final do curso, os educandos já percebiam que algumas interpretações não eram justificadas pelo texto, e vivenciavam experiências significativas de leitura poética; enquanto a educadora havia percebido a necessidade de uma adequação temática dos textos selecionados para que tal experiência fosse possível e já não exigia interpretações ideais, mas aceitava as visões dos alunos, buscando mostrar os limites estabelecidos pelas palavras presentes no poema. A análise dos dados também foi subsidiada pela teoria transacional da leitura e da escrita (Rosenblatt, 1938/1995, 1978/1994 e 1994). / Abstract: This paper investigates the discrepancies that occurred between the interpretations of non-educated adult students and those of their teacher in poetry reading classes during a literacy course taught from 2006 through 2008. As the teacher was also the researcher, this is an action research project developed among illiterate agricultural workers in a town near Campinas. Pedagogical practice and analyses were based on the theoretical foundations suggested by the New Studies on Literacy (Street, 1984, 1993, 2003; Gee, 1996/2001) as well as the situated literacy theories (Barton, 1994; Barton e Hamilton, 1998) and critical literacy (Fehring e Green, 2001). Data were collected by means of audio recording of classes, open interviews and notes taken by the researcher. By observing the incidents in class when the interpretations of teacher and students diverged, this paper seeks to outline the probable factors that provoked the discrepancies as well as the modifications that resulted from these situations in the students' learning process and in the teacher's practice. Accordingly, it was observed that different views of the poems could be explained by differences in literacy backgrounds, the notions about poetry and sociocultural perspectives introduced by the students and the teacher, as well as the teacher's insufficient familiarity with the students' literacy backgrounds at the outset of the project, or the mental associations that formed the basis of the participants' interpretations. During this process, therefore, the students gradually adapted themselves to the new literacy practices with which they were becoming familiar, while the teacher also became accustomed to the interpretative capabilities of the students. Thus, towards the end of the course, the students began to perceive that some interpretations were not supported by the text, and they had meaningful experiences of reading poetry; while at the same time the teacher realized the need to adapt the themes of the selected texts to enable such experiences, and no longer expected "ideal" interpretations but accepted the students' own views seeking to illustrate the limitations set by the words in the poem. The analyses were also based on the transactional theory of reading and writing (Rosenblatt, 1938/1995, 1978/1994 e 1994). Key words: Literacy; action research; adult education; teaching of literature. / Mestrado / Lingua Materna / Mestre em Linguística Aplicada

The aims of the present study were to explore how teachers in upper-secondary school choose and use literary texts and genres in their teaching of English as a foreign language (EFL), what their attitudes are towards the role of literature in reaching the learning objectives and what implications their textual choices have for  literature teaching in general. Six people participated in the study, three male and three female upper-secondary school teachers in Sweden with English as one of their main subjects. The data were collected through semi-structured interviews with questions focusing on how the teachers use literary texts in order to teach English in the courses English 5, 6 and 7. The data were analysed using a grounded theory approach. The identified themes were teachers’ general attitudes to literature teaching, learning objectives taught implicitly through literature and teachers’ basis for literary choices. The main conclusions drawn from this study were that in most of these cases, factors such as relatability and degree of intelligible input overrode canonicity in EFL literature teaching.

Reading English literature can help learners of English as a foreign language (EFL) to develop their reading ability as well as other language skills. Reading can also have other benefits for EFL students such as learning about the target language’s culture or learn about an English variety in written form. This present study investigates what types of literature are used in Swedish upper secondary school, the EFL teachers’ attitudes towards short stories compared to simplified novels/graded readers and their preferred assessment methods associated with literature teaching. The majority of the teachers that took part in this survey have a positive attitude towards short stories and use them in their EFL classes. The results also show that after the students have completed reading a short story, most of the teachers that participated in this survey preferred to combine examination methods such as a group discussion with a written test. The title of this paper comes from one of the informants’ comments when asked if she would rather use a short story or a graded reader in her English class. This informant had used graded readers in her English language classroom, but she and everyone that took part in this survey chose short stories over graded readers.

The present research consists of a comparative study of Brigham Young University's Golden Age Comedia (GAC) and Golden Age Theater Production (GATP) courses. The two courses cover much of the same academic material, but one of the differences between the two approaches to the teaching of Golden Age literature is that the GATP course incorporates a theater production and outreach component. Although this outreach program has been seen as intuitively and anecdotally effective, there has been no prior attempt to document student motivation for choosing this course over the traditionally taught course (GAC), nor to discover any of the outcomes experienced by university students who participate in it. Similarly, there have been no studies conducted to compare the educational outcomes of the two approaches. Therefore, the present empirical study was conducted with the goal of determining student motivation and expectations for course selection, academic outcomes of each approach, and whether any additional intellectual or personal growth was experienced by students in the GATP course. This study revealed that there indeed are differences in the motives and expectations behind students' decision to enroll in the GAC course rather than the GATP course, and vice versa, and that each course yields different outcomes for those students. Students receiving instruction through the GATP Outreach program appear to be able to attain a similar mastery of the course material as those in the GAC course. Furthermore, through the inclusion of the outreach program, students are able to acquire additional skills and enriched attitudes that have the potential to prepare them for future studies and life experiences. For universities interested in implementing a similar production and outreach program, this study provides evidence that such a course can indeed provide an alternative path to the teaching of Golden Age literature at the university level and that it proves to be an attractive alternative to certain students that is worth their time and effort.

This is a study about English teachers’ use of audiobooks when working with literature in upper secondary school. This study investigates to what extent and in what ways teachers use audiobooks as well as their attitudes toward them as a teaching tool. This research study also investigates whether teachers believe that audiobooks have a positive effect on students’ reading motivation. The study was conducted through a mixed-method questionnaire, which 24 participating teachers in Sweden answered. The study shows that most teachers are using audiobooks in their literature teaching, hence having an overall positive attitude towards them. However, the reasons for using them vary among the participants. The findings reveal that participating teachers find audiobooks helpful for improving students’ reading and listening comprehension, pronunciation, and reading accuracy. Further, teachers believe that audiobooks help students to show more engagement with the literature, but that they do not have much effect on increasing students’ motivation to read. The results of this study provide insight into some English teachers’ opinions and attitudes toward the audiobook as a teaching tool and this may help other English teachers make better informed choices when they want to incorporate the audiobook into their literature teaching.

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