國立政治大學英國語文學系碩士在職專班 論文提要 論文名稱 : 透過文學教英語 : 從讀者反應層面探討文學作品在英語教學上之應用 指導教授 : 林茂松 博士 研究生 : 胡碧桃 論文提要內容 : 本論文旨在探討藉由文學教學激發學習者學習英語的動機及對文學的興趣，進而提升其英文閱讀及寫作能力的可能性。 從二十世紀初以來，對於文學教法，學者先後提出各種理論，舉其盈盈大者：如傳統教學法、心理分析法、及新文評主義，對文學教學皆有著墨。近年來，以讀者為中心、重視讀者與文本間的互動、允許不同讀者對同一作品有不同詮釋的讀者反應理論已成為教師們在教授文學時樂於應用的教學法。 本研究採用以Rosenblatt 為首的學者的建議，先引導學生閱讀文學文本，由學生以書面方式，回答老師根據文本提出與學生知識經驗相關的美學問題，最後全班參與討論，分享感受。 受試者為國立三重高中二年級學生。測驗工具為取自全民英檢(1999及2003年)中級閱讀測驗及作文試題、自製英語學習動機問卷以及文學興趣問卷。實驗組於前測後，以六篇文學作品為其教科書外之補充教材；而控制組則給予六篇非文學類文章。實驗時間為時一學期 (自2002年九月至2003年一月) 。 經由問卷調查訪問及前後測實施結果分析，發現實驗組的學生，在接受讀者反應法的文學教學後，可提升其英文學習動機、文學興趣及閱讀能力。至於寫作部分，實驗組的學生使用的字彙量比控制組為多。 本研究結論發現若經過適當設計，文學作品可以做為合適的閱讀教材以提升英語學習動機、激發創造性及批判性思考，甚至培養出終身的文學讀者。 / Abstract This thesis aims to investigate the effects of using literature as supplementary reading material for senior high school students studying English as a foreign language. The study adopts reader response theories, whose critics focus on the reader and the interaction between the reader and the text. An experiment was run for five months on senior high school subjects. Following a pre-test, the experimental group used six literary texts as supplementary reading material and the control group six non-literary ones. After exploring each text, students in the experimental group were assigned to answer reader response questions and those in the control group were asked to answer synthesis /evaluation questions after exploring each text. In addition, a questionnaire was issued to the subjects to investigate whether they liked the texts or not. Oral interviews were also conducted with the subjects to further observe their reactions to each work. After the teaching experiment, a post-test was given to examine the performance differences between the two groups. Throughout the experiment, all class interactions were recorded, then transcribed, and analyzed. The results show that (1) after the experiment, more students in the experimental group liked English than in the control group, (2) literary texts triggerred more interest than non-literary ones, (3) the number of students interested in literature increased after using literary texts as supplementary reading material, and (4) the students given literary texts as supplementary reading material develop better English reading skills and a larger English writing vocabulary than those in the controlled group. In addition, the students in the experimental group were eager to share their ideas about the readings. Key words: reader response, literature instruction, literary text, supplementary reading material.

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abstract: This study examines ninth graders’ negotiation of meaning with one canonical work, Romeo and Juliet. The study’s sample was 88% Latino at a Title I high school. The study adopts a sociocultural view of literacy and learning. I employed ethnographic methods (participant observation, data collection, interviews, and focus groups) to investigate the teacher’s instructional approaches and the literacy practices used while teaching the canonical work. With a focus on students’ interpretations, I examined what they said and wrote about Romeo and Juliet. One finding was that the teacher employed instructional approaches that facilitated literacy practices that allowed students to draw on their cultural backgrounds, personal lived experiences, and values as they engaged with Romeo and Juliet. As instructional approaches and literacy practices became routine, students formed a community of learners. Because the teacher allowed students to discuss their ideas before, during, and after reading, students were provided with multiple perspectives to think about as they read and negotiated meaning. A second finding was that students drew on their personal lived experiences, backgrounds, and values as they made sense and negotiated the meaning of Romeo and Juliet’s plot and characters. Although the text’s meaning was not always obvious to students, in their work they showed their growing awareness that multiple interpretations were welcomed and important in the teacher’s classroom. Through the unit, students came to recognize that their own and their peers’ understandings, negotiations, and interpretations of the canonical work were informed by a variety of complex factors. Students came to find relevance in the text’s themes and characters to their experiences as adolescents. The study’s findings point to the importance of allowing students to draw from their cultural backgrounds and experiences as they negotiate meaning with texts, specifically canonical ones, and to welcome and encourage multiple meanings in the English classroom. / Dissertation/Thesis / Doctoral Dissertation Curriculum and Instruction 2016

The purpose of this quasi-experimental study was to compare the effects of literature instruction using traditional methods to literature instruction using Reading Apprenticeship (RA) to determine if outcomes of attitude and achievement of students enrolled in World Literature courses are changed. Participants included 104 students from 1 junior college in a southeastern state. Of these 104 students, 68 were taught using a traditional method of instruction, and 36 were taught using the RA method of instruction. Students were administered the Rhody Secondary Reading Attitude Survey to determine attitude scores at the beginning of the semester and attitude scores at the end of the semester. In addition, the Accuplacer-Reading Comprehension Test was administered to assess students‘ reading achievement at both the beginning of the semester and at the end of the semester. To analyze the data, a repeated-measures MANOVA was used to determine if statistically significant differences were present in students‘ attitudes and achievement scores based on instruction type. Also, the repeated measures MANOVA was used to determine if there was an interaction between attitude and achievement scores. After analyzing the data that was collected, the results indicated a statistically significant difference between the attitude scores of students taught literature using traditional instruction and students taught literature using RA instruction. The attitudes of students who were taught World Literature through traditional instructional methods experienced little change, and the attitudes of students who were taught World Literature using the RA method significantly increased. The results of the achievement tests and the interaction were not statistically significant.

The multicultural classroom is becoming more prominent in Sweden. Students from different cultures and ethnicities meet to learn in the same environment. In a changing society, the need to develop acceptance towards others is more important than ever.  Thus, in this essay, post-colonial and social influence theories have been applied to the analysis of Octavia E. Butler’s novel Kindred. This essay argues that by integrating post-colonial literature in the EFL- classroom, students can gain deeper intercultural knowledge and learn to understand the power of the social environment concerning its influential effects on people’s racial attitudes and prejudices.

[pt] Este trabalho parte de uma investigação das crianças que habitam quatro contos de Guimarães Rosa em Primeiras estórias: A menina de lá, Partida do audaz navegante, As margens da alegria e Pirlimpsiquice, concebendo a infância como categoria filosófico-epistemológica que pode e deve participar das narrativas pedagógicas escolares. A fim de fazê-lo, cada capítulo busca flagrar nas infâncias rosianas subsídios teóricos capazes de tensionar o tom planificador e empresário por vezes encontrado na Base Nacional Comum Curricular (BNCC), documento normativo gerador dos currículos nacionais, em especial nas suas formulações sobre o campo artístico-literário no Ensino Fundamental, anos finais. Pretende, assim, criar cartografias alternativas de leitura da BNCC, apontando a relação da escola com o tempo, com a literatura e com a diversidade. A dissertação é atravessada pelo diálogo com reflexões deleuze-guattarianas e benjaminianas, além de conversar com as chamadas teorias pós-críticas do currículo, sempre comprometida com a defesa da escola. Por fim, na investigação se intrometem intervenções dessas crianças sobre o corpo da Base, propondo rasuras e escrituras que encenem e presentifiquem as cartografias imaginadas. / [en] This dissertation stems from an investigation of the children who inhabit four short stories in Guimarães Rosa s Primeiras estórias: A menina de lá, Partida do Audaz Navegante, As margens da alegria and Pirlimpsiquice, assuming childhood as a philosophical epistemic category which can and should partake in pedagogical and educational narratives. In order to do so, each chapter endeavors to capture theoretical subsidies in Rosa s childhoods which could distend the planned and businesslike tone often found in the Base Nacional Comum Curricular (BNCC), Brazil s Common Core Curriculum, a normative document which generates all the national curricula. This research is concerned particularly with the artistic-literary field in the final stages of middle school and aims to create alternative BNCC reading cartographies, discussing the relationships formed by school with time, literature, and diversity. The dissertation is permeated with reflections based on Deleuze-Guattarian and Benjaminian ideas, in addition to conversing with the so-called post-critical approaches to curriculum, always committed with defending the institution of school. Finally, an intervention by the aforementioned children on the body of the BNCC intrudes the investigation, proposing erasures and overwriting which can both perform and make the imagined cartographies present in the document.

Denna undersökning behandlar litteraturundervisningen i svenskämnet. Syftet är att undersöka hur konkreta undervisningsmoment kopplat till skönlitteratur utformas av lärare för att väcka elevers motivation för läsning av skönlitteratur. Det är även att studera hur och på vilken grund lärare väljer ut den skönlitteratur som behandlas i undervisningen. Frågeställningarna är följande: 1. Hur utformar lärare undervisningsmoment kopplade till skönlitteratur för att främja elevers läsmotivation? Och hur anpassas läsinsatser efter elevers behov och motivation? 2. Vilka faktorer anser lärare är viktiga för elevers läsmotivation? 3. På vad, förutom kursplanen i svenska, baserar svensklärare i årskurs 4-6 sitt val av skönlitteratur som behandlas i undervisningen? Brousseaus Didaktiska situationer samt Rosenblatts Receptionsteori har använts som teoretisk ram. För att samla in data genomfördes semistrukturerade kvalitativa intervjuer med fem svensklärare i årskurs 4-6. Resultatet visar att litteraturundervisningen gått från att till stor del bestå av elevers individuella läsning till att allt mer skönlitteratur behandlas gemensamt genom högläsning och diskussioner i helklass eller grupp. Detta dels på grund av att lärarna har svårt vid delegeringsfasen att få eleverna att ta på sig ansvaret för uppgifter kopplat till den individuella läsningen. Vidare visar undersökningen även att författarbesök kan ha en positiv effekt på elevers läsmotivation. Att eleverna får se att det finns en verklig person med ett budskap bakom texten kan alltså leda till att elever utvecklar ett läsintresse.

The subject of this dissertation is Swedish upper secondary pupils’ reception of novels read as part of their literature instruction. The main purpose is to study and compare the reading of female pupils with that of male pupils and to analyze to what extent attention is paid to their private reading experiences in the literary teaching. What strategies do the students use to interpret and discuss fiction? And what is the relationship between their private reading habits and the way fiction is studied at school? Consequently, the subject field of this qualitative study concerns not only teenagers’ private reading habits, but also gender related issues, school adjusted reading routines and didactic matters. Reading at school differs in many ways from the pupils’ private reading habits, but there are also differences regarding the students’ attitudes towards reading as such. There proved to be certain diversities between the reading habits of boys and girls. The boys read in general less than the girls, and many boys were interested in reading adventurous and exciting stories. The girls were more into reading realistic novels, and to them it was important that they could identify with the characters. Many pupils responded personally to their reading. Instead of reflecting on the meaning of a text and comparing it to other texts or phenomena of the surrounding world, their reception confined itself to categories like “boring” or “exciting”. Merely a few students included a more profound literary analysis in their responses. An important aim of literature instruction must be to broaden the pupils’ literary repertoires and to make them improve their reading skills. This study shows that to achieve these improvements the students must feel involved, which means that literature instruction must be adapted to the literary cultures of both boys and girls.