Developing students' literacy skills and intercultural competence via literary works has become a key component of foreign language (FL) curricula at the primary, secondary, and tertiary levels in ...many countries. In FL classrooms, the use of textual literature can also sometimes be complemented by multimodal literature like graphic novels and picture books, which are useful in enhancing the ability of students to interpret, synthesize, and analyze information from multiple media simultaneously. This article reports the findings from an online questionnaire-based study involving 265 university students in France who were studying English as an FL alongside their degree programs. The study explored their reported literary reading response, literary competence when reading textual and multimodal literature, aesthetic competence, and the extent to which their aesthetic competence and literary response predicted their literary competence. The findings indicated that participants’ literary response drew strongly from Story-Driven Reading while their literary competence was significantly lower for textual literature than for multimodal literature. Moreover, their literary competence was statistically significantly predicted by certain components of their literary response and, to some extent, their aesthetic competence.
•Participants’ literary response drew most strongly on Story-Driven Reading.•Multimodal literary competence was positively predicted by aesthetic competence.•Literary preferences correlated weakly with participants’ literary competence.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
Of the many dilemmas facing the assessment of literary competence, one is the extent to which language should constitute part of the target construct intended to be measured. Some argue for the ...construct-irrelevance of language and hence recommend that it be eliminated or minimized in favor of an exclusive focus on literary competence. In practice, this does not seem to be the case, as language proficiency considerations seem to creep into assessment, clouding assessment outcomes. The current study sought to examine students' perceptions of the degree to which knowledge of language constitutes part of the construct of literary competence in two departments of English and Persian literature. To this end, a total of seventy students in two poetry courses, one in the English department and the other in the Persian, responded to a questionnaire designed to gauge their perceptions of the extent to which language competence constitutes a component of the literary competence. Data were analyzed through one sample and independent samples t-tests. It was found that language competence is somehow construct-irrelevant in testing literary competence. Interestingly, measurement-invariance was observed regarding Persian and EFL students’ stance on the construct-irrelevance of language in tests of literary achievement and competence.
For some time now, many researchershave shared the conviction thatthe literary education of adolescents requiresother pathways than those habituallytravelled. With the intention of ...renewingeducational initiatives, a pedagogical interventionproposal is presented based on theconcept of “literary constellations” by Jover,2007, on the teaching innovation strategiesof gamification. In this context, an educationalinnovation project focused on promotingthe reading habit, entitled “Góngora’s FourGalaxies: A Universe of Stars to be Discovered,”is presented. The aim of that proposalis to encourage reading of the poetic genrethat consists in the creation of four readingitineraries from four poems by the baroquewriter Luis de Góngora y Argote. The resultsobtained have been positive, thanks tothis initiative. Not only do students improvetheir literary competence, but they also increasetheir interest in baroque poetry byrelating it intertextually with diverse artisticproductions and, above all, close to theircontemporaneity.
Hace ya tiempo que numerosos investigadores comparten la convicción de que la educación literaria de los adolescentes reclama otros caminos que los habitualmente transitados. Con la intención de renovar las iniciativas educativas, se diseñó una propuesta de intervención pedagógica basada en el concepto de las “constelaciones literarias” de Jover (2007), y fundamentada en las estrategias de innovación docente de la gamificación (Marín 2015). En este contexto, se presenta un proyecto de innovación educativo centrado en el fomento del hábito lector titulado “Las cuatro galaxias de Góngora: un universo de estrellas por descubrir”. En él. se ofrece una propuesta de incentivación a la lectura del género poético que consiste en la creación de cuatro itinerarios lectores a partir de cuatro poemas del escritor barroco Luis de Góngora y Argote. Los resultados obtenidos han sido positivos, gracias a esta iniciativa, no solo el alumnado mejora su comprensión lectora, sino que aumenta su interés por la poesía barroca al relacionarla intertextualmente con producciones artísticas diversas y, sobre todo, próximas a su contemporaneidad.
Starting from the premise that there may be a discrepancy between how teachers and students understand the term ‘literature’, this article explores the ability of 10th grade students to define the ...concept of ‘literature’. It argues that such an undertaking is relevant in light of a similar discrepancy between literary studies and literature: while the first adopts an increasingly inclusive definition of ‘literature’, publications on the concept of literary competence still employ a strongly normative view of literature. Drawing on empirical observations from a Dutch research project in which students discussed the literary quality of text fragments in jury groups, the article demonstrates that students hold highly heterogeneous ideas about the definition of literature. The analysis of survey responses, transcribed student conversations and jury posters reveals that a minority of students are able to provide a reasoned definition of ‘literature’, while a significant portion equates literary texts with books in general or stories amenable to narratological analysis. Based on these observations, the article suggests expanding the operationalization of literary competence in Alter & Ratheiser’s recent model to include the concept of ‘taxonomic competence’, which encompasses students’ ability to differentiate between literary and non-literary texts through reasoned argumentation.
A lo largo de estas páginas se estudian las claves para recuperar el aprendizaje de la literatura y el gusto por el texto literario desde la perspectiva de la Didáctica de la Literatura (DLI). Se ...indican todos los procesos cognitivos que se ponen en funcionamiento y se ofrecen al profesorado algunas claves didácticas para que se desarrolle del modo más adecuado el hábito literario y la capacidad crítica. Se estudian las diversas teorías didácticas de aprendizaje, así como las funciones, la formación del profesorado y la formación del individuo como ciudadano desde el ámbito literario que posibilita el desarrollo de las habilidades lectoras y la competencia literaria. Se aportan ideas sustanciales, recónditas y novedosas que pueden servir de guía para la educación literaria y su puesta en funcionamiento con objeto de desarrollar del modo lo más adecuado posible la competencia literaria y el amor por la palabra y la literatura.
Literary competence (LC) is the ability or capacity to produce and interpret literary texts. It has usually been assumed to have a close relationship with creativity, that is, the ability to find ...original and appropriate ideas in a specific context, although this relationship has rarely been analyzed empirically. This study tries to fill this gap by investigating the relationship between literary competence and creativity in adolescence and exploring which components of LC are especially relevant to the different criteria for creativity. A total of 193 first-year Obligatory Secondary Education (ESO) students and eight teachers of this educational level participated in the study. The students completed various LC and creativity tests, and the teachers evaluated their students’ LC according to their own professional criteria. The results show that the relationship between LC and creativity is significant, and it is especially intense in the case of literary creativity. Literary knowledge and the attitude toward literature are especially related to creativity. Among the criteria for creativity, flexibility seems to be especially sensitive to LC. No significant gender differences were found on the creativity measures, but differences were found in the teachers' assessment of LC. Finally, the results are discussed in terms of their implications for Secondary Education.
En este artículo presentamos un estudio sobre el audiolibro, un producto hoy en día muy popular y que analizamos desde un punto de vista pragmático-comunicativo. Este artículo se articula en tres ...partes: en la primera, haremos un breve recorrido de la oralidad desde sus orígenes hasta la actualidad, presentando sus características más relevantes. Luego, nos detendremos en la teoría de la comunicación literaria y su consiguiente aplicación en el mundo digital para, finalmente, presentar el audiolibro como nuevo texto dramático.
Artikkelen utforsker elevproduksjon av podkaster i videregående skole ved å undersøke hvilken litterær kompetanse vg1-elever ved det studiespesialiserende programområdet uttrykker når de lager ...podkaster om samtidslyrikk i litteraturundervisningen. Utgangspunktet for undersøkelsen er Åsmund Hennigs (2017) forståelse av litterær kompetanse som (a) kunnskap om lesing, (b) kunnskap om kontekst, (c) kunnskap om tekst, og (d) litterær leseferdighet. Analysen viser at elevene uttrykker et bredt spekter av litterær kompetanse når de snakker om samtidslyrikk innenfor podkastformatet. Elevene deler sine egne leseopplevelser med lytterne, analyserer diktene i lys av fagbegreper og knytter dem opp mot en større kulturell kontekst. Elevene er i mindre grad opptatte av forfatterne bak samtidsdiktene og hvilke litterære tradisjoner de tilhører.
Imaginative literature in Swedish schools is beset by a conflict of goals. It is initially and generally presented in the curriculum as a resource for personal development, insights into the mindset ...of other people, and the strengthening of democratic values. However, going further in the official school guidelines this literary orientation is supplanted by an instrumental orientation emphasizing technical reading skills, linguistic proficiency, fact-finding and precise grading criteria. This conflict has been subject to considerable research on a theoretical level. The reading project presented here, by contrast, studies an exceptionally large corpus of 25 teachers and 1 200 students empirically to see how they react to the conflict of goals in five major areas: Legitimation, Learning, Gender and age, Teaching and Valorisation. In this paper, the project design is grounded, presented and combined with a discussion about the relevance – and potential – of literary fiction based on some preliminary results.
Esta investigación parte de la hipótesis de que la comprensión lectora es un elemento clave para acceder a la marca literaria y desarrollar la competencia literaria de los adolescentes. La finalidad ...principal es analizar la relación entre los niveles de comprensión lectora de estudiantes de educación secundaria y su competencia literaria a partir de la obra de un autor de literatura infantil y juvenil como es Eliacer Cansino. Para ello, se ha empleado una metodología estadística basada en el razonamiento inductivo con un diseño cuantitativo, tomando como referencia una muestra de 264 estudiantes de tercero de educación secundaria de la bahía de Cádiz que respondieron a un cuestionario del que se han obtenido datos basados en la relación intertextual de la obra de Eliacer Cansino con textos de la literatura española vinculados al currículum escolar. Los resultados evidencian una necesidad de trabajar la comprensión lectora entre los estudiantes para facilitar el acceso al texto literario con el fin de desarrollar su competencia literaria.
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