En este trabajo de investigación me he planteado como objetivo descubrir el nivel de conciencia metaliteraria de un grupo de estudiantes de 10 años a partir del análisis de sus respuestas lectoras. ...Para ello, en primer lugar, se han seleccionado siete álbumes metaficcionales que tienen como característica común la de poner al descubierto su propio proceso de construcción.A lo largo de un año he realizado cuatro sesiones de discusión. En cada sesión, primero se realizaron preguntas sobre expectativas y anticipaciones; después se dejó un tiempo que las niñas leyeran el álbum y después se les preguntó sobre los aspectos de las historias relacionados con las estrategias narrativas también se les pidió que analizaran los roles del narrador, escritor, ilustrador que en estos libros se hacen evidentes.Las respuestas recogidas, y teniendo en cuenta las investigaciones anteriores, se han clasificado en dos categorías de análisis: comprensión (que incluyen respuestas de anticipación, expectativas y reconocimiento e inferencias y corroboración de hipótesis) e interpretación (que incluye la lectura interpretativa relacionándola con sus experiencias repeptoras así como la valoración del texto).
In this article the writer and Argentine Ricardo Piglia profesor stands at the center of the academic debate on literary education based on the idea that his poetic reading hypothesis provides a ...framework capable to build viable research on the formation of the reading and literary competence. His ideas about circuits of knowledge production about reading, types of readers, the debate on the canon narrative and intertextuality, are considered fundamental to the discussion and to contribute to the discussion on how we should teach literature in a context governed by new technologies and the new reading.
The birth and building of resilience as a concept and scientific paradigm are strongly linked to Literature. The author analyzes the possible contributions that the development of literary competence ...can provide to fostering the resilience of individuals at any age or biographic situation and makes a concrete proposal of educational application of her method of developing such competence both in formal educational contexts (compulsory and post compulsory ones) as in the so called lifelong learning.
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Carl Larsson Reading Anna Maria Lenngren without ”Literary Transfer”. On ”Literary Competence” and ”Personal Reading” Reading literature, we relate the fictive life we encounter to our own. That ...mechanism is called ”literary transfer”. The concept was introduced in the 1970’s, but dates back to classical rhetoric, where it is known as subtilitas applicandi. ”Literary transfer” is also an equivalent to Louise Rosenblatt’s concept of ”aesthetic stance”, which concerns the personal aspects of reading theory. Inspired by Mikhail Bakhtin and his understanding of literature as a very personal form of dialogue, I see ”literary transfer” as a fundamental aspect of literary competence that deserves further exploration. My article opens with an attempt to show with visual clarity the potential and function of ”literary transfer” and personal reading. To this end, one of Carl Larsson’s illustrations for an 1884 edition of Anna Maria Lenngren’s poems is classified as a literary reading without ”transfer”, whereas an example of his later Sundborn art is shown to be, in principle, a work of ”transfer”-art. I then demonstrate some misunderstandings in the field of personal reading, and suggest that they are the typical and systematic results of a dichotomised model of thinking that views personal reading as something principally alien – or even hostile – to literary competence.
The present-day Digital Age with its fast-developing knowledge society calls for an interdisciplinary approach of teaching a foreign language in a technical university. To cope with the knowledge ...society, teaching a foreign language for specific technical domains requires a new syllabus approach meant to enhance motivation to learn and improve the students’ language level. Developing the engineering students’ literary competence in analyzing and debating on literary and non-literary texts, in arguing for or against certain theories and ideas pertaining to literature, science and technology generates motivation to make linguistic progress and brush up on the foreign language.
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La comprensión de lectura y la escritura de textos son dos procesos académicos complejos para estudiantes de lenguas extranjeras. Ambos procesos pueden ser articulados por medio del agrupamiento de ...textos (AT) como estrategia didáctica en la enseñanza de lenguas. El siguiente artículo reporta una investigación acción de tipo mixta que implementó el AT para desarrollar la comprensión de lectura y escritura y la competencia literaria en 33 jóvenes aprendientes de francés de una licenciatura de Lenguas Extranjeras en una universidad colombiana. El estudio duró dos años. Se realizó inicialmente un análisis documental de los sílabos de los cuatro primeros niveles de francés del currículo constatándose que no se explicitaban ni objetivos ni contenidos del componente de literatura. Se administró, además, una encuesta de entrada y salida para identificar los conocimientos (previos y finales, respectivamente) sobre elementos esenciales de la narración. Durante la intervención pedagógica se implementó el AT (dos cuentos y una película) para que los estudiantes reconocieran la singularidad genérica del cuento siguiendo el esquema narrativo de Larivaille y el actancial de Hamon y produjeran, posteriormente, textos literarios de este género. El estudio concluyó que el AT fue efectivo pues, primero, permitió integrar un componente literario a las clases de francés para nivel B1, y segundo, la mayoría de estudiantes mejoraron sustancialmente sus procesos de lectura y escritura de cuentos.
Lærerstudenten som leser Wicklund, Beret; Larsen, Ann Sylvi; Vikbrant, Gunilla
Nordisk tidsskrift for pedagogikk & kritikk,
04/2016, Volume:
2, Issue:
1
Journal Article
Peer reviewed
Open access
This article presents a study of literary experiences in a group of Norwegian and Swedish students in Teacher Education in the beginning of their studies. The authors have taught Norwegian and ...Swedish for many years in Teacher Education. We discuss the concept of «literary competence», attitudes to literature and reading, and what challenges teacher’s education face. The study is a result of cooperation betweenTeacher Education in the Nordic countries (Denmark, Sweden, Norway and Finland), financed by Norplus, in the project «Nabospra°k i lærerutdannelsen» (Neighbor languages in Teacher Education). The aim of the project has been to promote Nordic student’s mutual understanding of Nordic languages and culture, reading of literature and teaching abilities. This project has made it possible to see the situation not only in a Norwegian, but also in a Nordic perspective. The study shows that the students, who specialize in teaching Norwegian or Swedish on the lower levels in school, read less books than those whoqualify for higher levels. The students are positive to reading books in general, and many of them read a lot for pleasure and relaxation, but mostly crime and international bestsellers. They have less experience from other genres in literature and classic texts, and a more reflecting attitude to reading.
I denne artikkelen presenteres en studie av hvilke litterære erfaringer en gruppe svenske og norske lærerstudenter har ved inngangen til lærerstudiet. Forfatterne har flere års erfaring med ...litteraturundervisning i lærerutdanningens norsk- og svenskfag, og i artikkelen problematiseres studentenes kompetanse innen litteratur og hvilke utfordringer lærerutdanningen står overfor. Studien er resultat av et samarbeidsprosjekt mellom lærerutdannere i morsmålsfagene i nordiske land gjennom Norplusprosjektet «Nabospråk i lærerutdanningen». Norplus-prosjektet har som formål å fremme språk- og kulturforståelse, litteraturlesing og undervisningskompetanse blant nordiske lærerstudenter. Samarbeidet har gjort det mulig å kunne se situasjonen ikke bare i et norsk, men også i et nordisk perspektiv. En tydelig tendens er at lærerstudenter er mindre aktive lesere jo lavere klassetrinn de kvalifiserer seg for å undervise på. De er generelt positive til lesing, og mange leser mye for opplevelse og avkobling, men da helst krim og internasjonale bestselgere. De har liten erfaring med mer avansert litteratur og klassikere, og en mer utforskende og reflekterende tilnærming til litteraturen.
This article presents a study of literary experiences in a group of Norwegian and Swedish students in Teacher Education in the beginning of their studies. The authors have taught Norwegian and Swedish for many years in Teacher Education. We discuss the concept of «literary competence», attitudes to literature and reading, and what challenges teacher’s education face. The study is a result of cooperation betweenTeacher Education in the Nordic countries (Denmark, Sweden, Norway and Finland), financed by Norplus, in the project «Nabospra°k i lærerutdannelsen» (Neighbor languages in Teacher Education). The aim of the project has been to promote Nordic student’s mutual understanding of Nordic languages and culture, reading of literature and teaching abilities. This project has made it possible to see the situation not only in a Norwegian, but also in a Nordic perspective. The study shows that the students, who specialize in teaching Norwegian or Swedish on the lower levels in school, read less books than those who qualify for higher levels. The students are positive to reading books in general, and many of them read a lot for pleasure and relaxation, but mostly crime and international bestsellers. They have less experience from other genres in literature and classic texts, and a more reflecting attitude to reading.
This article reconsiders the extent recitation and memorization played in the process of the literary composition and transmission of biblical texts, and attempts to distinguish between aurally ...recognizable intertextual echoes, as opposed to literary patterning based upon visual recognition. The findings of recent cognitive studies are applied in evaluating two sets of questions: first, whether different types of biblical intertextuality would have been equally recognizable to both listeners and readers; and second, whether scribes who produced intertextual compositions consulted and referred to written texts, or whether biblical intertextuality stems from the author’s trace memories of texts read or performed.
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This study investigates the impact of critical oriented reading strategies on Iranian EFL male and female students’ literary competence (LC). In so doing, 109 homogenized male and female college ...students of English Literature were screened out of 160 participants due to administering Oxford Placement Test (OPT) among them. The selected participants were randomly assigned into critical (experimental) and non-critical (control) group. They were subsequently divided into male and female groups. All groups were given a novel, Jane Eyre, to read. Then the subjects were given the same pre-post test in the form of LC questionnaire aimed to determine their level of LC before and after the intervention. During the intervention, participants in the critical group were taught and encouraged to use critical reading strategies (CRSs). However, the non-critical group was taught the conventional method of reading. The results indicated a significant difference between learners’ LC before and after the intervention. However the LC difference was not statistically significant in term of gender. This study provides more evidence for the importance of CRSs that apparently empower students to know, explain, analyze and answer the questions that arise in a text which leads eventually to a progress in LC of the learners.
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