For some time in traditional foreign language teaching, literature occupied the place of teaching object used in the translation method. With the changes in teaching methodology, the literary text ...has lost its importance in English classrooms. However, literature is resurging and asking for space in this context in conformity with the official documents of education that attribute to the teaching of foreign languages the development of knowledge for the exercise of citizenship. This research aims to analyze the use of literary texts in the English language classroom that through this literacy process facilitates the construction of the student's formative character, collaborating in the reflection about his social practices and actions as a critical and sensitive individual. The short story "Girl" by the black writer Jamaica Kincaid is presented as an alternative object of study, bringing attention to relevant discussions of post-modernity, such as the colonization process, which is responsible for a great part of the identity formation of several peoples. Based on the assumptions of literature as a "humanizing" text (CANDIDO, 2012), transgressive (COSSON, 2016; HOOKS, 2017), and transformative (GONÇALVES; SPECHT, 2018) the research highlights linguistic, cultural, social, and spiritual learning factors of literary texts, contributing to the formation of a society based on equity, solidarity, and respect.
The purpose of this study was to investigate the effectiveness of character-based creative literature learning in developing student character which includes attitudes, behavior, and personality. The ...research method used was a quasi-experimental involving 250 high school students. The sample was selected using random sampling technique. The findings show that learning character-based creative literature makes a positive contribution to the development of student character, which includes attitudes, behavior, and student personality. The effect of learning literature on student character produces t values at the posttest stage for each aspect of attitude, behavior, and personality (4.452, 3.683, and 4.579) and p values less than 0.05. In addition, the effect size of character-based literary learning on character development is 5.80 which has a significant influence. So, it can be concluded that teaching character-based creative literature has a significant positive influence on character development (attitudes, behavior, and personality) in high school students. The implication of this research is that literature can be used as an alternative in instilling character in students.
Abstract
With the development of society and progress, the computer technology has been widely used to the life of people, now fairy many teaching using multimedia technology, British and American ...literature course makes students’ compulsory course for English majors, for students to British and American literature, oh sister have a vital role to improve your English, multimedia technology has been widely applied to the British and American education mode, education technology in British and American literature play a crucial role in the education reform, the application of multimedia teaching, make the British and American literature course more vivid, more effective.
O objetivo deste artigo é discutir o papel do professor de Literatura em um projeto de adaptação do romance Senhora, de José de Alencar, para um curta-metragem. Os registros foram coletados em uma ...pesquisa-ação realizada com dezesseis alunos do nono ano do Ensino Fundamental II, de uma escola da rede particular do estado de São Paulo. Através de um diário de pesquisa, as interações entre os alunos e o professor/pesquisador foram registradas e são os dados analisados a partir dos conceitos de texto do leitor e espaço intersubjetivo de leitura da teoria do sujeito leitor e dos conceitos de coleção e cultura de García-Canclini. Os resultados mostram que o professor possuiu dois papéis durante a realização do projeto: não só como um propositor de significados da obra para os alunos, mas também como um mediador entre um item da coleção escolar, como as obras canônicas da Literatura, e os recursos de diversas mídias que compõem as coleções dos alunos. A partir dessa segunda posição, o professor não procura controlar os sentidos que os alunos dão ao texto, mas colabora na construção de pontes entre as memórias dos leitores e os enunciados do texto, permitindo que os alunos ressignifiquem a obra e construam um texto próprio, diferente daquele elaborado pelo autor.Palavras-chave: ensino de Literatura; professor de literatura; adaptação.
El presente artículo ofrece una reflexión personal del autor acerca de la educación poética, un campo todavía poco desarrollado en la didáctica de la literatura. El ensayo tiene un enfoque analítico ...e interpretativo sobre los principales problemas y oportunidades de la didáctica de la poesía. El texto se desarrolla a partir de tres grandes focos: la problematización del objeto de la educación poética (el lenguaje poético en sí y los procesos de apropiación de ese lenguaje), la visualización de ciertas dificultades que tensionan la relación de los docentes y mediadores con la poesía, y la observación de diversas formas de apropiación de la poesía por parte de las y los estudiantes. A partir de lo anterior, se propone la siguiente contribución al campo disciplinar: pensar la educación poética como una pedagogía de lo incierto.
This paper investigates the reception of Nikolai Vasilyevich Gogol’s comedy The Government Inspector by the second-grade secondary school students. The paper starts with the views of literary ...theoreticians (R. Jaus, M. Bakhtin, M. Grossman, T. Popović) and modern methodologists of literature instruction (D. Rosandić, P. Ilić, Z. Mrkalj, Lj. Bajić) who point out that the reception of a literary text and its influence are the outcomes of teaching literature which is based on students’ acceptance of the work and the effects it produces. Drawing upon the views of Mikhail Bakhtin, who emphasized the dialogical character of culture and literature, the paper points out the possibility of strengthening intercultural competence through literature instruction. The aim of this paper is to point out, on a concrete example, i.e. by researching the reception of Gogol’s Government Inspector, the possibility of a more active participation of literature instruction in the concept of intercultural education and the application of the reception-aesthetic method in the teaching of literature as one of the effective models for strengthening student motivation. The results of the empirical research confirm the initial hypothesis that students are not sufficiently familiar with Russian literature, that the horizon of students’ expectations is not an obstacle to the successful teaching interpretation and that students’ position as subjects in teaching is a stimulating motivational process.
In this paper we deal with the research of the effectiveness of the teaching process using the dramatic method. The dramatic method is of great importance as it does not allow the students to be ...passive but it uses their curiosity as a moving power in order to elicit better results. Considering the fact that the teacher is the one conducting the process of text interpretation, he or she should strive towards leaving the cliché of convention because the new ways of text interpretation will create a desire in students to further work on the text. The dramatic method of teaching primarily refers to the classroom which represents the area of text dramatisation, however, in a drama, a classroom is not only a classroom, it is much more than that - it is the space which has a much higher cause, the space which is framework for the expression of art. The dramatic method has a vital role within educational aims. The dramatic method, as a contemporary method, can contribute the efficiency and improvement of teaching not only when processing dramatic texts, but also while processing works that belong to other literacy types. Text dramatisation as the starting point of the dramatic method opens the way to interpretation of all art works regardless of the type they belong to.
Classics reading can significantly improve our cultural literacy, It is the main content of British and American literature teaching in the classroom. But due to some teaching ideas, many ...universities in the process of curriculum and teaching practice rejection of British and American literature teaching content. Now few people can calm down and deep reading, the reading atmosphere also gradually lost humanities, this article expounds the defects of traditional British and American literature teaching mode, and how to overcome these disadvantages, looking for solutions, innovative ideas and make full use of big data under the environment of network resources for classics reading, to cultivate people's humanistic quality.
In the context of readers’ development , it is the School’s responsibility to provide conditions for educating citizens in a critical and reflective way, aware of their presence in the world, ...especially those who have not been given access to formal education at regular age. In this perspective, this work aims at analyzing both some characteristics and some of the difficulties which permeate literary literacy in Young Adults Education (YAE). In order to establish a dialogue between this teaching modality and the literary literacy, we aim at discussing some of the factors involved in such issue. In addition to that, we aim at pointing out, theoretically, effective Literature Teaching practices, so as to present a possible scenario concerning the promotion of readers’ development process. In order to do so, we based our studies on the work of Cosson (2006a, 2006b, 2009), Lajolo (1993) and Zilberman (2008a, 2008b), among others. Regarding the methodological process, we opted for a qualitativeinterpretative research and underpinned our study on recent literature about the topic. Results show not only the importance of literature in the YAE universe, not only as a key factor for students’ professional and human development, but also a need for constant search for new uses of methodologies which meet the needs imposed by this teaching modality in our country.
The paper deals with historical development of literature teaching methodology in Bosnia andHerzegovina with a special focus on development of literature teaching methodology as a universitycourse at ...the Faculty of Philosophy in Sarajevo, where most of the specialists in this field in Bosnia andHerzegovina come from. The paper also presents a wider South-Slavic context in which literatureteaching methodology in Bosnia and Herzegovina developed. Most of the time, it had colonial, peripheraland provicial status compared to literature teaching methodology centres in Zagreb and Belgrade. Thepaper is self-critical, trying to incite this discipline to exit the academic and intellectual exile it has longbeen in.
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