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Title:
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Short Story Analysis in the ELT Context: Reader response approach
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Author:
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Aynur Kesen
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Email:
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click here to access email
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Degree Awarded:
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Çukurova University
, English Language Teaching
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Degree Date:
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2002
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Linguistic Subfield(s):
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Ling & Literature
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Subject Language(s):
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English
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Director(s):
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Fehmi Sendan
Fatma Ekmekçi
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Abstract:
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Reading literature is highly associated with readers’ engagement with the texts and their personal reactions to what they read. Individualized meanings and creation of responses facilitate both the comprehension and the reflection upon the text. Reader’s interaction with the text in regard to combining affective and cognitive processes is what accounts for a fruitful reading of literary texts. In addition, reading literary texts emphasizes the need to reflect on personal theories and to be aware that reading literature means discovering not only the text but the self as well. However, the ongoing emphasis on teaching literature by focusing on the product rather than the process of reading causes some problems on the part of the learners. Exposing students to ready made interpretations and questions hinders learners’ interaction with the text and thus results in the lack of personal reactions, meanings, and beliefs. Moreover, the emphasis on ready made information inhibits both the reader’s being aware of his/her potential as an active participant and uncovering personal theories on which his/her analysis depends. The present study aims to investigate learners’ beliefs about analysis of short stories and the consistency between their espoused theories and theories in action (actual behavior). Third grade learners at English Language Teaching Department, Faculty of Education, Çukurova University will be the participants of the study. Participants’ beliefs will be elicited by means of repertory grid technique both at the beginning and at the end of the semester and they will be asked to analyze a short story. As a result, the nature and content of personal theories, the changes (if there is) in their theories (as a result of reflective activities done in the classroom as well as their experiences), and the extent to which they reflect their espoused theories on their actual behaviors will be investigated. In addition to repertory grids and short story analysis, a questionnaire developed by the researcher will be administered to all participants as to elicit personal information, views on literature, and short stories. Learners will also be asked to keep diaries in which they reflect their comments, feelings, and reactions about the texts they read and their performances as readers. Repertory grid data will be subjected to Focus, Sociogrid, Exchange grid and content analysis. Content analysis will be adopted for the verbal reports, interviews, and diaries.
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