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E-grāmata: Literature in Language Education

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Literature in Language EducationPalielināt
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This is a resource for researchers and practitioners in a range of applied linguistics fields, including TESOL, language education and more generally, discourse analysis and stylistics. Pedagogically, this translates into recognition that students can be helped to develop a critical understanding of literary discourse as linguistic communication to the mutual enrichment of their literary, linguistic and cultural understandings. A conceptual map of the field, relevant researchable topics, research guidance and resources, and illustrative case studies drawn widely from real life teaching and research contexts are provided.


This is a resource for researchers and practitioners in a range of applied linguistics fields, including TESOL, language education and more generally, discourse analysis and stylistics. Pedagogically, this translates into recognition that students can be helped to develop a critical understanding of literary discourse as linguistic communication to the mutual enrichment of their literary, linguistic and cultural understandings. A conceptual map of the field, relevant researchable topics, research guidance and resources, and illustrative case studies drawn widely from real life teaching and research contexts are provided.

Papildus informācija

Springer Book Archives
General Editors' Preface x
Acknowledgements xii
Introduction: Literature as Discourse 1(8)
Part 1 Language, Literature and Education
1. Literary Language and Ordinary Language
9(30)
1.1 The language of literature: Formalist approaches
11(7)
1.2 Oracy, literacy and literature
18(8)
Style and variation in Biber's corpus linguistic studies
22(2)
Speech representation in literature
24(2)
1.3 Literariness and creativity in everyday language use
26(6)
Formulaicity and creativity
27(3)
Metaphor
30(1)
Narrative
31(1)
1.4 Dialogics: literature as discourse
32(4)
1.5 Conclusion
36(3)
2. Literature in Education
39(44)
2.1 The literary curriculum: origins and evolution
41(6)
The origins and evolution of modern schooled literary study: The UK context
42(3)
The origins and evolution of modern schooled literary study: English as a colonial project
45(2)
2.2 Literature in second language teaching
47(12)
Traditional approaches
49(2)
Communicative approaches
51(5)
Clt and 'theory': culture and discourse
56(2)
Literature in slt: conclusion
58(1)
2.3 Assessing literary reading
59(7)
Assessing literature in L1 education
59(4)
Assessing literature in L2 education
63(3)
2.4 Literature into cultural studies
66(15)
Literature, discourse, culture
66(7)
Literature, language, culture in second language learning
73(8)
2.5 Conclusion
81(2)
3. Reading Literature
83(42)
3.1 Introduction
83(1)
3.2 Reader response criticism
84(12)
Ideal readers, super-readers and real readers
95(1)
3.3 Real readers of literature
96(15)
Literary reading: empirical findings from cognitive psychology
97(7)
Educational research
104(7)
3.4 SL reading and SL reading of literature
111(11)
Second language literature readers
114(2)
Language issues
116(5)
Extensive reading
121(1)
3.5 Conclusion
122(3)
Part 2 Exploring Research in Language, Literature and Education
Introduction
125(4)
4. Language in Literature. Stylistics, including Corpus Linguistics. Readability Studies
129(12)
4.1 Foregrounding
131(2)
4.2 Corpus stylistics
133(5)
Biber
133(2)
Corpus linguistic investigation: metaphor
135(1)
Corpus linguistic investigation: poetic deviance
136(2)
4.3 Simplification, readability and graded readers
138(3)
5. Educational Perspectives
141(19)
5.1 Curriculum and syllabus
141(6)
Syllabus document analysis: England and Wales National Curriculum document (1995)
142(3)
Second language literature syllabuses
145(2)
5.2 Assessment
147(3)
5.3 Literature in the classroom
150(4)
5.4 Literature and intercultural education
154(6)
The Ealing Project'
154(6)
6. Readers Reading Literature
160(21)
6.1 Researching the reading of literature: cognitive studies
160(2)
6.2 Reading poetry: protocol studies
162(7)
Kintgen (1983): Expert readers of poetry
162(2)
De Beaugrande: Ordinary readers of poetry
164(2)
Hanauer: Second language readers of poetry
166(3)
6.3 Reading stories
169(6)
Vipond and Hunt: 'point-driven' reading
169(3)
Reading a short story in a second language
172(3)
6.4 Affect in literary reading
175(6)
Part 3 Researching Literature in Language Education
Introduction
181(8)
7. Research Methods for LLE, with Examples
189(24)
7.1 Experimental research
190(2)
7.2 Protocols
192(5)
7.3 Survey research
197(3)
7.4 Case studies
200(8)
7.5 Ethnography of LLE: critical literacies
208(5)
8. Carrying out Your Own Research Project in LLE
213(22)
8.1 General considerations
213(7)
8.2 Some possible projects for literature in LLE
220(15)
Part 4 Resources
9. A Guide to Resources for Research in LLE
235(8)
9.1 Journals
235(4)
9.2 Websites
239(1)
9.3 Professional organisations
240(1)
9.4 Other resources
241(2)
Glossary 243(6)
References 249(22)
Name Index 271(5)
Subject Index 276


GEOFF HALL is Senior Lecturer in the Centre for Applied Language Studies, Swansea University, Wales, UK. He is Assistant Editor of the journal Language and Literature, and has taught, published and trained teachers in literature, language and education in a number of different countries and contexts.
Biežāk uzdotie jautājumi par e-grāmatām Biežāk uzdotie jautājumi par e-grāmatām
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