Relevant bibliographies by topics / Literary texts and language teaching

Academic literature on the topic 'Literary texts and language teaching'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Literary texts and language teaching.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Literary texts and language teaching"

1

Vërçani, Brunilda, and Enkela Bezati. "Literary Texts in Teaching German as a Foreign Language." European Journal of Education 2, no. 3 (September 25, 2019): 7. http://dx.doi.org/10.26417/ejed.v2i3.p7-10.

Full text
Abstract:
For years into the teaching of foreign languages, the main focus has been the communication in real situations with the aim of comprehension and using of language abilities. But the teaching of foreign language, in our case the german language, cannot be understood on only one function: the communication in real situations. Learning foreign languages means that the learner have to know the history, the culture and the spirit of a nation. A way to achive that, is the literary text inclusion on the foreign language learning whose functions are more than mentioned. Literary texts can motivate the learners to arouse their curiousity and interest. This help them to understand the culture of the foreign country and to stimulate their abilities to make comparisons. The use of literary text, into the teaching of foreign languages in based on several steps, that are related to the phase before, during and after textanalysing. An important role play the criteria of the text selection, principles, learning objectives and working methods with literary text into the teaching of foreign languages.
APA, Harvard, Vancouver, ISO, and other styles
2

Amideevna, Sayyora. "HISTORICAL AND LITERARY TEXTS AS THE BASIS FOR TEACHING A NON-NATIVE LANGUAGE." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 10 (October 1, 2021): 204–8. http://dx.doi.org/10.37547/pedagogics-crjp-02-10-37.

Full text
Abstract:
This article reveals the criteria for the selection of historical and literary texts for educational purposes. The correct selection of historical and literary texts will make it possible to correctly assess the textual basis of existing textbooks for secondary schools, and will also serve not only as a means of improving students' Russian speech, but will also play a significant role in the formation of sociolinguistic competence.
APA, Harvard, Vancouver, ISO, and other styles
3

Rabb Khan, M. Shamsur, and Ali Mohammad Alasmari. "Literary Texts in the EFL Classrooms: Applications, Benefits and Approaches." International Journal of Applied Linguistics and English Literature 7, no. 5 (September 1, 2018): 167. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.5p.167.

Full text
Abstract:
Literary texts play an important role in learning English language, especially enhancing communication competence, raising cultural awareness, and generating motivation among students. Research studies have shown the potential advantages of using literary texts in the EFL classrooms, which promote authentic materials, help increase language skills, and extends linguistic knowledge. This paper documents comprehensive literature on the application and benefits of literary texts in learning and teaching English language to EFL learners. It explains how different language skills can be learnt successfully using literary texts. This paper shows the significance of literary texts in English language teaching program. It explores the historical background, covering various phases, studies from various countries, including the Arab world where literature teaching shows positive responses. The paper is distinct in its entirety since it explains how different literary texts can help enhance language skills and describes the different teaching approaches for teaching literature which will be a healthy guide for teachers. It also shows how literature enriches the EFL learners’ overall learning experience.
APA, Harvard, Vancouver, ISO, and other styles
4

Rokhatoy, Abidova, and Madraimov Jafar. "The Role Of Literary Texts In Foreign Language Learning For ESP Classess." American Journal of Social Science and Education Innovations 02, no. 11 (November 30, 2020): 537–42. http://dx.doi.org/10.37547/tajssei/volume02issue11-92.

Full text
Abstract:
This article discusses a novel method of using modern fiction literary texts selected according to the specifics of teaching, contains examples of various speech genres reflecting the state of the language today, and gives an idea of how communication in English takes place in various areas of communication, including professional communication in language learning process. The professional vocabulary is manifested both in the professional communication of the characters in the work and in the description of everyday situations.
APA, Harvard, Vancouver, ISO, and other styles
5

Bobkina, Jelena, Elena Domínguez Romero, and Susana Sastre-Merino. "Literature and language education." AILA Review 34, no. 2 (December 31, 2021): 145–86. http://dx.doi.org/10.1075/aila.21003.bob.

Full text
Abstract:
Abstract This study explores the perceptions of English language teachers of the use of literature in the context of bilingual secondary education in the region of Madrid (Spain). An approach was adopted under which eighty-one English teacher participants completed a questionnaire so that a quantitative methodological approach of a descriptive – correlational nature could be adopted for this study. Results unveiled teacher perceptions of the benefits and drawbacks of using literary texts as a teaching and learning tool, their selection of literary texts and their actual implementation of these texts in their English classes, as well as the training needs for the effective use of literary texts as a language teaching and learning tool in the bilingual EFL secondary classroom. The pedagogical implications of the study emphasize the need to redesign and consolidate teacher training programmes containing literature and innovative teaching aspects both in initial teacher training programmes and for continued training.
APA, Harvard, Vancouver, ISO, and other styles
6

Al-Saeed, Shaima J., and Abdullah A. Alenezi. "Assessing the Communicative Use of Literary Texts in EFL Coursebooks." English Language and Literature Studies 11, no. 2 (May 25, 2021): 68. http://dx.doi.org/10.5539/ells.v11n2p68.

Full text
Abstract:
Integrating and utilizing literary texts from coursebooks in foreign language teaching could impact the communicative competence of language learners. The study aims to scrutinize the usage of authentic and inauthentic literary texts found in 44 mainstream English as a foreign language (EFL) coursebooks. The article particularly examines how texts can facilitate communicative language learning and teaching in language classes. To do this, the study proposes a set of principles that can enable using literary texts more appropriately. The analysis of the study indicates that authentic and inauthentic literary texts are used differently, with authentic texts providing great opportunities for communication and offering a unique contribution to the EFL classroom. The study has implications for language teachers and coursebook designers in language programs. Further recommendations are made on how literature can be used communicatively.
APA, Harvard, Vancouver, ISO, and other styles
7

Milosavljević, Bojana. "Dictionary article as text in lexicology instruction." Inovacije u nastavi 33, no. 4 (2020): 13–26. http://dx.doi.org/10.5937/inovacije2004013m.

Full text
Abstract:
The paper presents the possibilities of using dictionary articles from our descriptive monolingual dictionaries as texts for teaching lexicology at academic courses of teacher training faculties. The starting point of the paper is that literary texts are traditionally used in teaching languages, while other types of texts (non-literary texts) are less frequently used, which, in turn, affects students' reading literacy. The main part of the paper focuses on the qualitative analysis of the selected dictionary articles from our descriptive monolingual dictionaries, with a special emphasis on using a dictionary article in teaching lexicology as an 1) introductory text, 2) text used for identifying lexical phenomena, 3) text used for practising lexical phenomena, and 4) text as a part of the knowledge assessment test. Based on our analysis, we concluded that using dictionary articles in teaching lexicology may entail multiple benefits - acquiring the knowledge of lexicology, enriching one's vocabulary, developing language culture, but also developing lexicological knowledge, skills, and habits, which fosters preservice primary school teachers' functional literacy.
APA, Harvard, Vancouver, ISO, and other styles
8

Regmi, Lok Raj. "The Use of Literature in Language Teaching: A Pedagogical Approach from the Nepali Perspective." SCHOLARS: Journal of Arts & Humanities 4, no. 1 (February 13, 2022): 1–10. http://dx.doi.org/10.3126/sjah.v4i1.43048.

Full text
Abstract:
The use of literature in language teaching is still contentious though literature occupies limited space in the language syllabi. The language teachers assume that literature has less contribution to language teaching, believing that literary materials are challenging to handle in the classroom. However, I believe that literary materials are rich in content and have the creative language use to contribute to language teaching. In this juncture, this study analyzes the use of literature in English language teaching in general and the pedagogical approaches to be practiced in particular by using qualitative and analytical research design. For this purpose, the three texts of literature: Katherine Mansfield’s “The Garden Party” (story), Kamala Das’s “An Introduction” (poem), and Anton Chekhov’s The Cherry Orchard (drama) have been used as the primary texts to design the activities under three levels of interaction. These literary texts are analyzed to show the use and pedagogy of literature in language teaching. The study concludes that literature in language teaching contributes to the language development and aesthetic purpose. Exploring the literary texts involves students in (preliminary) interaction to draw the information of the text for conceptualization. Likewise, the activities under reading between the lines inculcate different skills in students such as discussing, analyzing, exploring and characterizing; and literary texts in beyond the text section involve students in aesthetic purpose-based activities in which students apply the critical lenses and create their own texts. This study provides many language teachers with insights to handle literary texts more effectively to sharpen students’ language, inferential and intellectual skills.
APA, Harvard, Vancouver, ISO, and other styles
9

Rakhimova, Asiya Rizvanovna, and Alsu Mansurovna Nigmatullina. "Methodology for Teaching Students the Analysis of Turkish Fiction Texts." International Journal of Higher Education 8, no. 7 (October 28, 2019): 13. http://dx.doi.org/10.5430/ijhe.v8n7p13.

Full text
Abstract:
When preparing specialists of Oriental studies, reading fiction in the language being studied is very effective for mastering a foreign language. The fiction text reflects not only the richness of a language and style, but also features of the development of the standard language and changes in its lexical composition. It is also expedient not only to read the literature in the studied language, but also the ability to analyze a literary work in the language this work is written. For this purpose it is necessary to teach students to use literary terms and the style of scientific analysis. Such training facilitates students' understanding of literary works in the language they study, and they use those works when writing course and diploma research papers. This article examines the stages of forming students' ability to analyze a literary work in the studied language. The important stages are the following 1) mastering literary terms and expressions, 2) the use of scientific style in the oral or written analysis of a work. In addition, the teaching comparative-contrastive analysis of the works of Turkish and Russia.
APA, Harvard, Vancouver, ISO, and other styles
10

Babina, Agata. "Teksta loma svešvalodu apguvē." Valodu apguve: problēmas un perspektīva : zinātnisko rakstu krājums = Language Acquisition: Problems and Perspective : conference proceedings 17/18 (September 13, 2022): 303–21. http://dx.doi.org/10.37384/va.2022.17.18.303.

Full text
Abstract:
Nowadays language learning does not mean only philological and grammar studies, but more and more emphasis is being placed on communication and acquisition of vocabulary and grammar in use by studying them in context. Common European Framework of Reference for Languages (CEFR) that is a reference for all language teachers in Europe emphasizes the actual need of plurilingual, communicative and creative approach in language teaching. Based on CEFR new Educational Standard in Latvia, including foreign language teaching, has been introduced and enters into force since September 2020. Both documents stress the importance of text use and literacy training in language studies. Several authors admit that contemporary literary texts such as flash fiction as well as song lyrics, advertisements and other texts can enrich the language learning and serve as a basis for mutual discussions, philosophical reflections as well as creative oral and written expression in the language classroom. The present article seeks to answer the following questions: - What does the text mean in the context of foreign languages studies? - What kind of text is suitable for promoting foreign language learning? - Which language specific elements can be taught by the use of texts? - What are the advantages of using literary text in foreign languages studies? The article aims to clarify the importance of the use of text, particularly literary text, in the process of foreign language acquisition, by analyzing actual regulations and linguistic publications on the subject. The article reviews such terms as text and literacy that are the clue words in the big ideas introduced by a new Latvian Educational Standard. Both, the Standard and CEFR highlight the importance of the text use and give precise indications as to how the language learner should work with oral and written text in each of the language proficiency levels. Different types of texts should be used in the learning process, from short dialogues, advertising texts to literary texts, but before any text is selected. It should not be forgotten its relevance to the specific target group of language learners, nor the didactic objectives of its use, which should be the most comprehensive and advanced understanding of the text. Using a complete text structure is more welcome instead of dividing shortening and adapting texts and losing the whole purpose of them. Authentic texts form a language learner’s understanding of the target language user’s culture, its society, philosophical thoughts, promotes the learner’s comprehensive learning, creativity and critical thinking, and is a motivating material not only for learning the language but also for practical communication in today’s European multilingual environment language learner and user lives, both, in business and leisure environment.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Literary texts and language teaching"

1

Aljuhani, Hind S. "USING CORPORA IN A LEXICALIZED STYLISTICS APPROACH TO TEACHING ENGLISH-AS-A-FOREIGN-LANGUAGE LITERATURE." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/272.

Full text
Abstract:
As a lingua franca across the globe, English plays a vital role in international communications. Due to rapid economic, political, and educational globalization, the English language has become a powerful means of communication. Therefore, English education is vital to the development of many countries around the world. Since 1932, the need for a lingua franca in Saudi Arabia developed as the country progressed politically, economically, and educationally. Now, English is important to Saudis’ economic, educational, and career development and success. Vocabulary is a major step in learning any language. By deepening students’ lexical knowledge, they will be able to use English accurately to express themselves. However, teaching words in isolation and through memorization is not highly effective; English-as-a-foreign-language (EFL) learners need to interact with the language and its usage in a more profound way. This can be done by integrating corpora and stylistics analysis in an EFL curriculum. The importance of stylistics analysis to literary texts in the EFL classroom lies in the way that EFL learners will be exposed to authentic language. At the same time they will get insight into how English is structured; and by accessing corpora, which provide a wide range of data for the analysis of stylistics, students will be able to compare the lexical and grammatical patterns in authentic texts. Also, it is important to introduce students to the different levels of English (i.e. semantic, lexis, morphology); this will enlarge EFL learners’ knowledge of English vocabulary and various grammatical patterns. This project offers an innovative perspective on how to teach English for EFL university-level students by using corpora in a lexicalized stylistics approach, which will enable EFL learners to acquire vocabulary by reading literary texts. This provides a rich environment of lexical items and a variety of grammatical patterns. This approach offers EFL learners analytical tools that will improve their linguistic skills as they interact with and analyze authentic examples of English and gain insight about its historical, social and cultural background.
APA, Harvard, Vancouver, ISO, and other styles
2

Winberg, Christine. "The comprehension of figurative language in English literary texts by students for whom English is not a mother tongue." Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1002649.

Full text
Abstract:
This study applies Sperber and Wilson's relevance theory to the comprehension of figurative language in poetry. Students' understanding of metaphor as a linguistic category and comprehension of metaphorical texts are analysed in terms of the principle of relevance. Patterns of comprehension in English first language (Ll) and English second language (ESL) students' analyses of metaphorical texts are discussed and through an analysis of similarities and differences in these patterns of comprehension an attempt is made to develop a pedagogy around relevance theory. Relevance theory's particular emphasis on the role played by "context" in cognition is seen to have significance for the teaching of literature in South African universities. Relevance theory's account of cognition generates a range of educational principles which could be specifically applied to the teaching of metaphor. An appraisal of the strengths and difficulties students experience in expressing their understanding of metaphor in an academic context is included. This was done to further develop relevance theory into a pedagogical approach which takes into account the academic context in which writing occurs. The investigation of the particular difficulties that English metaphor poses for ESL students entailed acquiring a working knowledge of the ways in which metaphor is taught and assessed in DET schools. The interpretations of students of different linguistic, social and educational backgrounds reveal unifying elements that could be incorporated into a pedagogy based on relevance theory. Such a pedagogy would be appropriate to the multilingual/multicultural/multiracial nature of classes in South African universities and would be a more empowering approach to the teaching of English metaphor.
APA, Harvard, Vancouver, ISO, and other styles
3

Ganca, Zanodumo Victor. "A genre-based approach to the analysis of sports celebrity texts in Xhosa." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52641.

Full text
Abstract:
Thesis (MA)--University of Stellenbosch, 2002.
ENGLISH ABSTRACT: This study explores the nature of writing instruction which can improve the writing skills of learners as it also takes into account the learners needs. The main aim is to apply the genrebased approach to written texts in Xhosa. This framework for instruction will help learners to be ready for the work place after they have left school. They will acquire the necessary writing skills, which are needed in the work place today. The genre-based use oflanguage will enable them to use written language in different situations and they should be able to write meaningful texts, which will take the reader into consideration, as required by Curriculum 2005. The approaches to teaching communicative writing skills are discussed in relation to both the critical outcomes and the specific outcomes for the learning field Language, Literacy and Communication as specified in the Curriculum 2005 (1997). The framework presented by Grabe and Kaplan (1996) is also presented in relation to the specific outcomes that need to be achieved in the Languages, Literacy and communication-learning field. Six BONA Magazine articles on sport celebrities have been analysed according to the model of text-construction within the framework proposed by Grabe and Kaplan (1996). It is concluded that these types of analytic skills are required in an effective approach to the teaching of writing to accomplish the outcomes of Curriculum 2005.
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die aard van skryfonderrig wat die skryfvaardigheid van leerders kan verbeter en ook die leerders se behoeftes in ag neem. Die hoofdoelstelling van die studie is om die genre-gebaseerde benadering toe te pas in die analise van geskrewe tekste in Xhosa. Hierdie raamwerk vir onderrig sal leerders help om gereed te wees vir die kommunikatiewe eise van die werkplek nadat hulle die skool verlaat het. Hulle kan, deur die genre-benadering tot skryfonderrig, die vereiste skryfvaardighede ontwikkel wat in die werkplek benodig word. Die genre-gebaseerde gebruik van skriftelike taal kan leerders in staat stelom taal aan te wend in In verskeidenheid situasies, en hulle behoort in staat te wees om betekenisvolle tekste te skryf wat die leser in berekening neem, soos vereis deur Kurrikulum 2005. Die benaderings tot die onderrig van kommunikatiewe skryfvaardigheid word bespreek met betrekking tot sowel kritieke uitkomste as spesifieke uitkomste vir die leerveld Taal, Geletterdheid en Kommunikasie, soos gespesifiseer in Kurrikulum 2005 (1997 weergawe). Die raamwerk van Grabe en Kaplan (1996) word ook behandel met betrekking tot die spesifieke uitkomste in wat bereik moet word in die leerveld Tale, Geletterdheid en Kommunikasie. Ses BONA tydskrifartikels wat handeloor sportpersoonlikhede word ontleed volgens die genre-gebaseerde benadering binne die raamwerk van Grabe en Kaplan se model vir tekskonstruksie en etnografie vir skriftelike tekste. Daar word bevind dat die onderrig van hierdie soort analitiese vaardighede nodig is vir In doeltreffende benadering tot skryfonderrig vir die bereik van die uitkomste van Kurrikulum 2005.
APA, Harvard, Vancouver, ISO, and other styles
4

Hertzberg, Margery L., of Western Sydney Nepean University, and Faculty of Education. "How does educational drama enhance children's language and literacy development?" THESIS_FE_XXX_Hertzberg_M.xml, 1999. http://handle.uws.edu.au:8081/1959.7/270.

Full text
Abstract:
The articles in this portfolio provide a detailed account of how educational drama enhances language and literacy development, and in particular the reading of narrative texts, in a range of Australian Primary (K-6) classroom settings. The research for this portfolio was positioned within the interpretive research paradigm. A combination of both action research and case study methodology was used to investigate how the researcher's teaching practice influenced children's language and literacy development, and how the student's responses during drama sessions influenced the researcher's subsequent practice. The theoretical underpinning for these investigations was based on socio-psycholinguistic theory and critical reading theory. Both theories explain why literature as opposed to basal readers is a better resource for the development of critical reading practices and both maintain the need for teaching/learning activities that attend to the distinctive features of narrative texts. As a collection, these articles illustrate how drama strategies and/or forms such as still image, questioning in role, parallel improvisation, teacher in role, Reader's Theatre and play-building enable participants to interpret and reconstruct the meaning of a text. Furthermore, and through the process of metaxis, children reflect upon universal themes and issues through the enactment of their own stories within a fictional context. Educational drama is thus positioned as a pedagogically appropriate teaching/learning methodology for enhancing language and literacy development in primary classrooms.
Doctor of Philosophy (PhD)
APA, Harvard, Vancouver, ISO, and other styles
5

Shi, Dan, and 史丹. "Making the unthinkable thinkable via first-order languaging dynamics from the perspective of ecosocial semiotic theory : a distributed language view of the pedagogic recontextualization of literary texts in L2 tertiary settings." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/206734.

Full text
Abstract:
This study investigates what classroom participants do with literary texts and how literary texts are pedagogically recontextualized through classroom activities in L2 tertiary literature classrooms. Premised upon the pedagogic processes of decontextualization and recontextualization that take place in the meaning-making practices of the literature classroom, the current study examines the process of literary text recontextualization via the multimodal partnership of vocalization and gesticulation. Through this process, esoteric literary meanings requiring specialist knowledge are transformed into mundane meanings from one semiotic-institutional domain to another, where the literary text qua cultural artifact is recontextualized via first-order languaging by dint of pedagogic activities. To understand the real-time first-order languaging dynamics (Thibault, 2011a) that enable the pedagogic recontextualization of literary texts to take place, a micro analytical toolkit grounded in qualitative multimodal interaction analysis is used. This toolkit draws upon the concept of the Growth Point (McNeill & Duncan, 2000) in conjunction with Systemic Functional Grammar (Halliday & Matthiessen, 2004) and McNeill‘s (1992) theory of language and gesture. Classroom observation and video recording in university literature classrooms in Hong Kong and Taiwan provide multimodal data on students‘ languaging behaviours when they engage with literary texts in classroom talk. In order to make links with second-order socio-cultural norms that regulate first-order classroom interactivity (Thibault, 2011a), Bernstein‘s (1990) sociological theory of recontextualization in education is re-thought from the distributed language view (Cowley, 2011; Steffensen, 2011; Thibault, 2011a). Maton‘s (2007) Legitimation Codes of Specialization and Hunter‘s (1988) Foucaultian analysis of literature education (Foucault, 1972, 1985/1984) also inform the conceptual framework. The findings indicate the stability of the textual and lexicogrammatical constructions that function as second-order constraints and the variations in gesture use in its embodied coordination with speech in the pedagogic process of literary text recontextualization through different pedagogic activities. The semantic cohesive relations of Elaboration, Extension, Enhancement, Engagement, and Equipment, fostered by different gesture types together with their corresponding linguistic constructs in the recontextualized texts, demonstrate that the semiotic integration of speech and gesture comprise a single languaging system in the meaning-making process. Based on the production of literary meaning in moral judgement, the specialized consciousness of the ethical self is raised, with ethical subjects constituted through processes of subjectivity, self-reflexivity, and self-confession in the process of literary interpretation and appreciation. The conceptual framework integrating macro- and micro-levels of analysis manifests its theoretical originality by establishing both the methodological framework for multimodal interaction analysis and the cognitive framework for languaging dynamics. The understanding of the meaning-making process in the first-order languaging dynamics suggests that language is an embodied multimodal process. This major conclusion stimulates a re-thinking of important aspects of classroom interaction that have received little attention. Hopefully, the analysis and findings in the current study illustrate the significance of English literature education and suggest new directions for multimodal research in classroom interaction studies.
published_or_final_version
Education
Doctoral
Doctor of Philosophy
APA, Harvard, Vancouver, ISO, and other styles
6

Simayile, Thulani Alfred. "Uhlalutyo lwamanqaku kalindixesha wesiXhosa ngobhalo ngokudlulileyo nangobhalo olunika ingcaciso ngokubhekisele kuhlobo lwe-genre." Thesis, Link to the online version, 2008. http://hdl.handle.net/10019/1805.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Mabry, Megeara Glah. "Picturing Literacies and Noticing Main Ideas: Teaching ELL and NES Striving Readers to Notice Main Ideas in Nonfiction Texts." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/470662.

Full text
Abstract:
Teaching & Learning
Ed.D.
Framed by a sociocultural understanding of literacy acquisition and learning, this research study investigates methods content area teachers can use to meet the needs of adolescent English language learners and native English speakers who struggle to read texts in school. The interventions were designed to both expand students’ concepts of literacy and of themselves as literate people, and to capitalized on students’ multiliteracies by using visual art to teach students how to notice main ideas in nonfiction texts. Statistical analyses indicate that English language learners made significant gains in reading comprehension. However, analyses of students’ written reflections and of stimulated recall interviews illustrate that, although students practiced literacies in diverse and powerful ways outside of school, they maintained generally low self-concepts and highly schoolish conceptions of literacy.
Temple University--Theses
APA, Harvard, Vancouver, ISO, and other styles
8

Mariz, Josilene Pinheiro. "O texto literário em aula de Francês Língua Estrangeira (FLE)." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/8/8146/tde-05052008-114942/.

Full text
Abstract:
Este trabalho discute a importância do texto literário (TL) no âmbito do ensino de línguas estrangeiras e, em particular, do francês língua estrangeira (FLE). Na primeira parte, elaborou-se uma síntese histórica sobre a evolução desse ensino através dos tempos, bem como uma análise da presença do TL em manuais de FLE. Percebeu-se que, tradicionalmente, do mesmo modo que a aprendizagem da língua francesa esteve associada às elites intelectuais, a da literatura sempre foi reservada aos alunos com um maior nível de conhecimento lingüístico, sendo algo inacessível a principiantes. Para verificar a hipótese de que essa prática se reproduz em sala de aula, foi realizada uma sondagem entre alunos e professores de FLE em Universidades Federais do Nordeste do Brasil sobre a abordagem do TL em aula de língua / literatura francesa, apontando para a realidade distante do tratamento unificado entre a língua e a literatura. Esse perfil é ponto inicial para o aprofundamento da fundamentação teórica, feita na segunda parte, de maneira a elaborar uma proposta de abordagem do TL em FLE para iniciantes, ou seja, sem sacralização nem banalização desse tipo de narrativa. Foram evidenciadas correntes da crítica literária, favorecendo outras possibilidades de leitura. Destacaram-se, ainda, noções de isotopia e intertextualidade, e situou-se a cena enunciativa no contexto literário para uma melhor compreensão desse texto. Na terceira parte desta tese, apresentou-se um exemplo de TL trabalhado em uma situação real de ensino de língua francesa no Brasil. Experiências didáticas foram realizadas com quatro grupos de alunos iniciantes em FLE do curso de extensão e um da graduação de Letras / Francês da Universidade Federal de Campina Grande. O corpus é constituído de contos, narrativas curtas integrais. Para essas experiências didáticas, foram elaborados dossiês com: um quadro de compreensão geral; exercícios sobre as competências de compreensão, expressão e intercultural; informações necessárias para melhor entendimento de cada conto, além de questões sobre a relação entre língua e literatura. Observou-se que a abordagem do TL em aula de FLE para iniciantes é um trabalho possível e necessário não somente para dinamizar a aprendizagem de outro idioma, mas, sobretudo, para contribuir para a apreensão / construção dos sentidos, conduzindo o leitor aprendiz ao prazer do texto.
This work discusses the importance of the literary text in the scope of foreign language teaching and, in particular, French as a foreign language (FFL). First, we prepared a historical summary on the evolution of FFL throughout the years plus an analysis of the literary text in FFL textbooks. We perceived that, traditionally, in the same way as the French language learning has been associated with the intellectual elite, literature has always been reserved to learners who have a higher linguistic level, making it something inaccessible to beginners. Aiming at verifying the hypothesis that such practice reproduces itself in the classroom, we conducted a survey among learners and teachers of FFL at Federal Universities in the northeast of Brazil regarding the approach to the literary text (LT) in the French language/literature class. We were able to notice, as a whole, that the classroom reality is still far from a unified treatment between language and literature. As we visualize this profile, we deepen the theoretical background so as to put forward a proposal for an ideal approach to the LT in the FFL classroom for beginners, without enshrining or vulgarizing this kind of narrative. In this second part, too, we highlight notes about literary critique currents which can leave room for other readings. As a sequence for the theoretical background, we present notions about isotopy and intertextuality, and we even place the enunciative scene in the literary context, something which is of great value for a better understanding of such text. In the third and last part of this thesis, we present an example of how the LT can be tackled in a real situation of French language teaching in Brazil. We performed didactic experiments with four groups of beginners in the four-skill course and one group in the graduation course of Letters (French language) at the Federal University of Campina Grande. Our corpus is composed of short-stories, because they enable the contact with the whole work. To serve as tools used in these didactic experiments, we prepared files which contained: an overall comprehension chart; exercises on comprehension, expression and intercultural competencies; necessary information for a better understanding of each short-story, as well as some questions about the relationship between language and literature. After these didactic experiments, it is possible to state that working with the LT in the FFL classroom with beginners it is possible and necessary, not only to make FL learning dynamic but above all contribute to the apprehension / construction of the senses and to get the pleasure of the text.
APA, Harvard, Vancouver, ISO, and other styles
9

Zhang, Yu. "The Effect of Employing Cultural Criticism in the Teaching of British Literature for Chinese Undergraduate English Majors." FIU Digital Commons, 2017. http://digitalcommons.fiu.edu/etd/3198.

Full text
Abstract:
The traditional literature teaching methods for Chinese English majors are formalism and biographical criticism. These criticisms use an objective approach focused on details about the author, historical context and literary mechanics to analyze literature. These methods neglect the fact that literature comprehension involves readers’ active participation. Cultural criticism, as a critical approach, considers influences that readers bring to their engagement with a given literary text. This approach is supposed to fit the classroom settings for cross-cultural literature teaching and learning. This study was conducted to examine the effect of utilizing cultural criticism to teach British literature among Chinese undergraduate English majors. The effect of employing cultural criticism was reflected in two aspects: students’ cultural understandings of literary texts and their literature comprehension. In this study, students’ awareness of cultural influences in literary texts from cultural perspectives was evaluated as their cultural understandings; literature comprehension was assessed from students’ understanding in context, themes, and textual meaning of literary texts. In this study a pedagogy of cultural criticism was developed and implemented in the teaching of a British literature course. Students received instruction through cultural criticism lens for two hours per week over a period of 14 weeks. The instruments included two essay tests concerning the cultural analysis of literary works, and three literature comprehension tests. A quasi-experimental design and a repeated measure mixed-design were used to compare the performance for students in two experimental groups (cultural criticism approach) and one control group (formalist and biographical approach). Various statistical models were applied to data analysis. The experimental results showed that the cultural criticism approach resulted in better cultural understandings of literary texts and better literature comprehension than the traditional formalist and biographical approach. Another finding is the different performance in cultural understandings of literary texts between the two experimental groups, as the instructor had different proficiency levels in using the cultural criticism approach. This study has provided evidence that cultural criticism could be a valuable approach to help Chinese undergraduate English majors bridge cultural gaps in their understandings of literature and facilitate literature comprehension.
APA, Harvard, Vancouver, ISO, and other styles
10

Takahashi, Neide Tomiko. "Textos literários no ensino de português-língua estrangeira (PLE) no Brasil." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/8/8142/tde-18092008-155530/.

Full text
Abstract:
O objeto deste trabalho é estudar o emprego de textos literários e a forma como eles são aproveitados no ensino de Português-Língua Estrangeira (PLE). Para tanto, apoiamo-nos nos fundamentos teóricos da abordagem comunicativa, da leitura e da enunciação a fim de investigar os potenciais pedagógicos do texto literário na sala de aula e nos livros didáticos de PLE. Com base em uma pesquisa feita com estudantes estrangeiros, pudemos detectar suas expectativas quanto à utilização de textos da literatura brasileira nas aulas, bem como suas representações lingüísticas, aí incluída a apropriação de elementos culturais, confirmando a relevância da contribuição desses textos no ensino de PLE. E, a partir da análise do emprego de textos literários e exercícios de compreensão em quatro materiais didáticos, observamos também que tais livros não podem suprir todas as expectativas dos alunos em razão de sua própria natureza didática, descontextualizada da interação autor-texto-leitor original. Como resultado, pudemos confirmar que o bom aproveitamento dos textos literários no ensino de PLE não está simplesmente no seu emprego como um pretexto em sala de aula ou nos manuais, mas no tratamento dado a eles, tendo em vista o seu caráter literário.
The objective of this paper is to study the employment of the literary texts and how they are exploited in the teaching of Portuguese as a Foreign Language (PFL). For that purpose, we followed the theoretical line of the communicative approach of reading and utterance-act in order to inspect the pedagogical potential of the literary text in the classroom and in PFL\'s textbooks. In a survey involving foreign students, we were able to detect their expectations in relation to the application of texts of the Brazilian literature in the classes, as well as their linguistic representations, including the appropriation of cultural elements, confirming the relevant contribution of these texts in PFL\'s teaching. And, after analysing the employment of the literary texts and the exercises of comprehension in four types of textbooks, we observed that these books are not able to fill all the students\' expectations due to the own educational nature of these materials, decontextualized from the original authortext- reader interaction. As a result, we were able to confirm that the effective utilization of the literary texts in PFL\'s teaching does not merely depend on its employment as an excuse in the classroom or in the manuals, but on the treatment given to them, in view of their literary quality.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Literary texts and language teaching"

1

Literary texts and intercultural learning: Exploring new directions. Oxford: Peter Lang, 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Teaching literacy: Using texts to enhance learning. London: David Fulton, 2004.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Quin, Rod. Teaching viewing and visual texts, primary. Carlton, Vic: Curriculum Corporation, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Quin, Rod. Teaching viewing and visual texts, secondary. Carlton, Vic: Curriculum Corporation, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Revisionary rhetoric, feminist pedagogy, and multigenre texts. Carbondale: Southern Illinois University Press, 2005.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Textos literarios para traducir: Español-inglés : nivel avanzado = Literary texts for translation : Spanish-English : advanced level. [Madrid]: Anglo-Didáctica, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

1949-, Shorey Mary C., ed. Many texts, many voices: Teaching literacy and social justice to young learners in the digital age. Portland, Me: Stenhouse Publishers, 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Callow, Jon. Image matters: Visual texts in the classroom. Marrickville, N.S.W: Primary English Teaching Association, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Reading--from words to multiple texts. New York, NY: Routledge, 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Text, role, and context: Developing academic literacies. Cambridge: Cambridge University Press, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Literary texts and language teaching"

1

Beach, Richard, and Faythe Beauchemin. "Relational Responding to Literary Texts." In Teaching Language as Action in the ELA Classroom, 106–25. New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429398537-6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Oku, Soichiro. "A Stylistic Approach to Digital Texts: Teaching Literary Texts through New Media." In Literature and Language Learning in the EFL Classroom, 131–39. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137443663_9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Cope, Bill, Mary Kalantzis, and Peter Wignell. "The Language of Social Studies: Using Texts of Society and Culture in the Primary School." In Literacy Learning and Teaching, 255–95. London: Macmillan Education UK, 1993. http://dx.doi.org/10.1007/978-1-349-15151-6_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Blake, N. F. "Pragmatics and Literary Texts." In An Introduction to the Language of Literature, 83–103. London: Macmillan Education UK, 1990. http://dx.doi.org/10.1007/978-1-349-21101-2_7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Adamczewski, Tymon. "A New Territory? Literary Criticism as a Literary Genre." In Second Language Learning and Teaching, 11–23. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-21994-8_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

McCabe, Anne, and Rachel Whittaker. "Genre and appraisal in CLIL history texts." In Language Learning & Language Teaching, 105–24. Amsterdam: John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/lllt.47.07mcc.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Meara, Paul. "Texts as Vocabulary Networks." In Second Language Learning and Teaching, 193–204. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-33272-7_12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Lin, Anastasia. "Mapping Multiethnic Texts in the Literary Classroom." In Teaching Space, Place, and Literature, 40–48. Abingdon, Oxon : New York, NY : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315171142-5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Louw, Bill. "The Role of Corpora in Critical Literary Appreciation." In Teaching and Language Corpora, 240–52. except Chapter 2 Corpus Evidcncc in Language Description © John M, Sindair: Routledge, 2014. http://dx.doi.org/10.4324/9781315842677-20.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Gavioli, Laura. "Exploring Texts through the Concordancer: Guiding the Learner." In Teaching and Language Corpora, 83–99. except Chapter 2 Corpus Evidcncc in Language Description © John M, Sindair: Routledge, 2014. http://dx.doi.org/10.4324/9781315842677-8.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Literary texts and language teaching"

1

Trunova, M. V. "LINGUISTIC ANALYSIS OF REGIONAL POETIC TEXTS IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE CLASSES." In ACTUAL PROBLEMS OF LINGUISTICS AND LITERARY STUDIES. TSU Press, 2021. http://dx.doi.org/10.17223/978-5-907442-02-3-2021-77.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Shlangman, Marina. "THE USE OF FICTION IN THE PROCESS OF TEACHING A FOREIGN LANGUAGE TO STUDENTS OF NON-LINGUISTIC FACULTIES." In ЯЗЫК. КУЛЬТУРА. ПЕРЕВОД = LANGUAGE. CULTURE. TRANSLATION. Science and Innovation Center Publishing House, 2019. http://dx.doi.org/10.12731/lct.2019.39.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Zhu, Qing. "Foreign Language Teaching Relying on Literary Text." In International Conference on Education, Management and Computing Technology (ICEMCT-15). Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icemct-15.2015.92.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Akifyeva, Oksana, and Elmira Uteubayeva. "METHODOLOGY OF TEACHING A FOREIGN LANGUAGE USING THE CONCEPT OF HUMANE PEDAGOGY." In Modern pedagogical technologies in foreign language education: trends, transformations, vectors of development. ACCESS Press, 2021. http://dx.doi.org/10.46656/proceeding.2021.foreign.language(3).

Full text
Abstract:
This article describes the methods of teaching a foreign language at school using the concept of humane pedagogy. The authors analyze the current situation in a modern school, and also propose specific methods of working with educational material in English lessons, which help an English teacher to form humane personality traits in students. The article also draws special attention to the potential of literary texts, proverbs, sayings and features of English speech etiquette for educating students from the position of a humane approach to teaching
APA, Harvard, Vancouver, ISO, and other styles
5

Tabuldina, Assel, and Zhanar Eskazinova. "DEVELOPMENT FEATURES OF STUDENTS' FUNCTIONAL LITERACY THROUGH TEXTS IN FOREIGN LANGUAGE LESSONS." In Modern pedagogical technologies in foreign language education: trends, transformations, vectors of development. ACCESS Press, 2021. http://dx.doi.org/10.46656/proceeding.2021.foreign.language(30).

Full text
Abstract:
The growing role of foreign language linguistic competence and especially foreign language functional literacy of a specialist requires a revision of the theoretical foundations and approaches to teaching writing in English in a modern university. This article defends the thesis that the development of linguistic competence through the prism of translation competence plays an important role in the development of foreign language functional literacy. The presented work clarifies the concept of foreign language functional literacy of students through the prism of translation competence and foreign language linguistic competence; recommendations are offered for the further development of a model for the formation of functional literacy in the process of teaching a foreign language in a non-linguistic university.
APA, Harvard, Vancouver, ISO, and other styles
6

Guseva, I. M. "LITERARY TEXT IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE IN A SPANISH-SPEAKING AUDIENCE." In ACTUAL PROBLEMS OF LINGUISTICS AND LITERARY STUDIES. TSU Press, 2021. http://dx.doi.org/10.17223/978-5-907442-02-3-2021-78.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Starostina, Olga, Galina Chumakova, and Ilvira Galiulina. "SOME ASPECTS OF READING AND ANALYZING THE LITERARY TEXTS IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1085.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Mat Daud, Nuraihan, Nor Shidrah Mat Daud, Afiza Mohd Ali, Jowati Juhary, and Raihanah Mohd Mydin. "HIGHER ORDER THINKING SKILLS INTEGRATION INTO THE TEACHING OF LITERARY TEXTS: A MOOC FOR ENGLISH LANGUAGE TEACHERS." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.2151.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Lysichenkova, S. A. "Development of reading literacy using discontinuous texts in teaching a foreign language." In Scientific trends: Philology, Culturology, Art history. ЦНК МОАН, 2020. http://dx.doi.org/10.18411/spc-26-07-2020-04.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Meshkova, Irina, Olga Sheremetieva, and Larissa Spynu. "TRAINING IN RENDERING AND TRANSLATION AT NON-LINGUISTIC FACULTIES DURING THE 2020 PANDEMIC." In ADVED 2020- 6th International Conference on Advances in Education. International Organization Center of Academic Research, 2020. http://dx.doi.org/10.47696/adved.2020108.

Full text
Abstract:
The article is devoted to the peculiarities of teaching French at non-linguistic faculties, the analysis of the concepts of rendering, retelling (resumé, compte-rendu, synthèse), rendering translation of texts using an interdisciplinary approach in the context of the development of digital technologies in the modern educational space, in particular, during the Covid-19 pandemic. Extraordinary circumstances have set before teachers from many countries of the world, including Russian teachers, the task of modernizing pedagogical processes as part of the transition to a distance learning format using one or another electronic educational platform. The problem arises from integrating educational and methodological materials into the concept of distance learning, taking into account various digital resources and stages of development of information and communication technologies. A distinctive feature of the situation is the blurring of boundaries between traditional and distance approaches both in whole education, and in particular in teaching foreign languages. Teaching rendering as the most important type of speech activity, working with foreign language texts for the purpose of their subsequent rendering, is necessary to prepare students for research activities. Rendering translation plays an important teaching role and has significant potential. In the French language classes at the non-linguistic faculties of the RUDN University, texts of various genres are offered for rendering translation, for example, literary, journalistic, as well as scientific texts on relevant topics. As a result, students must learn to submit an informative abstract/summary (summary-synopsis), which contains in a generalized form all the main provisions of the original text. In the course of rendering translation, the student carries out semantic or informational processing of the text, learns to avoid violations of the theme-rhematic sequence, maintain the coherence of the text, correctly organizing information in paragraphs and preserving subject-logical connections. In addition to the skills of rendering translation, students are trained in language mediation, which is carried out by reformulating it in the form of a resume or report. The use of digital educational technologies and traditional pedagogical approaches within the framework of ensuring the concept of lifelong education helps to solve the problem, regardless of the location of the teacher and student. Under the conditions of distance learning during the COVID 19 period, the authors developed and successfully applied a system of exercises and tasks aimed at the formation and development of rendering skills, rendering translation, language mediation in French classes for students of non-linguistic faculties of RUDN University.
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Literary texts and language teaching"

1

Hamanyuk, Vita. Literarische Texte moderner deutscher Literatur als Mittel für die Entwicklung der interkulturellen Kompetenz. Univerzita Pardubice, 2018. http://dx.doi.org/10.31812/123456789/6064.

Full text
Abstract:
The article analyzes some of the literary texts of modern German literature with an intercultural potential in the modern literary context of Germany and the question whether they are relevant to the development of an intercultural competence in foreign language teaching. Theoretical aspects of the appropriation and extension of the intercultural competence are summarized and exemplified by the works of modern German authors. Three novels and their intercultural potential are analyzed, including: S. Kuegler „Dschungelkind“, S. Möller „Viva Polonia“ and H. Akyün „Einmal Hans mit scharfer Soße“. Various groups of characteristics and the characteristics which testify to the intercultural potential of these works, as well as the practice typology for their use in the foreign language and literature lessons, are considered. Im Beitrag werden manche literarischen Texte moderner deutscher Literatur mit interkulturellem Potenzial im modernen literarischen Kontext Deutschlands analysiert, und die Frage, ob sie für die Herausbildung und Entwicklung der interkulturellen Kompetenz im Fremdsprachenunterricht relevant sind. Theoretische Aspekte der Aneignung und Erweiterung der interkulturellen Kompetenz sind zusammengefasst und am Beispiel der Werke moderner deutscher Autoren veranschaulicht. Es werden drei Romane und deren interkulturelles Potenzial analysiert, darunter: S. Kuegler „Dschungelkind“, S. Möller „Viva Polonia“ und H. Akyün „Einmal Hans mit scharfer Soße“. Verschiedene Gruppen von Merkmalen und Charakteristika, die vom interkulturellen Potenzial dieser Werke zeugen, sowie auch Übungstypologie für deren Einsatz im DaF-, und Literaturunterricht werden betrachtet.
APA, Harvard, Vancouver, ISO, and other styles
2

BIZIKOEVA, L. S., and M. I. BALIKOEVA. LEXICO-STYLISTIC MEANS OF CREATING CHARACTERS (BASED ON THE STORY “THE POOL” BY W.S. MAUGHAM). Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2077-1770-2021-13-4-3-62-70.

Full text
Abstract:
Purpose. The article deals with various lexico-stylistic means of portraying a literary character. The analysis is based on the empirical study of the story “The Pool” by a famous English writer William Somerset Maugham. The main methods used in the research are: the method of contextual analysis and the descriptive-analytical method. Results. The results of the research revealed that the peculiar characteristic of the story “The Pool” as well as of many other Maugham’s stories is the author’s strong presence. The portrayal characteristics of the protagonists, their manner of speech, the surrounding nature greatly contribute to creating the unforgettable characters of Lawson and his wife Ethel. Somerset Maugham employs various lexico-stylistic means to create the images of Lawson and Ethel, allowing the reader to vividly portray their personalities. Practical implications. The received results can be used in teaching Stylistics of the English language, stylistic analysis of the text as well as theory and practice of translation, in writing course and graduation papers.
APA, Harvard, Vancouver, ISO, and other styles
3

BIZIKOEVA, L. S., and M. I. BALIKOEVA. SOMERSET MAUGHAM - MASTER OF CREATING CHARACTERS. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2077-1770-2021-13-4-2-111-121.

Full text
Abstract:
Purpose. The goal of the present article is to study various means of creating a literary character. Analyzing the creative work of a famous English writer William Somerset Maugham and basing on the story «The Kite» an attempt is made to scrutinize Maugham’s peculiar style and lexico-stylistic devices he employs to create the main female characters of the story «The Kite». The main methods used in the research are: the method of contextual analysis and the descriptive-analytical method. Results. The results of the research revealed that the peculiar characteristic of the protagonists of the story “The Kite” is the author’s strong presence. Portraying the characters of Missis Sunbury and Miss Bevan, Somerset Maugham pays special attention to precise description of their appearances and manner of speech. Employing various lexico-stylistic devices, S. Maugham creates extraordinarily vivid characters. Practical implications. The received results can be used in teaching Stylistics of the English language, stylistic analysis of the text as well as theory and practice of translation.
APA, Harvard, Vancouver, ISO, and other styles
4

Makhachashvili, Rusudan K., Svetlana I. Kovpik, Anna O. Bakhtina, and Ekaterina O. Shmeltser. Technology of presentation of literature on the Emoji Maker platform: pedagogical function of graphic mimesis. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3864.

Full text
Abstract:
The article deals with the technology of visualizing fictional text (poetry) with the help of emoji symbols in the Emoji Maker platform that not only activates students’ thinking, but also develops creative attention, makes it possible to reproduce the meaning of poetry in a succinct way. The application of this technology has yielded the significance of introducing a computer being emoji in the study and mastering of literature is absolutely logical: an emoji, phenomenologically, logically and eidologically installed in the digital continuum, is separated from the natural language provided by (ethno)logy, and is implicitly embedded into (cosmo)logy. The technology application object is the text of the twentieth century Cuban poet José Ángel Buesa. The choice of poetry was dictated by the appeal to the most important function of emoji – the expression of feelings, emotions, and mood. It has been discovered that sensuality can reconstructed with the help of this type of meta-linguistic digital continuum. It is noted that during the emoji design in the Emoji Maker program, due to the technical limitations of the platform, it is possible to phenomenologize one’s own essential-empirical reconstruction of the lyrical image. Creating the image of the lyrical protagonist sign, it was sensible to apply knowledge in linguistics, philosophy of language, psychology, psycholinguistics, literary criticism. By constructing the sign, a special emphasis was placed on the facial emogram, which also plays an essential role in the transmission of a wide range of emotions, moods, feelings of the lyrical protagonist. Consequently, the Emoji Maker digital platform allowed to create a new model of digital presentation of fiction, especially considering the psychophysiological characteristics of the lyrical protagonist. Thus, the interpreting reader, using a specific digital toolkit – a visual iconic sign (smile) – reproduces the polylaterial metalinguistic multimodality of the sign meaning in fiction. The effectiveness of this approach is verified by the poly-functional emoji ousia, tested on texts of fiction.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Literary texts and language teaching' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography