Academic literature on the topic 'Literary texts and language teaching'
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Journal articles on the topic "Literary texts and language teaching"
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 textAmideevna, 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 textRabb 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 textRokhatoy, 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 textBobkina, 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 textAl-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 textMilosavljević, 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 textRegmi, 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 textRakhimova, 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 textBabina, 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 textDissertations / Theses on the topic "Literary texts and language teaching"
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 textWinberg, 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 textGanca, 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 textENGLISH 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.
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.
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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.
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Doctor of Philosophy
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 textMabry, 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.
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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
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 textThis 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.
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 textTakahashi, 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 textThe 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.
Books on the topic "Literary texts and language teaching"
Literary texts and intercultural learning: Exploring new directions. Oxford: Peter Lang, 2012.
Find full textTeaching literacy: Using texts to enhance learning. London: David Fulton, 2004.
Find full textQuin, Rod. Teaching viewing and visual texts, primary. Carlton, Vic: Curriculum Corporation, 1996.
Find full textQuin, Rod. Teaching viewing and visual texts, secondary. Carlton, Vic: Curriculum Corporation, 1995.
Find full textRevisionary rhetoric, feminist pedagogy, and multigenre texts. Carbondale: Southern Illinois University Press, 2005.
Find full textTextos literarios para traducir: Español-inglés : nivel avanzado = Literary texts for translation : Spanish-English : advanced level. [Madrid]: Anglo-Didáctica, 1999.
Find full text1949-, 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 textCallow, Jon. Image matters: Visual texts in the classroom. Marrickville, N.S.W: Primary English Teaching Association, 1999.
Find full textReading--from words to multiple texts. New York, NY: Routledge, 2012.
Find full textText, role, and context: Developing academic literacies. Cambridge: Cambridge University Press, 1997.
Find full textBook chapters on the topic "Literary texts and language teaching"
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 textOku, 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 textCope, 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 textBlake, 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 textAdamczewski, 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 textMcCabe, 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 textMeara, 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 textLin, 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 textLouw, 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 textGavioli, 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 textConference papers on the topic "Literary texts and language teaching"
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 textShlangman, 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 textZhu, 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 textAkifyeva, 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 textTabuldina, 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 textGuseva, 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 textStarostina, 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 textMat 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 textLysichenkova, 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 textMeshkova, 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 textReports on the topic "Literary texts and language teaching"
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 textBIZIKOEVA, 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 textBIZIKOEVA, 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 textMakhachashvili, 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.
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