Enhancing Poetic Literature Instruction Through Stylistic and Thematic Approaches
30 Apr 2013-Studies in Literature and Language (Canadian Research & Development Center of Sciences and Cultures; Canadian Academy of Oriental and Occidental Culture)-Vol. 6, Iss: 2, pp 50-55
TL;DR: The authors investigated the effects of instruction in stylistic and thematic approaches on students' achievement in poetic literature and determined the moderating effect of gender on students’ achievement in poetry.
Abstract: This study investigated the effects of instruction in stylistic and thematic approaches on students’ achievement in poetic literature It also determined the moderating effect of gender on students’ achievement in poetry The study adopted pretest, post test, control group quasi-experimental design The participants in the study were SS11 students in Akure metropolis The subjects were randomly assigned to two experimental groups and one control group The instruments used were Students’ Achievement Test in Poetry (r=075), Instructional Guide on Stylistic Approach, Instructional Guide on Thematic Approach, Instructional Guide on the Convention Lecture Method, and Teaching Observational Scale Three hypotheses were tested at the 05 alpha levels Data were analyzed using means, standard deviation, Analysis of Covariance (ANCOVA) and Scheffe post hoc test Findings revealed that there was significant main effect of treatment on students’ achievement in poetry (F (2,125) =25915; P 05 The interaction effect of treatment and gender on students’ achievement in poetry was, however, not significant (F(2,125=577; P>05) Based on these findings, it is recommended that teachers should adopt stylistic and thematic approaches in the teaching of poetry in particular and literature in general
Citations
More filters
Journal Article•
TL;DR: Simpson's Stylistics as mentioned in this paper is a resource book for students focusing on stylistics and levels of language, with a focus on style as choice and style-as-choice.
Abstract: Paul Simpson. Stylistics: A Resource Book for Students. Routledge English Language Introductions. New York: Routledge, 2004. xiv + 247 pp. $99.95 cloth; $29.95 paper. Paul Simpson is a productive researcher in and an experienced teacher of stylistics. His third book for Routledge, Stylistics, provides a comprehensive overview of the subject in a clear, entertaining, insightful, and innovative way. Like other books in the Routledge English Language Introduction series, edited by Peter Stockwell, Simpson's Stylistics has a flexible "two-dimensional" structure, built horizontally around four self-contained sections centering on one topic-A introduction, B development, C exploration, and D extension-as well as vertically progressing from one topic to another. The book has twelve topics or strands: 1) What is stylistics? 2) Stylistics and levels of language, 3) Grammar and style, 4) Rhythm and metre, 5) Narrative stylistics, 6) Style as choice, 7) Style and point of view, 8) Represented speech and thought, 9) Dialogue and discourse, 10) Cognitive stylistics, 11) Metaphor and metonymy, and 12) Stylistics and verbal humour. The topics develop from section A to section D, giving rise to altogether 46 selfcontained units (topic or strand 12 does not have sections B or C). The A units are comprehensive and concise introductions to the topics concerned; B units are either illustrative expansions of the model introduced in A, or surveys of important research developments in the relevant area; C units are practical activities for students to try out and apply what they have learned from A and B; and finally, D units offer a wide-ranging selection of relevant readings by other famous stylisticians. In accordance with the "two-dimensional" structure, the book has two tables of contents, with "Contents" followed by "Contents Cross-Referenced." The former goes along the vertical dimension, progressing from section A (1-12) to section D (1-12), and the latter is primarily concerned with the horizontal dimension, progressing from Al-Bl-Cl-Dl to A 12-Dl 2. The reader can follow either table of contents. Or, for an alternative, the reader can go directly to a certain topic and read horizontally, for instance, starting from A10 ("Cognitive stylistics") to BlO ("Developments in cognitive stylistics"), to ClO ("Cognitive stylistics at work"), and then to DlO ("Cognitive stylistics" [by Margaret Freeman]). While the vertical reading takes the reader comprehensively through the broad field of study, the horizontal reading across the four stages enables the reader to build gradually on the knowledge gained in a specific area. The coexistence of and interaction between the vertical and horizontal dimensions make the book more dynamic, leave the reader more freedom of choice, hence helping bring the reader's initiative into fuller play. This flexible structure and the freedom it offers to readers seem to be partly influenced by computer technology, by the more flexible reading possible on screen. It shows that the limitations associated with the linearity of printed words may be to a certain extent overcome by a structuring that has more than one dimension. This two-dimensional structure has, however, one drawback. As we all know, "style as choice" is a key concept in stylistics and naturally Simpson makes it the subject of strand 6. But as each strand has to be more or less self-contained, this strand focuses on the system of transitivity, an area that "emphasises the concept of style as choice" (22). …
112 citations
TL;DR: In the past half century, the research on emotions of foreign language learners (FLL) has shifted the focus from an exclusive analysis of negative emotions to a more holistic study of both negative emotions and positive emotions, and currently to mediators of multiple emotions as mentioned in this paper .
Abstract: In the past half century, the research on emotions of foreign language learners (FLL) has shifted the focus from an exclusive analysis of negative emotions to a more holistic study of both negative emotions and positive emotions, and currently to mediators of multiple emotions. Of the FLL’s negative emotions, foreign language anxiety (FLA) attracts the most attention. Researchers have widely discussed the relationship between FLA and foreign language achievement, the influencing factors of FLA, the dynamicity of FLA as well as regulation and intervention strategies of FLA. Foreign language enjoyment (FLE) is the most heavily studied research subject on FLL’s positive emotions. Researchers generally focus on the influencing factors of FLE, the dynamicity of FLE and the relationship between FLE and FLA. With the implementation of holistic education, emotional intelligence (EI), a mediator of multiple emotions of FLL, has been becoming a newly hot topic in the field of FLL’s emotions. By reviewing the previous studies, this paper proposes that the future research on FLL emotion needs to expand the research perspectives, enrich the research topics, and innovate the research methods.
7 citations
01 Oct 2014
TL;DR: “English for Palestine” means English for Palestine with an emphasis on the theme of Palestine.
Abstract: هدفت هذه الدراسة إلى التعرف على الأساليب التي يستخدمها معلمو اللغة الإنجليزية لتدريس النصوص والمكونات الأدبية في المنهاج الفلسطيني English for Palestine إضافة إلى التحقق من أثر الجنس والمؤهل والخبرة والتخصص على استخدامهم لهذه الأساليب والمناهج. وللإجابة على أسئلة الدراسة , تم استخدام استبيان ضم 33 فقرة وزع على 52 معلما يدرسون اللغة الانجليزية في مدارس محافظة قلقيلية في الفصل الأول من العام الأكاديمي 2012/2013. أظهرت النتائج استخدام المعلمين لأكثر من أسلوب وطريقة وبنسب متفاوتة تراوحت بين استخدام متوسط إلى عال. علاوة على ذلك, أظهرت النتائج أن الأسلوب المعتمد على المعلومات كان أكثر الأساليب استخداما , بينما أقلها استخداما كان المنهج الأسلوبي. كما تبين عدم وجود فروق ذات دلالة إحصائية على المستوى الكلي وعلى كل المجالات باستثناء المجال الثاني "مجال الاستجابة الشخصية" تعزى لمتغيرات الجنس والتخصص والخبرة, بينما ظهرت فروق إحصائية على الدرجة الكلية للأساليب المستخدمة من قبل المعلمين تعزى للمؤهل.
4 citations
01 Jun 2016
TL;DR: In this paper, a new perspective is provided in analyzing a well-known 18th century British ballad, "The Charge of the Light Brigade", in the syntactical/structural, lexical, and phonological aspects of stylistics.
Abstract: For the past few decades, stylistics has emerged as a discipline that encompasses both literary criticism and linguistics. The integration of both disciplines opened many opportunities for English literature and language teachers to get creative in their teaching—by introducing the stylistic approach in their classrooms. However, in a typical Southeast Asian classroom (Sadiman, 2004), several problems such as the lack of resources, scarcity of quality teaching strategies, time de)ciency, as well as the unfamiliarity of authentic assessment seem to impede the utilization of the mentioned approach or other learnercentered approaches. Moreover, only limited literature on the analysis, let alone the teaching, of the ballad adopting the stylistic method are evident. This paper could be described as an attempt to address these problems. It provides a fresh perspective in analyzing a well-known 18th century British ballad, “The Charge of the Light Brigade,” in the syntactical/structural, lexical, and phonological aspects of stylistics. It also attempts to explain the evident theme of warfare based on textual evidences in the aforementioned aspects. In addition, it contributes to the existing literature advocating the stylistic approach in both the teaching of language and literature. Furthermore, it provides several potential comprehensive activities that take into account the challenging setting and situation of Southeast Asian English as a Second Language (ESL) or English as a Foreign Language (EFL) classrooms, especially at the tertiary level. This paper also has implications on classrooms that experience the same aforementioned challenges, and is not only limited to the Southeast Asian context.
4 citations
Cites background from "Enhancing Poetic Literature Instruc..."
...This is the stylistic approach, which is the investigation of how the resources of a language code can be put into use in the production of actual messages (Fakeye & Temitayo, 2013)....
[...]
...It is also with this approach that the author’s choice of words and their functions are emphasized, along with the structure, deviation from norms, foregrounding, parallelism, grammatical patterns, and how they bring meaning to the text (Fakeye & Temitayo, 2013)....
[...]
...The goal of this approach is to “decode meaning and structural features of literary texts by identifying linguistic patterns in the text” (Fakeye & Temitayo, 2013, p. 51)....
[...]
...Furthermore, Fakeye and Temitayo (2013) recommended that the stylistic approach be utilized in teaching various concepts in poetry upon discovering the signi)cant positive effects of the approach on 138 ESL learners in six secondary schools in Africa....
[...]
...The stylistic approach also seems to show positive results in literature classes (Akyel, 1995; Fakeye & Temitayo, 2013; Inyang, 2009)....
[...]
References
More filters
TL;DR: Results indicate that during an acquisition phase of the experiments, Ss spontaneously integrate the information expressed by a number of non-consecutively experienced (but semantically related) sentences into wholistic, semantic ideas, where these ideas encompass more information than any acquisition sentence contained.
Abstract: The phenomenon of “idea acquisition and retention” is demonstrated experimentally and contrasted with an “individual sentence memory” point of view. Results indicate that during an acquisition phase of the experiments, Ss spontaneously integrate the information expressed by a number of non-consecutively experienced (but semantically related) sentences into wholistic, semantic ideas, where these ideas encompass more information than any acquisition sentence contained. Ss' subsequent attempts to recognize those exact sentences heard during acquisition are shown to be a function of the complete ideas acquired. Thus, Ss' are most confident of “recognizing” sentences expressing all the semantic relations characteristic of a complete idea, in spite of the fact that such sentences expressed more information than was communicated by any single sentence on the acquisition list. Ss' become less confident of having heard particular sentences as a function of the degree to which a sentence fails to exhaust all the semantic relations characteristic of a complete idea.
1,175 citations
"Enhancing Poetic Literature Instruc..." refers background in this paper
...The goal of this approach is to decode meaning and structural features of literary texts by identifying linguistic pattern in the texts, Weber (1996)....
[...]
[...]
01 Jan 2022
TL;DR: Dan Edelstein and Bettina Lerner as mentioned in this paper discuss the Mythomania and Modernity of the French Republic and the Modernization of Myth from Balzac to Sorel.
Abstract: Dan Edelstein and Bettina Lerner: Mythomania and Modernity Part I: From Nation to Republic Bettina Lerner: Michelet, Mythologue Leon Sachs: Teaching to the Choir: The Republican Schoolteacher and the Sanctity of Secularism Tyler Stovall: The Myth of the Liberatory Republic and the Political Culture of Freedom in Imperial France Part II: Reading Revolution Marie-Helene Huet: The Face of Disaster Dan Edelstein: The Modernization of Myth: From Balzac to Sorel Edward Berenson: Fashoda, Dreyfus, and the Myth of Jean-Baptiste Marchand Part III: Mythical Selves Goran Blix: Heroic Genesis in the 'Memorial de Sainte-Helene' Natacha Allet: Myth and Legend in Antonin Artaud's Theatre Jean-Marie Apostolides: Herge and the Myth of the Superchild Lawrence Kritzman: De Gaulle's Memoires: Self-Portraiture and the Rhetoric of the Nation.
1,036 citations
Journal Article•
TL;DR: Simpson's Stylistics as mentioned in this paper is a resource book for students focusing on stylistics and levels of language, with a focus on style as choice and style-as-choice.
Abstract: Paul Simpson. Stylistics: A Resource Book for Students. Routledge English Language Introductions. New York: Routledge, 2004. xiv + 247 pp. $99.95 cloth; $29.95 paper. Paul Simpson is a productive researcher in and an experienced teacher of stylistics. His third book for Routledge, Stylistics, provides a comprehensive overview of the subject in a clear, entertaining, insightful, and innovative way. Like other books in the Routledge English Language Introduction series, edited by Peter Stockwell, Simpson's Stylistics has a flexible "two-dimensional" structure, built horizontally around four self-contained sections centering on one topic-A introduction, B development, C exploration, and D extension-as well as vertically progressing from one topic to another. The book has twelve topics or strands: 1) What is stylistics? 2) Stylistics and levels of language, 3) Grammar and style, 4) Rhythm and metre, 5) Narrative stylistics, 6) Style as choice, 7) Style and point of view, 8) Represented speech and thought, 9) Dialogue and discourse, 10) Cognitive stylistics, 11) Metaphor and metonymy, and 12) Stylistics and verbal humour. The topics develop from section A to section D, giving rise to altogether 46 selfcontained units (topic or strand 12 does not have sections B or C). The A units are comprehensive and concise introductions to the topics concerned; B units are either illustrative expansions of the model introduced in A, or surveys of important research developments in the relevant area; C units are practical activities for students to try out and apply what they have learned from A and B; and finally, D units offer a wide-ranging selection of relevant readings by other famous stylisticians. In accordance with the "two-dimensional" structure, the book has two tables of contents, with "Contents" followed by "Contents Cross-Referenced." The former goes along the vertical dimension, progressing from section A (1-12) to section D (1-12), and the latter is primarily concerned with the horizontal dimension, progressing from Al-Bl-Cl-Dl to A 12-Dl 2. The reader can follow either table of contents. Or, for an alternative, the reader can go directly to a certain topic and read horizontally, for instance, starting from A10 ("Cognitive stylistics") to BlO ("Developments in cognitive stylistics"), to ClO ("Cognitive stylistics at work"), and then to DlO ("Cognitive stylistics" [by Margaret Freeman]). While the vertical reading takes the reader comprehensively through the broad field of study, the horizontal reading across the four stages enables the reader to build gradually on the knowledge gained in a specific area. The coexistence of and interaction between the vertical and horizontal dimensions make the book more dynamic, leave the reader more freedom of choice, hence helping bring the reader's initiative into fuller play. This flexible structure and the freedom it offers to readers seem to be partly influenced by computer technology, by the more flexible reading possible on screen. It shows that the limitations associated with the linearity of printed words may be to a certain extent overcome by a structuring that has more than one dimension. This two-dimensional structure has, however, one drawback. As we all know, "style as choice" is a key concept in stylistics and naturally Simpson makes it the subject of strand 6. But as each strand has to be more or less self-contained, this strand focuses on the system of transitivity, an area that "emphasises the concept of style as choice" (22). …
112 citations
"Enhancing Poetic Literature Instruc..." refers background or result in this paper
...Simpson (2004) article in ITS Educational News summed it up that literature can provide students with fresh and creative angle with which to approach studies in particular....
[...]
...The result is consistent with those of Timucin (2010), Hwang et al (2007), Tutas (2006) and Simpson (2004) concerning the effectiveness of stylistic approach, while it reaffirms the findings of Makinde (2004), Parwathy et al (2004) and Kovalick (2005) on the effectiveness of thematic approach to…...
[...]
Journal Article•
67 citations
"Enhancing Poetic Literature Instruc..." refers result in this paper
...This finding corroborates those of Ayanniyi (2009) and Anderson (2000) who reported in their various studies that sex is no barrier to students’ achievement....
[...]
01 Jan 2007
TL;DR: In this paper, the authors report on findings of a study designed to identify approaches employed by teachers to teaching the literature component in selected secondary schools in Sabah, and draw attention to the fact that teaching approaches are largely influenced by students' language proficiency, attitudes, the examoriented culture, the prescribed literary materials and the number of students in the classroom.
Abstract: The purpose of this article is to report on findings of a study designed to identify approaches employed by teachers to teaching the literature component in selected secondary schools in Sabah. The study was conducted in 15 urban secondary schools in Sandakan, Sabah with a population of 112 English teachers. The approaches and activities conducted in the literature lesson were identified whilst the reasons to why teachers employed the approaches and activities were explicated. Triangulation involving the questionnaire as the primary data, classroom observation and focused interview as the secondary data was used. A total of 87 teachers responded to the questionnaire; whereas, in a related case study, an English option teacher (a TESL graduate) and a non-option teacher (a History graduate) were observed for four weeks and then be interviewed. Findings show that the paraphrastic approach (mean = 4.05) is popularly used by teachers, followed by the information-based approach (mean = 4.04) and the moral- philosophical approach (mean = 3.93). This seems to go concurrently with the findings of the case study whereby both teachers exhibited similar teaching approaches. The findings draw attention to the fact that teaching approaches are largely influenced by students' language proficiency, attitudes, the exam-oriented culture, the prescribed literary materials and the number of students in the classroom. The implication is that literature teaching which aims at generating students' personal response and appreciation maybe a futile exercise if the issues are not tackled wisely. Abstrak: Kajian ini bertujuan untuk melaporkan gambaran keseluruhan tentang kaedah pengajaran guru dalam pengajaran komponen sastera bahasa Inggeris. Ia merangkumi sekolah-sekolah menengah bandar di daerah Sandakan, Sabah dengan populasi seramai 112 orang guru bahasa Inggeris. Kaedah pengajaran dan aktiviti yang dijalankan dalam kelas telah dikenal pasti, manakala sebab-sebab mengapa kaedah dan aktiviti tersebut digunakan telah dijelaskan. Kajian ini menggunakan tiga jenis kaedah penyelidikan, iaitu soal selidik yang memberikan data utama, manakala pemerhatian dalam kelas dan temu ramah dengan guru memberi data sampingan. Seramai 87 orang guru telah memberi respons kepada soal selidik manakala seorang guru beropsyen bahasa Inggeris (graduan TESL) dan seorang guru bukan opsyen bahasa Inggeris (graduan Sejarah) terlibat dalam satu kajian kes. Pemerhatian kelas telah dijalankan selama empat minggu dan temu ramah juga diadakan. Kajian menunjukkan bahawa kaedah pengajaran paraphrastic (min = 4.05) merupakan kaedah popular yang digunakan oleh guru. Ini diikuti oleh kaedah pengajaran information-based (min = 4.04) dan moral-philosophical (min = 3.93). Ini disokong oleh dapatan kajian yang mana dua orang guru yang diperhatikan juga mempraktikkan kaedah pengajaran yang sama. Kajian ini menunjukkan bahawa kaedah
61 citations