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Le rapport à l'écrit en français et en anglais d'étudiants francophones universitaires issus d'un milieu francophone minoritaire ...
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A Comparative Study of Narrative Rhetoric between Chinese and American English Majors
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In: http://rave.ohiolink.edu/etdc/view?acc_num=miami1450181210 (2016)
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| 9 |
The role of authentic leadership and interpersonal trust in the language development success of middle school English language learners
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PDX Journeys: Studying and Living in the US, Low-Intermediate Novel and Textbook for University ESL Students
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In: PDXOpen: Open Educational Resources (2016)
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| 11 |
A cross-disciplinary study of stance markers in research articles written by students and experts
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In: Graduate Theses and Dissertations (2016)
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A teacher development program on CALL materials evaluation: teachers' knowledge and attitudes toward technology
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In: Graduate Theses and Dissertations (2016)
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| 13 |
An Explanation of the Effectiveness of Written Corrective Feedback in Second-Language Acquisition
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| 14 |
Difficulties of Chinese Students with Their Academic English: Evidence from a China-United States University Program
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In: South Florida Education Research Conference (2016)
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Exploring an appropriation of reader-response theory for teaching and learning English literature in Vietnam
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Abstract:
© 2016 Dr. Ha Thi Thu Nguyen ; While learner-centred approaches to literature in second/foreign language education have enjoyed wide empirical support, the teaching of English literature in Vietnam still focuses on transmitting an objectified interpretation of a text. This study explores the potential of appropriating reader-response theory (Rosenblatt, 1994), which locates the meaning of a literary text through the reader-text connection, with the following question: In what ways can reader-response theory make a contribution to the teaching and learning of English literature at the undergraduate level in Vietnam? This research was conducted through the implementation of an innovative teaching intervention based on reader-response theory. The teaching intervention appropriated reader-response theory to nurture students’ own experiences of and responses to English literature through interactive activities. This intervention was designed to work within an institutional syllabus at a university in Vietnam. The study used action research, in which the researcher participated as the teacher implementing the teaching intervention. Action research complements reader-response theory as both attend to interactive meaning making in context. Data were collected from 48 English-major students through pre-course and post-course questionnaires, class recordings, a teaching journal, after-class evaluations, online communications and reading logs. The data were analysed using three perspectives: those of the teacher and student participants, and a real-time view of class conversations and artefacts. This research found that appropriating reader-response theory in this context involved creating a transition from teacher-centred to student-centred learning, where dialogic teaching and interactive activities were used to evoke students’ own responses to the text. This transition required the teacher to adopt a dynamic role taking students’ learning styles into account. Through this approach, the students became dialogic and critical in developing their own responses to the texts they studied. However, they showed some contradictory attitudes to the unconventionality of the reader-response approach, which asked for and helped develop the students’ own responses to literature rather than giving them final answers. The mixed reaction indicated the complexity of creating a new learning paradigm in a traditional context. The students seemed to negotiate this complexity and become more critical about their own learning as a result. An important implication of this study is that it illustrates the potential of reader-response theory to contribute to teaching programs that seek to enable learners to experience literature in a second/foreign language individually and interactively. Based on the research findings, a model for appropriating reader-response theory is proposed that coalesces and balances active individual reading, collaborative exploration of responses, and language and literary scaffolding. In authority-abiding, exam-oriented institutional contexts such as in Vietnam, appropriating reader-response theory also requires mindfulness of a potential tension between the old and new practice, especially with regard to assessment issues.
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Keyword:
action research; English as a foreign language; English as a second language; English literature; language and literacy education; pedagogy; reader-response theory; teaching and learning
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URL: http://hdl.handle.net/11343/91505
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| 16 |
An evaluation of the global orientation of English textbooks in Germany
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In: Symplectic Elements at Oxford ; CrossRef ; ORA review team (2016)
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Writing their way to the university: An investigation of Chinese high school students' preparation for writing in English in high schools, cram schools, and online
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In: Open Access Dissertations (2016)
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| 18 |
Le rapport à l'écrit en français et en anglais d'étudiants francophones universitaires issus d'un milieu francophone minoritaire
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| 19 |
Achieving cultural competence in Vietnamese EFL classes: a case study from an intercultural communicative competence perspective
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| 20 |
Second Language Reading Comprehension Strategies in Brunei Darussalam’s Primary Schools
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