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Itinerante Literature in Europe: From Life-Writing to Linguistic and Cultural Hybridity
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In: Proceedings of the 7th Annual Hawaii International Conference on Arts and Humanities (2015)
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Itinerante Literature in Europe: From Life-Writing to Linguistic and Cultural Hybridity
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In: Proceedings of the 7th Annual Hawaii International Conference on Arts and Humanities (2015)
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World in a text, words in context: enhancing the role of literature in language learning
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Abstract:
This thesis aims to provide a qualitative analysis of the different ways in which students perceive, approach, and learn from literary texts in a non native language (L2). The thesis situates the research in the context of the debate concerning the possible roles of L2 literature by outlining the main arguments, approaches and descriptions of Ll and L2 literature. Barely touched by this literature, however, are L2 learners' experiences of L2 literature and L2 learning models and methods for analysing students' perceptions and approaches to the study of literature. This forms the focus of the research reported here. For the research I conducted as both researcher and educator at the Australian National University I adopted a cross-sectional design. This allowed me to undertake the research in stages, with different groups of students of Italian, to investigate: 1) what students are actually thinking about and doing with L2 literary texts; and 2) ways of improving learning for all L2 students studying L2 literature. Following a preliminary investigation into students' perceptions of literature in 1998, I conducted two main studies in 1999 and 2000. In 1998 I had found that many students perceived literature in general as entertainment and, vice versa, L2 literature mainly as difficult language learning. Study 1 (1999) therefore investigated further students' perceptions of L2 literature and also their approaches to the study of literature. The major finding of study 1 was an association between perceptions of literature and approaches to the study of L2 literary texts and learning. Complex perceptions of literature and favourable attitudes towards L2 literature were related to integrated deep study approaches which led to advanced learning achievements. Conversely, more limited learning achievements were linked to less complex perceptions of literature, less favourable views of L2 literature and surface approaches to study. Study 2 (2000) investigated a novel pedagogic approach based on key principles of phenomenography (awareness; reflective variation; change)and hermeneutics (the class as a learning community), and a repeated reading method designed to elicit complex understandings of L2 literary texts. Findings from study 2 are that students' awareness of their approach to reading literature, introduction of repeated readings of the same literature,and class reflection on variation in students' response to literature are key elements in expanding students' abilities and learning. These findings highlight that students' experiences of subject matter are a crucial factor in literature and language education. Therefore, the role of L2 literature can be enhanced only if students' learning experiences of L2 literature are enhanced, and this can only happen if we,the educators and researchers, become aware of them and include them in our research and pedagogical practice.
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URL: http://hdl.handle.net/1885/10129
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World in a text, words in context: enhancing the role of literature in language learning
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