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Formalist (Linguistic) criticism in an English language teacher educationprogram:Therewardapproach ǡ ǡ Ǧ Ǥ Ǥ ǡ Ǥ ǡ Ǯǯ ǡ ǡ ǡ ǡ ǡ Ǥ Ǯǯǡ Ǥ ǡ ǯ ȋαͺͲȌ ǡ ǡ Ǥ Ǥ Keywords:Ǣ ǢǢǢ ǢǦ ǢǢ 1.Introduction ȋǡʹͲͲͳǢƬǡͳͻͻͶǢǡʹͲͲ͵Ȍ ǤǡȋʹͲͲ͵ǣͳͳǡͳʹȌ Ǥ ǡ ǡ Ǥ ǡ ǡ Dzdz ȋǡ ʹͲͲ͵ǣ ͳͲȌǤ ǡ ȋ ȌǡǤʹȋͶȌǡʹͲͲͺȋǤͶͳǦͶ͵ͲȌ
Ͷͳͺ
ǦǤ Ǣ Ǥ 2.Background ǡ ǯ Ǥ ǡ ǯ Ǥ ǮǯǤ ǡ ǡ ǡǡ ǡǡȋ ǡͳͻͻͲǡͳʹͻȌǤ ǡ ǡ Ǥ ǡ ǡ ǡǤǡ Ǥ ǡ ǯ Ǥ ǡ defamiliarizationǡ ǡǡǡ Ǥ ǡ ±Ǥ ǡ ǡ ǡ Ǥ Ǥ
ȋ ȌǡǤʹȋͶȌǡʹͲͲͺ
Ͷͳͻ
ȋʹͲͲͶȌ ȋ Ȍ Ǯwhathowǡǯ ǣ ȈǮǯ Ǣ Ȉ Ǣ Ȉ Ǣ Ȉ ǡǡ Ǣ Ȉ Ǣ Ȉ ȋ ǡ ǡ ǡǡǡǡ ǤȌǢ Ȉ Ǥ ǡ Ǥ ǡ ȋǡ ͳͻͻͶǣ ͳͶȌ Ǥ Ǥ Ǥ ǡ ǡ ǫ ȋǡ ͳͻͻȌǤ Ǥ ǡ ǡ ǡ ǡ Ǥ 2.1.ResearchQuestions ǣ ͳǤ ǯ ǫ ʹǤ ǫ
ͶʹͲ
͵Ǥ ǡ ǡ ǯ ǫ ͶǤ ǫ 3.METHOD 3.1.Participants ͺͲ ǡ Ǥ 3.2.Instruments ǯ Ǥ ʹͲ ǡ ǡ ǡ Ǥ ǯ Ǥ ǡ ǯ Ǥ 3.3.Procedures ǡ ȋȌǦ ȋ ͳ ȌǤ ǣ x x x x x x
ǡ ǡ ǡ ǡ ǡ Ǥ
ȋȌ ȋȌ ȋȌ ȋȌ ȋȌ ȋȌ
Ǥ ǡ ǯ Ǥ ǡ
ȋ ȌǡǤʹȋͶȌǡʹͲͲͺ
Ͷʹͳ
Ǥ ǡ ǡ ȋ ͳ ȌǤ
Figure1. Ǥ ͳ Ǥ ͳǤ ActivitiesandAimsinReward Activity Reading
Aim Eliciting ǯ ǡ Writing Articulating FormalistCriticism ǡ ǡ Ǯ ǯ Representational Work Discussion ǡ ǡ ǡ
Ͷʹʹ
4.TheTeachingProcess 4.1.Readingclassicaltexts Anna KareninaǤ ǣ x
ǫ
x
ȋ Ȍ ǫ
x
ǡǡ Ǧ ǫ ǫ
ȋ ȌǤ ǡ Ǥ ǡ ǯ Ǥ Ǥǡ ǡ Ǥ ǡ Ǥ ǡǡ Ǯ ǯǤǡ Ǯǥ Ǥ ǥ ǡ Ǥǯ Ǯ Ǥǯǡǡ Ǯ ǯ Ǥǯ ǡ Ǥ 4.2. Eliciting opinions on how and why the writers must have written thisway: Ǥ ǡ ǡ ǡ ǡ Ǥ
ȋ ȌǡǤʹȋͶȌǡʹͲͲͺ
Ͷʹ͵
Ǥ ȋǡͳͻͻͳǣͳͲͳȌ Dz ȋ Ȍ dz ǯ Ǥ ǡ ǡ̵Ǥ ǡ ʹǤ ǡǯȋͳͻͻͶȌDz dz ǡ Dz ǯ dz Ǥ ordinaryǦǦǦǦǦǦǦǦǦǦǦǦǦǦǦǦǦǦǦǦǦǦǦǦǦǦǦǦǦǦǦǦǦǦǦǦǦǦǦǦǦǦǦǦǦǦǦǦǦliterary Figure2Ǥ Ǥ 4.3.Writingsimilartexts Dz dz ǡ Ǥ ǡ Ǥ Ǥ ǯ ǯ Ǥ ǡ ǣ ǡ Ǥ ǡ ǣ ̵ Ǥ Ǥ ̵ǡ Ǥ ǯ ǡ ǡ Ǥ Ǥ
ͶʹͶ
ǡ Ǥ ǡ Ǥ ǤǤǤ 4.4.ArticulatingFormalistcriticism ǡ Ǥ ǡǣ x ȋǡʹͲͲͲǣ͵ͶȌǤ ǡ defamiliarization ȋ ʹȌǤ
ї ї ї
Figure3Ǥ Ǥ x Ǥ Dz dz defamiliarizationǤ ȋͳͻͻͲȌ ǡ ǡ Ǥ ǡ ǣ ǡ ǡ Ǥ Ǯǯ Ǥ Ǯ ǯ defamiliarizeǡ ǣ ǤȋǤ͵ȌǤ x ǡ ǡ Ǥ
ȋ ȌǡǤʹȋͶȌǡʹͲͲͺ
Ͷʹͷ
4.5.Representationalworkonartworkandfilms Ǥ ǡ Ǥ Ǥ ǡ ǡ Ǥ ǡ ǡ ǡ Ǥ ǯ Ǥǣ x x x x
ǫ ǫǫ ǫ ǫ ǫ ǫ
4.6. Discussion on how Formalist criticism affected our perception, knowledge,andanalysisofliterarytexts Ǥ ǡ Ǥ ǡ ǡ ǡ Ǯ Ǥǯ Ǥ ǡ Ǥ ǯ ǣ 5.Results 5.1.Questionnaires Ǥ
Ͷʹ
5.1.1.ClassroomEnvironment ͳǡ ͵ǡ Ͷǡ ͳͷ ǤͻΨ ȋ ͳ ͳͷȌǤ ȋ ͶȌǤ 5.1.2.Effectonlearners’learningofliterature Ǧ ȋ ͳͳȌ ʹΨ ȋ ͳʹȌǤ Ǥ 5.1.3.Opinionsonthetechniques Ǧ ȋ ͷȌǤǡ ͷΨȋ ȌǤǦ ȋ Ȍ ͺΨ ȋ ͻȌǤ ǡ ͷͶΨǤ 5.1.4.ComparisonoftraditionalversusRewardapproaches Ǧ ȋ ͵ȌǤ ͳΨ ͷΨ ȋ ʹȌǤ ǡ ͳʹΨ ȋ ͳͲȌǤ ǡ ͻΨ ȋ ͳͶȌǡ Ǥ 5.2.OpenǦendedResponses ǯ Ǥ 5.2.1.Changeinperception x Ǥ Ǥǡ ǡ ǡ
ȋ ȌǡǤʹȋͶȌǡʹͲͲͺ
Ͷʹ
Ǥ Ǥ 5.2.2.Aestheticappreciation: x LilyoftheValleyǡ Ǥ Ǥ ǡ Ǥ Ǥ 5.2.3.Creativity: x Ǥ Ǯǯ Ǥ 5.2.4.LearningProcess: x ǡ Ǥ ǡ Ǥ ǡ Ǥ Ǥ ǡ Ǥ ǯ Ǥ 6.Conclusion Ǥ Ǥ Ǥ Ǥ ǡ ǯ Ǥ ǯ
Ͷʹͺ
ǯ Ǥ Ǧ Ǥ ǡ ǯ Ǥ ǡ ǡ Ǥ ǡ Ǯ ǯǤ Ǯ Ǥǯ Ǥ ǡ ǡ ǡ Ǥ Ǥ ǡ Ǥ Ȁ Ǥ ǡ ǡ Ǥ Dz dz Ǥ TheAuthor ǡ ǡ ǡ Ǥ ǡ ǡǡ Ǥ References ǡǤǡƬǤǤǤȋͳͻͻͳȌǤTeachingLiteratureǤǣǤ
ȋ ȌǡǤʹȋͶȌǡʹͲͲͺ
Ͷʹͻ
ǡǤȋʹͲͲͲȌǤTheOxfordcompaniontoEnglishliteratureǤǣǤ ǡ Ǥ ȋͳͻͻȌǤ Literary Theory: An IntroductionǤ ʹ Ǥ ǡ ǣǤ ǡ Ǥ ȋͳͻͻͶȌǤ Ǥ English TeachingForumǡ͵ʹǡͶǡͳͶǦͳǤ ǡ ǤȋʹͲͲͳȌǤ ǣǤ Pedagogy: Critical Approaches to Teaching Literature, Language, Composition,andCultureȋͳȌǡ͵ǡͷʹǦͷ͵ͳǤ ǡ Ǥ ȋʹͲͲͶȌǤ Outside Looking in: Teaching Literature as DialogueǤ ǣȀȀ ǤǤ ȀΨʹͲǤ ǡ Ǥ Ǥǡ Ƭ Ǥ Ǥ Ǥ ȋͳͻͻͶȌǤ Teaching contemporary theory to undergraduatesǤ ǣ Ǥ ǡǤȋʹͲͲ͵ȌǤTeachingLiteratureǤǣ Ǥ ǡ Ǥ ȋʹͲͲͶȌǤ ǣ Ǥ ǣ ͶͻͲͺ
ǡ Ǥ ȋͳͻͻͲȌǤ ǡ ǡ Ǥ Literary theory todayǤ ȋǤ Ƭ Ǧ ȌǤ ǡǣǤ ǡ Ǥ ȋͳͻͻͲȌǤ Studying literary theory: An introductionǤ ǣ Ǥ ǡǤȋͳͻͻͶȌǤThePictureofDorianGrayǤǣ Ǥ APPENDIXA ̵ Ǥ ǡ ǡ Ǥǡ ǡ ǡ Ǥ ǡ ǡ ǤǢ Ǥ Ǣ ǡǢ Ǣ Ǥ ǡ Ǧǡ Ǧǡǡ̵ ǡ ̵ ǡ Ǧ Ǥ ǡ Ǧ Ǧ ǡ Ǣ
Ͷ͵Ͳ
Ǣ ǡǡǤ Ʈǡǡǫ̵ǡǤƮǡǫǨ Ǣ ǡ ǡ Ǥ ǡ ǡ Ǥǡǡǡ Il mio tesoro Ǧ ǡ Il mio tesoroǡ ǡ ǡǡǡ ǡ̵ Ǥ ̵ǡǤƮǡǡ Ǥǡ̵ǡ ̵Ǥ̵ Ǧ ǡ ǡǡ Ǧ Ǥ ǡ ǡ ǡ ǡ Ǥ̵ǡ ǡǢ ͳ Ǥ
ͳǤ Ǥ Ͷ ʹǤ Ǥ Ǧ ͵Ǥ Ǥ ͳ ͶǤ ͻ Ǥ ͷǤ Ǥ Ǥ Ǥ Ͷ͵ Ǥ Ǥ ͷʹ ͺǤ Ǥ ʹ ͻǤ Ǥ ͺ ͳͲǤ Ǥ ʹ ͳͳǤ Ǥ ͳʹǤ ǡ Ͳ Ǥ ͳ͵Ǥ Ǥ ͳͶǤ Ǥ ͳͷǤǡ Ǥ ʹ
1
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APPENDIXB: αͺͲ
ͷ ͳ ͺ
ͳ Ǧ ͷ ʹͺ ͳ Ǧ
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ͳ
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Ǧ
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Ǧ ͳ ͳ ͵ ͷ ͳ ͳͲ ͳͳ Ǧ ʹ ͺ Ͷͷ
Ǧ ͳ ͳ ͷ Ǧ ͳͷ
Ͷ Ǧ
͵
ʹ
Ͷ Ǧ
ʹ
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