Loading...
|
Please use this identifier to cite or link to this item:
https://nccur.lib.nccu.edu.tw/handle/140.119/35964
|
| Title: | 透過文學教英語:從讀者反應層面探討文學作品在英語教學上之應用 |
| Authors: | 胡碧桃
Hu Bee-tao |
| Contributors: | 林茂松博士
Mausung Lin
胡碧桃
Hu Bee-tao |
| Keywords: | reader response
literature instruction
literary text
supplementary reading material |
| Date: | 2002 |
| Issue Date: | 2009-09-18 16:38:38 (UTC+8) |
| Abstract: | 國立政治大學英國語文學系碩士在職專班
論文提要
論文名稱 : 透過文學教英語 : 從讀者反應層面探討文學作品在英語教學上之應用
指導教授 : 林茂松 博士
研究生 : 胡碧桃
論文提要內容 :
本論文旨在探討藉由文學教學激發學習者學習英語的動機及對文學的興趣，進而提升其英文閱讀及寫作能力的可能性。
從二十世紀初以來，對於文學教法，學者先後提出各種理論，舉其盈盈大者：如傳統教學法、心理分析法、及新文評主義，對文學教學皆有著墨。近年來，以讀者為中心、重視讀者與文本間的互動、允許不同讀者對同一作品有不同詮釋的讀者反應理論已成為教師們在教授文學時樂於應用的教學法。
本研究採用以Rosenblatt 為首的學者的建議，先引導學生閱讀文學文本，由學生以書面方式，回答老師根據文本提出與學生知識經驗相關的美學問題，最後全班參與討論，分享感受。
受試者為國立三重高中二年級學生。測驗工具為取自全民英檢(1999及2003年)中級閱讀測驗及作文試題、自製英語學習動機問卷以及文學興趣問卷。實驗組於前測後，以六篇文學作品為其教科書外之補充教材；而控制組則給予六篇非文學類文章。實驗時間為時一學期 (自2002年九月至2003年一月) 。
經由問卷調查訪問及前後測實施結果分析，發現實驗組的學生，在接受讀者反應法的文學教學後，可提升其英文學習動機、文學興趣及閱讀能力。至於寫作部分，實驗組的學生使用的字彙量比控制組為多。
本研究結論發現若經過適當設計，文學作品可以做為合適的閱讀教材以提升英語學習動機、激發創造性及批判性思考，甚至培養出終身的文學讀者。
Abstract
This thesis aims to investigate the effects of using literature as supplementary reading material for senior high school students studying English as a foreign language. The study adopts reader response theories, whose critics focus on the reader and the interaction between the reader and the text.
An experiment was run for five months on senior high school subjects. Following a pre-test, the experimental group used six literary texts as supplementary reading material and the control group six non-literary ones. After exploring each text, students in the experimental group were assigned to answer reader response questions and those in the control group were asked to answer synthesis /evaluation questions after exploring each text. In addition, a questionnaire was issued to the subjects to investigate whether they liked the texts or not. Oral interviews were also conducted with the subjects to further observe their reactions to each work. After the teaching experiment, a post-test was given to examine the performance differences between the two groups. Throughout the experiment, all class interactions were recorded, then transcribed, and analyzed.
The results show that (1) after the experiment, more students in the experimental group liked English than in the control group, (2) literary texts triggerred more interest than non-literary ones, (3) the number of students interested in literature increased after using literary texts as supplementary reading material, and (4) the students given literary texts as supplementary reading material develop better English reading skills and a larger English writing vocabulary than those in the controlled group. In addition, the students in the experimental group were eager to share their ideas about the readings.
Key words: reader response, literature instruction, literary text, supplementary reading material. |
| Reference: | Reference
Adeyanju, T. K. (1978). Teaching literature and human values in ESL: Objectives and selection. English Teaching Journal, 32 (2), 133-138.
Arnold, M. (1918). Essays in criticism. Oxford: Clarendon Press.
Applebee, A. N. (1974). The tradition and reform in the teaching of English. Urbana. Ill.: NCTE.
Bleich, D. (1978). Subjective Criticism. Baltimore: The Johns Hopkins University Press.
Bloom, H. (1994). The western canon: The books and school of the ages. New York, San Diego, London: Harcourt Brace & Company.
Bloom’s taxonomy: Sample questions. (2003). Abstract from Bloom, etal., 1956. Retrieved Mar. 22, 2003, from the World Wide Web: http://www.office port.com/edu/bloomq.htm
Brumfit, C. J. and Carter, R. A. (Eds). (1986). Literature and language teaching. Oxford: Oxford University Press.
Borders, S., Sz Naylor, A. (1993). Children talking about books. Phoenix, AZ: Oryx Press.
Burroughs, R. (1993). Research says literature can teach critical thinking. Education Digest, 59(3), 51-54. ［On-line］(Academic Search Elite.)
Carter, R. A. & McRae, J. (1996). Language, literature & the learner. New York: Longman.
Carroll, R. T. (2000). Controlled group study, double-blind and random tests. http://skepdic.com/control.html.
Carson, J. (1988). Readers responding to “Rappaccini’s Daughter”. Jan. 1988. English Journal, 77 (1), 49-54.
Chen. J. C. (1993). Reading of English classics and teaching of English. Selected papers from the Proceedings of the First International Symposium on English Teaching, 37-52. English Teachers’ Association & Department of English, National Taiwan Normal University. Taipei, Taiwan, ROC.
Church, G. W. (1997). The significance of Louise Rosenblatt on the field of teaching literature. Mar. 23, 2003. Retrieved from http:// www.br.cc.ya.us/vcca/illchur.html.
Collie, J. & Stephen, S. (1987). Literature in the language classroom: A resource book of ideas and activities. New York: Cambridge University Press.
Corder, S. P. (1981). Error analysis and interlanguage. Oxford University Press.
Dias, P (1992). Literary reading and classroom constraints: Aligning practice with theory. In J. Langer (Ed.), Literature instruction: A focus on student response (pp. 131-162). Urbana, IL: National Council of Teachers of English.
Dixon-Krauss, L. Using literature as a context for teaching vocabulary. Journal of Adolescent & Adult Literacy, 10813004, Dec2001/Jan2002, 45 (4).
Dole, J. A. & Sloan, C. (1995). Teaching vocabulary within the context of literature, 0022-4103. Journal of Reading, 38 (6), 452-460.
Fish, S. (1980). Is there a text in this class?: The authority of interpretive communicatives. Cambridge, M. A.: Harvard UP.
Frye, N. (1963). The well-tempered critic. Bloomington: Indian University Press.
Gajdusek, L. (1988). Toward wider use of literature in ESL: Why and how. TESOL Quarterly, 22 (2), 227-257.
Gile, J. (2002). An abstract from “Anything could happen: Living Creatively 24/7.” Oct. 20, retrieved from http://www.johngile.com/wholeperson.htm.
Gilles, C. (1993). We make an idea: Cycles of meaning in literature discussion groups. In Pierce, K. & Gilles. S. C. (Eds.), Cycles of meaning (pp. 199-217). Portsmouth, NH: Heinemann
Guerin,W. L. et al. (1999). A handbook of critical approaches to literature. New York: Oxford University Press.
Harmon, J. M. Vocabulary teaching and learning in a seventh-grade literature-based classroom. Journal of Adolescent & Adult Literacy, 10813004, Apr., 98, 41 (7).
Holland, N. N. (1975). 5 readers readings. New Haven: Yale University.
Iser, W. (1978). The act of reading: A theory of aesthetic response. Baltimore: The John Hopkins University Press.
Janeczko, P. (2001). My grandma’s stories. Instructor, Nov/Dec2001, 111 (4), p36.
John, J. S. & Cahoon, H. (2003). James Joyce’s definition of epiphany. Feb. 22. Retrieved from http://the lterarylink.com/joyce.html
Krashen, S. D. (1976). Formal and informal linguistic environments in language acquisition and language learning. TESOL Quarterly, 10, 157-168.
Krashen, S. D. (1982). Principles and practice in second language acquisition. Oxford: Pergamon Press.
Krashen, S.D. (1983). The natural approach. CA: Alemany Press.
Krashen, S. D. & Terell, T. D. (1983). The natural approach. Oxford: Pergamon Press.
Kuo, C. H. (1997). Teaching literature to science students. In papers from the proceedings of the sixed international symposium on English teaching. in the Republic of China, (pp.350-358). Taipei: The Crane Publishing Co., Ltd.
Lin, M. S. (2002). 高中生文學興趣問卷調查 Sep. 28. Retrieved from http://www.hsenenglish.com.tw
Lin Su-eh. (1991). 重視讀者：由讀者反應得到的啟示Selected papers from the Proceedings: Conference on English literature and language Teaching Republic of China, (pp. 29-102). Taipei, Taiwan, R.O.C.: Department of English, National Taiwan Normal University.
Long, M. H., & Richards, J. C. (Eds.). (1987). Methodology in TESOL: A book of reading. Boston: Heinle & Heinle Publishers.
Luc, T. & Ronald, S. (1996). Art and literature in environmental education: Two research projects. Enviromental Education Research, 2 (1), 63-71. (Online) Available EBSCOhost.
Malzahn, M. (1996). Humpty dumpty rules OK: Teaching English poetry. Selected papers from the The proceedings of the fifth international symposium on English Teaching in the Republic of China, (pp. 337-344). Taipei: The Crane Publishing co., Ltd.
Maxwell, R. J. (1993). Teaching English in middle and secondary schools. New York: Macmillan.
McCallum, G. P. (1977). Seven plays from American literature. New Jersey: Prentice Hall.
McGinniss, M. (2001). Reading comprehension. Taiwan: San-min Bookstore.
McKay, S. (1986). Literature in the ESL classroom. In C. J. Brumfit & R. A. Carter (Eds.), Literature and language teaching (pp. 191-198). Oxford: Oxford UP.
McLaughlin, B. (1987). Theories of second-language learning. Edward Arnold: London.
McMaster, J. C. (1998). Doing literature: using drama to build literacy. Reading Teacher, 00340561, Apr98, 51 (7).
Miller, B. E. (1980). Teaching the art of literature. Urbana: National Council of Teachers of English.
Michael, B. (1995). The discipline of literary response: Approaches to poetry with L2 students. Educational Review, 47 (3).
Miller, J. (2001). The editors of changing English. Changing English, 8 (2), 117.
Napierkowski, M. R. & Rub, M. K. (1988). Poetry for students. U.S.A.: Gale Research.
Nelms, B. F. ( 1988). Response and responsibility. English Journal, 77 (1), p. 104. (On-line)
Nemser, W. (1971). Approximative system of foreign language learners. IRAL, 9, 115-123.
Nims, J. F. (1974). Western wind. New York: Radom House.
Nutall, C. E. (1982). Teaching reading skills in a foreign language. London: Heinemann Educational Books.
Palardy, J. M. (1997). Another look at literature-based instruction. Education, 118(1), 67-70.
Paul. B, L. (1996). Reader response journals: You make the meaning . . . and how. Journal of Adolescent and Adult Literacy, 39, 380-385.
Porter, C. (et al). (1994). Holidays in the U.S.A. Singapore: Catherine Porter, Elizabeth Minicz, and Carole Cross.
Probst, R. E. Jan. 1988. Dialogue with a text. English Journal, 77 (1), 33-29. Edition High School Edition.
Quentin L. N. Doris. G.. (2001). Training teachers to implement literature-based elementary language teaching. Selected papers from the tenth international symposium on English teaching, 554-564. ROC. Taipei: English Teachers’ Association .
Reinsmith, W. A. (1994). Archetypal forms in teaching. College Teaching, Fall, 42 (4), 131-137.
Roberts, E. V. (1999). Writing about literature. 9th ed. Englewood Cliffs, New Jersey: Prentice-Hall.
Rosenblatt, L. M. (1978). The reader, the text, the poem: A transaction theory of the literary work. Carbondale, Ill.: South Illinois University Press.
Rosenblatt, L. M. (1988). Literature as exploration. 4th. New York: MLA.
Schwab, G. (2000). If only I were not obliged to manifest: Iser’s Aesthetics of negativity. New Literary History, 31(1),73-89. Apr. 2, 2003. Retrieved from http://muse.jhu.edu/journals/new_ literary-history/v031/31.1schwab.html
Selinker, Larry. (1972). Interlanguage. IRAL, 10, 201-203
Showalter, E. (2003). What teaching literature should really mean. Cronicle of Higher Education,49 (9).
Shelly, P. B. (1821). A defense of poetry. Boston, Mass: Ginn &Co.
Short, M. (Ed). (1988). Reading, analyzing & teaching literature. New York: Longman.
Short, S. Pierce K. (Eds.), Talking about books: Creating literate communities. Portsmouth, NH: Heinemann.
SilverStein, S. (1964). The giving tree. U.S.A.: Evil Eye Music, Inc.
Sisak, C. (1997). A somewhat incomplete introduction to interlanguage. Mar. 13, 2003.http://www.uncc.edu/colleges/arts_and_sciences/language/courses/4263/4263intl.htm
Smith, E.C. (1972). Drama and schools: A symposium. In N.H. Brizendine & J. L. Thomas (Eds.), Learning through dramatics: Ideas for teachers and librarians (pp. 4-14). Phoenix, AZ: Oryx
Smith, F. (1975). Comprehension and learning. New York: Holt, Rinehart and Winston.
Spiegel, D. L. Reader response approaches and the growth of readers. Language Arts, 76 (1), 41-48. (ProQuest ISSN 03609170)
Strong, C. J. (1996). Literature-based language intervention: The magic of “Once Upon a Time.” ASHA, 00012475, Fall96, 38 (4). (Database: Academic Search Premier).
Thurber J. (1940). Fables for our time. Taiwan: Shu-lin Bookstore.
Tompkins, J. P., (ed.) (1980). Reader-response: From formalism to post-structuralism. Baltimore: The Johns Hopkins University Press.
Via, R. (1976). English in three acts. Honolulu: University of Hawaii Press.
Vinz, R.; Kirby, D. (1988). New views of readers and texts. English Journal, Jan 1988, 77 (1), 90-91.
Wellek, R., Warren, A. (1964). Theory of literature. New York: Harcourt, Brace and World.
Winder B. (1997). Aesop’s Fables. Taipei: Shu-lin Bookstore.
Yang, L. C. (1999). Literature in the language classroom. Selected papers from the proceedings of the eighth international symposium on English teaching in the Republic of China, pp. 159-170. Taipei: The Crane Publishing Co., LTD.
Yang, T. H. (1991). 叫好不叫座？文學作品為大一閱讀教材之議Selected papers from the the seventh conference on English teaching in the Republic of China, (pp. 11-25). Taipei: The crane Publishing Co. Ltd.
Zhao, W. & Jin, Q. (Eds). (2001). Smart reading. R.O.C.: Light House Publishing Company. |
| Description: | 碩士
國立政治大學
英國語文學研究所
89951001
91 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0089951001 |
| Data Type: | thesis |
| Appears in Collections: | [英國語文學系] 學位論文
|
Files in This Item:
| File |
Size | Format | |
|---|
| index.html | 0Kb | HTML2 | 477 | View/Open |
|
All items in 政大典藏 are protected by copyright, with all rights reserved.
|
