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題名 | Using Reader-Response Approach for Literature Reading in an EFL Classroom=於英語教室中使用讀者回應法的成效 |
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作者姓名(中文) | 廖美玲; | 書刊名 | 東海學報 |
卷期 | 38:1(文學院) 民86.07 |
頁次 | 頁113-129 |
分類號 | 805.1 |
關鍵詞 | 英語教室; 讀者回應法; 文學作品; |
語文 | 英文(English) |
中文摘要 | 長久以來,文學作品於英語為外語教室中一直佔有一席之地。然而,語言教育學 者對它於增進英語發展過程中所產生的作用及其使用方法卻也見仁見智。有一方學者認為, 文學語言提供語言學習者豐富而自然的目標語語料,深入的文化社會訊息,以及生動引人的 故事情節,是最具價值的外語教材。另一派學者則認為,文學作品往往反映個人特殊的觀察 角度,呈現出的文化訊息難免有偏頗之虞。再者,為塑造文學特質,文學作品中的語言常較 誨澀難懂,有別於日常生活中所使用的語言,不適於語言教學。本篇研究,針對如何於英語 教室中靈活運用文學作品,以達到兼收語言學習及文學賞析的效果,而介紹使用「讀者回應 」教學法的理念架構,並以於教室中實際使用「讀者回應」教學法的成效,討論其可行性。 文章最後,本文作者提出具體教學建議及注意事項,以供其他有興趣使用「讀者回應」法的 教師參考。 |
英文摘要 | The use of literature in an L2 classroom is a complicated issue. Some purport that literary texts provide examples of language being used to the full and genuine opportunities for the students to advance their L2 competence and cultural understanding. Some believe that due to the structural complexity and unique use of language, literature reading has little contribution to the teaching of the four skills of the target language. To resolve these conflicting views on the use of literature in an L2 cleassroom, the reader response approach to the reading and teaching of L2 literary texts is proposed. This paper describes the experience of using reader-response approach at the university level EFL setting in Taiwan. The implementation results reveal that, with the approach, the L2 students were able to experience the literary works aesthetically rather than efferently. Although there were initial apprehension and lacking of confidence in reading authentic texts, the students demonstrated a high level of interest in and transaction with the literary texts. The reader-response approach can be a viable way to make the reading of literary works an exploratory and reflective experience for L2 students. |
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