Literaturnachweis - Detailanzeige
| Autor/in | Bredella, Lothar |
|---|---|
| Titel | What Makes Reading Literary Texts Pleasurable and Educationally Significant? |
| Quelle | In: Fremdsprachen lehren und lernen, 37 (2008), S. 12-26 |
| Beigaben | Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0932-6936 |
| Schlagwörter | Australien; Englischunterricht; Fremdsprachenunterricht; Lektüre; Lesen; Literaturunterricht; Roman; Interpretation; Fachdidaktik; Unterrichtsstunde; Textanalyse; Sekundarstufe I; Sekundarstufe II; Affektives Lernen; Methodik; Unterrichtsstunde; Fachdidaktik; Lektüre; Literaturunterricht; Roman; Textanalyse; Textarbeit; Fremdsprachenunterricht; Englischunterricht; Lesen; Interpretation; Australien |
| Abstract | The dominant model of foreign language teaching and learning is based on a narrow functional approach. The severe drawback of this model is that it provides no relevant content for worthwhile discussions and no motivation to read, speak and write in the foreign language. Literary texts present relevant content in such a way that reading, speaking and writing about them is pleasurable and educationally significant. Yet this is only true with a concept of literature which does not regard literary texts as self-referential objects that have nothing to do with the world of the reader. In his contribution the author develops a concept of literature as dramatization which involves the readers cognitively and emotionally and encourages them to evaluate the world of the text and relate it to their own. Hence understanding literary texts is relevant to the readers' self-understanding. In part 1, the author outlines the basic features of such a model. In part 2, he examines the concept of interpretation. It is educationally significant because we have to interpret situations constantly in the private and public sphere. In part 3, the author discusses the relationship between affirmative and critical readings and argues that we need both in order to realize the aesthetic and educational potential of literary texts. In part 4, he discusses sense-making strategies which indicate that reading literary texts is an interactive process demanding the reader's cooperation and participation. In part 5, he redefines literary competence in order to include aspects which make reading literary texts pleasurable and educationally significant. In part 6, he refers to the young adult novel "Gracey" by the Australian author James Moloney and makes some suggestions for teaching it. (Verlag, adapt.). |
| Erfasst von | Informationszentrum für Fremdsprachenforschung, Marburg |
| Update | 2009/2 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
