Report from Middle-Earth: Fan Fiction Tasks in the EFL Classroom

Autor/inn/en	Sauro, Shannon; Sundmark, Björn
Titel	Report from Middle-Earth: Fan Fiction Tasks in the EFL Classroom
Quelle	In: ELT Journal, 70 (2016) 4, S.414-423 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-0893
DOI	10.1093/elt/ccv075
Schlagwörter	Second Language Instruction; Technology Uses in Education; Fiction; Task Analysis; Story Telling; Electronic Publishing; Web 2.0 Technologies; Social Networks; Role Playing; Undergraduate Students; Teaching Methods; English (Second Language); College Second Language Programs; Foreign Countries; Sweden + Suchen Sie Ihr Suchwort? Fremdsprachenunterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Fiktion; Aufgabenanalyse; Elektronisches Publizieren; Social network; Soziales Netzwerk; Rollenspiel; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Schweden
Abstract	This study builds upon work in task-based language teaching and literary studies to explore the use of fan fiction as a pedagogical tool in a technology-enhanced university foreign language class. A task-based fan fiction project, The Blogging Hobbit, modelled on blog-based role-play storytelling found in online media fandoms, was carried out in a first-year university course for undergraduate learners of English who were also training to become secondary school English teachers in Sweden. Students were organized into groups, in which each member was responsible for voicing a single character from Tolkien's novel "The Hobbit" in a blog-based collaborative role-play of a missing moment from the story. Findings revealed that carefully sequenced collaborative fan fiction could facilitate analysis of a literary text, learners' use of creative writing techniques, and language development, particularly at the level of lexis. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01