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Title: Teaching literature to Greek adult learners : an integrated approach making use of reader response theory and discourse analysis for the English foreign language classroom
Author: Sivridou, Fotini
ISNI:       0000 0001 3416 444X
Awarding Body: Institute of Education, University of London
Current Institution: UCL Institute of Education (IOE)
Date of Award: 2003
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The thesis is making use of a well-known literary theory and discourse analysis, so as to introduce literature to Greek adult learners of English as a foreign language who are preparing for the Cambridge Proficiency Examination in English as a Foreign Language. Chapter one introduces the thesis problem and the questions arising from it. Chapter two presents the learning situation in Greece at this advanced level and deals with linguistic theory and syllabus design. In chapter three, four of the most important literary theories are presented, including reader response theory, which is adopted here as the most appropriate mode in EFL teaching. Chapter four makes an attempt to integrate reader response theory and discourse analysis so as to present literary texts to Greek adult learners of English of an advanced level with the aim of emphasizing the advantages offered by such an integration. A literature course design is presented in chapter five, which, it is claimed, can be incorporated as a supplementary course in the general language syllabus; the texts introduced are approached from two main viewpoints, an analysis of their discourse and an emphasis on the reader, as advocated by reader response theory. Chapter six introduces a small-scale research based on the piece of curriculum development in the previous chapter, with 25 students from the University of Piraeus treated as 'focus students ', while in the next chapter the findings are discussed and placed against the background of the course design and the objectives identified. Such issues as external validity, reliability and extending the course are dealt with in the last chapter, where a discussion is held in the form of reflections about the findings. Finally, in the conclusion, proposals are made for the importance of including literature in the foreign language classroom and the approach that should be adopted.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available
Keywords: null English language Study and teaching Greek speakers English literature Study and teaching Reader response criticism Discourse analysis, Literary