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Title: A multidisciplinary approach to literariness : an empirical study of literary reading processes in L2 ’learner-readers’
Author: Vassallo, Odette
Awarding Body: University of Nottingham
Current Institution: University of Nottingham
Date of Award: 2011
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Abstract:
The purpose of this study was to investigate literary reading processes of L2 learners within a pedagogical framework. Theories of foregrounding and literariness were central to the study, offering the possibility to magnify the reading processes framed within literary conventions; literariness in the text; and 'learner-reader's' individual style of reading. Four research questions were designed to address this purpose: (1) Are foregrounded features in literary texts common to all 'learner-readers', regardless of level of expertise or experience in literature? (2) Which processes can be identified while engaging with 'on-line' and 'off-line' reading? (3) What patterns and differences can be noted in 'learner- readers' vis-a-vis foregrounded features noticed and their interpretation? (4) What reading styles do 'learner-readers' prefer? Both quantitative and qualitative research methods were adopted. Twenty L2 'learner-readers', aged seventeen to twenty years, participated in the study. Three decontextualised literary texts were selected as material for reading tasks and a stylistics analysis of the texts determined the salient textual and narrative foregrounding features. Data collection followed a triangulation method, including 'on-line' and 'off-line' modes of responses to the texts; this was organised through metacognitive techniques: think aloud and recall protocols. A rich corpus of participants' responses was observed and patterns in the reading processes were identified, coded and categorised. Findings demonstrated that first attention to foregrounding revealed similarities between the younger and older group of 'learner-readers', with minimal differences in 'frequency of selection'. An analysis of their responses revealed a set of dominant patterns in their reading processes. Some differences emerged: the older group displayed more confidence, engaged in higher cognitive processes and consisted of more efficient readers. These conclusions highlight the necessity for further investigation of reading processes in young adult learners; they offer support to teaching methodologies and assessment of literary competence.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.555407  DOI: Not available
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