|Appears in Collections:||Faculty of Social Sciences Journal Articles|
|Peer Review Status:||Refereed|
|Title:||Exploring new territories in pedagogical stylistics: An investigation of high-school EFL students' assessments|
English language teaching and learning
English as a foreign language
|Citation:||Viana V & Zyngier S (2017) Exploring new territories in pedagogical stylistics: An investigation of high-school EFL students' assessments, Language and Literature, 26 (4), pp. 300-322.|
|Abstract:||The growing number of recent publications on pedagogical stylistics indicates that this area is still of much interest to those who invest in the integration of language and literature. However, evidence-based assessments of pedagogical stylistics are still few and depend mostly on teachers’ intuitions. The present study contributes towards filling this gap by examining 28 reflective accounts produced by high-school English as a foreign language (EFL) teenagers who participated in a literary awareness workshop on iconicity. Branching out from pedagogical stylistics, literary awareness is here described as a program which aims at sensitizing students to verbal artistry. The bottom-up analysis of the participants’ accounts reveals five main aspects – “applicability,” “learning,” “materials,” “students” and “teaching” – and indicates that the workshop was to a certain degree transformative. Instead of an instrumental approach to language learning, the workshop aimed mostly at consciousness-raising. Students’ assessment of the workshop was quite positive, and they linked in-class experience with their lives outside the school. The results indicate that, besides learning a foreign language, the process of reflection has led students beyond the text. We conclude by discussing the implications of the workshop for both pedagogy and research.|
|Rights:||Viana V & Zyngier S Exploring new territories in pedagogical stylistics: An investigation of high-school EFL students’ assessments, Language and Literature, Vol 26, Issue 4, pp. 300 - 322. Copyright © 2017 SAGE Publications. Reprinted by permission of SAGE Publications.|
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