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In:Scientific Approaches to Literature in Learning Environments
Edited by Michael Burke, Olivia Fialho and Sonia Zyngier
[Linguistic Approaches to Literature 24] 2016
► pp. 83–104

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Chapter 5. Enhancing responses to literary texts with L2 learners

An empirically derived pedagogical framework

 | University of Malta
Published online: 22 July 2016
DOI logo with link
https://doi.org/10.1075/lal.24.05vas
This chapter reports an empirical study investigating literary reading processes conducted with young adult readers who operate in a second language-learning (L2) environment. The scope of the study is to observe and identify reading processes these learners engage in while reading a literary text. These learners are students of literature but considered to be in the process of becoming informed readers of literature, that is ‘learner-readers’. Intrinsic to the study is the introduction of a model based on a pedagogical framework, the Strike-Annotate-Speak-Write (SASW) model for L2 learner-readers. The chapter highlights the different literary reading processes adopted by the L2 learner-readers by referring to categories identified in the study. Furthermore, it describes the model that adopts verbal and non-verbal metacognitive techniques that trigger these processes.
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Lugea, Jane
2017. The year’s work in stylistics 2016. Language and Literature: International Journal of Stylistics 26:4 ► pp. 340 ff. DOI logo

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