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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. 271–302

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Chapter 14. Literary awareness in a high-school EFL learning environment

An empirical evaluation

 | Federal University of Rio de Janeiro
ORCiD logo with link | Universtiy of Stirling
Published online: 22 July 2016
DOI logo with link
https://doi.org/10.1075/lal.24.14zyn
This chapter discusses the teaching of literary awareness to high-school students of English as a foreign language (EFL). Dedicated to the topic of iconicity, the proposed pedagogical experience stimulates students to work out the connection between visual and linguistic representations, identify such links in a variety of texts, create their own concrete poems, and justify their stylistic choices. Three sources of data are used: (i) questionnaires detailing participants’ profiles, (ii) students’ answers and creative writing, and (iii) unit evaluation questionnaires. The data obtained enabled an evidence-based evaluation of the workshop from the participants’ viewpoint. We argue that evaluating students’ learning empirically should be part and parcel of any pedagogical experience.
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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
Viana, Vander & Sonia Zyngier
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Viana, Vander & Sonia Zyngier
2019. Creative writing and iconicity in English as a foreign language. New Writing 16:1 ► pp. 38 ff. DOI logo
Viana, Vander & Sonia Zyngier
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