A multidisciplinary approach to literariness : an empirical study of literary reading processes in L2 âlearner-readersâ
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
Vassallo, Odette
A multidisciplinary approach to literariness : an empirical study of literary reading processes in L2 âlearner-readersâ. 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
multidisciplinary empirical_study literary_reading process learner readers purpose_study investigate literary_reading process learner within pedagogical framework theories foreground central study offer possibility magnify reading process frame_within literary convention text learner reader individual style reading question design address purpose foreground feature literary texts common learner readers regardless level expertise experience literature process identify engage line off line reading pattern difference note learner reader vis_a_vis foreground feature notice interpretation reading style learner readers prefer quantitative_qualitative method_adopt learner readers age participate study literary_text select material read task stylistics analysis text determine salient textual narrative foregrounding feature data_collection follow triangulation