Literature, the Interpretive Mode, and Novice Learners

Abstract

The qualitative study reported in this article analyzes how novice learners develop the interpretive mode (as outlined in Standard 1.2 of the Standards for Foreign Language Learning in the 21st Century, 1996Century, , 1999 in a classroom setting when reading a literary text in a foreign language (FL). Using unmotivated looking through conversation analysis, we examined transcripts from video-and audiorecordings of students' discussions in a teacher-moderated classroom setting and in small groups of 3 to 4 students. Our findings indicate that novice learners were able to interpret and understand a challenging literary text (in this case, a poem) if they were in the teacher-moderated group. In addition, our findings suggest that use of the first language was effective in encouraging interpretive talk among students in the teacher-moderated classroom but not among students in small groups. Ultimately, these findings indicate that the nature of the teacher-moderated, yet distinctly student-centered, interaction had a clear impact on developing the interpretive mode in novice learners.

Literature in Language Education

“…But Tan (1994), for example, discussed in Part 2, shows that linguistic proficiency in his Singapore secondary students did not suffice for literary comprehension to take place. Bernhardt 2011 reports many more instances, as well as Maxim II (2002) or Scott and Huntington (2007) who report use of authentic foreign language literature with low proficiency level learners, near beginners in Maxim's case. There is clearly more to reading such texts than the purely linguistic.…”

“…Hill (2013) for example rightly points to the importance of repetition and redundancy of information in texts often lost when they are simplified. Scott and Huntington (2007) report successful classes with elementary learners using unsimplified, 'authentic' texts (specifically a poem in French with U.S. university beginners). Their point is that classroom interaction around the text can render it more accessible and useful for their foreign language learners.…”

“…Some interesting examples of literature being used in foreign language classrooms are Donato and Brooks (2004) (using literature doesn't necessarily mean a useful lesson! ); Scott and Huntington (2007) (important role for the teacher in literature lessons). Assessment: Alderson (2000), Brumfit (1991), Carter and Long (1990), Henning (1992), Spiro (in Brumfit 1991).…”

Plotting pedagogy in a rural South African English classroom: A Legitimation Code Theory analysis

“…Naidoo's (1992) case study focused on the effects of studying anti-racist literature on the development of learner cultural knowledge. A few case studies have been suggestive of the benefits for learners of interactive teaching approaches such as collaborative tasks, including learner dyads, small group work and individual learner journals with teacher marginalia and high-level teacher evaluation (Nystrand & Gamoran, 1991;Scott & Huntington, 2007). South African studies are even more elusive.…”

“…Supporters of the New Critical tradition advocate close reading of texts, focusing on formal poetic features such as word choice, language patterning and part/whole relations (Hanauer, 1997). Texts need to be carefully selected for appropriate linguistic and cultural level, length, genre representation and relevance to learners (Brumfit, 1981;Scott & Huntington, 2007). Robertson (2017) emphasises moving from learners' extant knowledge of poetry in the home language, using poetry for reading instruction, and harnessing multisensory, interactive approaches, including much oral poetry reading and having learners illustrate poems.…”