Stand der Forschung in der Didaktik der Literatur

Daunay, Bertrand

doi:10.4000/rfp.1175

Cited by 44 publications

(23 citation statements)

References 123 publications

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“…En marge de ces théorisations, une réflexion méthodologique sur les travaux en didactique de la littérature est conduite depuis quelques années (Dufays, 2001;Daunay & Dufays, 2007). Elle atteste d'une tendance à se détourner d'une argumentation plus ou moins savante sur l'objet litté-raire jusqu'alors dominante au profit d'un système de validation caracté-ristique des sciences humaines et sociales, prenant appui sur les faits davantage que sur les valeurs associées aux comportements des acteurs (Dufays, 2006, p. 151).…”

Section: Une Perspective Descriptive Et Compréhensiveunclassified

Candide, La fée carabine et les autres. Vers un modèle didactique de la lecture littéraire

Daghé¹

2014

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Section: Une Perspective Descriptive Et Compréhensiveunclassified

Candide, La fée carabine et les autres. Vers un modèle didactique de la lecture littéraire

Daghé¹

2014

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“…As can be observed, at least in the German-speaking world and in France (Dauney, 2007), but probably also beyond, little seems to be done to reconcile reading pleasure and the didactic goals associated with literary texts. Corresponding to this disregard for pleasurable reading, there is a dearth of knowledge about the real potential of selfselected pleasurable texts to promote adolescents' literary understanding and judgement.…”

Section: Introductionmentioning

confidence: 99%

Adolescent reading and the reproduction of literary judgement: what adolescent book reviews of self-selected texts reveal

Bertschi-Kaufmann¹,

Graber²

2017

L1 Educational Studies in Language and Literature

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A contrast is sometimes drawn between prescribed literary texts that develop literary judgement and, contrasting with them, self-selected texts read for pleasure. There is some scepticism in literature didactics about the ability of the latter to develop adolescents' literary judgement. This article reports on a study that questions this scepticism. One aim of the study was to establish whether and how adolescent readers can offer intersubjectively comprehensible and discursively negotiable judgements about the literary quality of texts with which they autonomously engage. A second aim was to determine with which elements of fictional texts they connect these literary qualities. We analysed 55 texts from a corpus of 450 reviews on the Swiss internet site www.jugendbuchtipp.ch in which adolescent readers write about self-selected books. These reviews provide information on the preferences of adolescent readers as well as their ability to perceive and convey their judgements on literary quality. We initially drew on concepts of literary evaluation from reception theory and then further inductively developed a 35-category analytic grid. Participants in a literature didactics research seminar at the University of Basel were closely involved in devising this grid with which to classify the various qualities of evaluation that adolescent readers applied in their reviews. Our analyses confirmed that adolescent readers do verbalise their judgements in intersubjectively understandable statements and arguments. These judgements focus on emotions, the perspective of characters, and the poetic form of texts, three aspects considered central in notions of literary judgement that are currently authoritative in literature didactics. Our findings suggest that autonomously selected texts can provide reading pleasure as well as develop the ability to deliver literary criticism. For literature didactics, our study illustrates the knowledge that teachers may derive from adolescent readers' book reviews about their learners' reading processes and their processes of literary judgement. Furthermore, involving students in the study, enhanced their capacity as prospective teachers to promote the development of adolescent readers' literary judgement. 2ANDREA BERTSCHI-KAUFMANN AND TANJA GRABER

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“…Nevertheless, contrasting inferential and interpretative approaches coexist, on a given school level, providing students with tools to understand the specifics of the studied text: whole texts are privileged, and students are taken into account as reading "subjects" in the practice of reading. Fournier andVeck (1997), Canvat (2007) and Daunay (2007), among others, provide evidence of the coexistence, in higher secondary school, both of traditional humanist models, based on "explication de texte" (the central school exercise) and heritage texts from literary history, and modern "methodical models". These formalist and structuralist approaches promote internal interpretation practices, therefore building on the rise and durable impact of narratology in Francophone countries.…”

Section: History Of Literature Education and The Role Of Writing In Fmentioning

confidence: 99%

“…As many studies show, historically, the teaching of first language can be described as unfolding over two great periods, at least in Francophone areas (Chervel, 2006;Savatovski, 1995; more specifically for literature : Daunay, 2007;Dufays, 2007; similar observations can be made in other linguistic cultures: see for literature teaching, Fraisse, 2012;or Dressmann & Faust, 2014). The first period started during the last third of the 19 th century, when the curriculum ("discipline scolaire") "Français" was established, distinguishing clearly between two educational pathways, the first for the people, the second for future elites.…”

Section: History Of Literature Education and The Role Of Writing In Fmentioning

confidence: 99%

“…Are there differences between teachers according to the school levels? It has become a huge and urgent task for L-1 researchers to understand what really happens in teaching practices on literature (Janssen, Pieper & Van de Ven, 2012; see also for instance Janssen & Rijlaarsdam, 2007;Daunay, 2007;Winkler, 2012). It is even more important to try to understand some of the underlying factors explaining why literature education operates as it does, following up on Doecke and Van de Ven's (2012, p. 1) statement that literacy practice in the classroom "(…) is mediated in complex ways: by the social context of the classroom, the institutional setting of the school (including its curriculum and organization), as well as mandated educational policies."…”

Section: Introductionmentioning

confidence: 99%

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Writing and teaching literature. The role of hypertextual and metatextual writing activities on three school levels

Schneuwly¹,

Thevenas-Christen²,

Trevisi³

et al. 2017

L1 Educational Studies in Language and Literature

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Metatextual (writing about texts) and hypertextual writing activities (writing using texts as a source) play different roles in teaching literature for the subject "French" in French-speaking countries both at different school levels and at different times in history. How do these differences show up today in daily practices? 30 teachers in French-speaking Switzerland working in primary, lower secondary and higher secondary schools (respectively grades 6, 8 and 12) were asked to teach a fable by La Fontaine and a short story by a contemporary Swiss author. The observations show that writing activities appeared in all classes either through the use of questionnaires or the production of hypertextual or metatextual texts. In the primary grades, hypertextual writing prepared for reading. In the higher secondary classes, students wrote different text genres that were then compared with the source text. More traditionally, in the lower secondary classes, hypertextual writing ends a teaching sequence allowing space for the students to produce a text. At all levels, metatextual writing was dedicated to expressing subjective responses. At the same time, traditional metatextual activities were practiced in primary classes for writing summaries, and in secondary classes for writing literary essays. Thus, new hypertextual and metatextual forms of writing have settled on traditional practices that have survived longstanding historical changes.

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Stand der Forschung in der Didaktik der Literatur

Cited by 44 publications

References 123 publications

Candide, La fée carabine et les autres. Vers un modèle didactique de la lecture littéraire

Candide, La fée carabine et les autres. Vers un modèle didactique de la lecture littéraire

Adolescent reading and the reproduction of literary judgement: what adolescent book reviews of self-selected texts reveal

Writing and teaching literature. The role of hypertextual and metatextual writing activities on three school levels

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