Methodology of Literary Text Approaches in High Schools Analysis and Models

Autor/inn/en	Poroçani, Natasha; Deda, Albana
Titel	Methodology of Literary Text Approaches in High Schools Analysis and Models
Quelle	In: Journal of Language and Linguistic Studies, 17 (2021) 1, S.205-224 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Poroçani, Natasha) ORCID (Deda, Albana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-578X
Schlagwörter	High School Students; Teaching Methods; Textbooks; Publishing Industry; Literature; Scoring Rubrics; Italian; French; Second Language Learning; Second Language Instruction; Textbook Evaluation; Grade 10; French Literature; Italian Literature; Foreign Countries; Reading Comprehension; Ambiguity (Semantics); Comparative Analysis; Albania + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Textbook; Text book; Schulbuch; Lehrbuch; Literatur; Scoring formulas; Auswertungsbogen; Italienisch; Französisch; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Leseverstehen; Albanien
Abstract	In this paper, we have reviewed and analyzed literature textbooks at the pre-university level, respectively in the high school. In this research, we have examined the way these texts are analyzed (the pedagogical apparatus as it is otherwise called). Such work is done considering the requirements of the latter to fulfill certain competencies provided by the program on which the text is drafted. The method we used is based on two parallel directions. One is about the aforementioned comparison of the required competencies and those realized in the pedagogical apparatus of the textbooks of different publishing houses, which have gained the right to be part of the textbooks that can be selected by different schools for the treatment of the subject of literature. This is seen according to the rubrics provided by the program, those currently implemented, and the competencies suggested by us, which we do not see implemented by the first two. In parallel, we have identified the problems in terms of simple text analysis, in a stylistic, pragmatic-reflective plane, giving our suggestions for each case. About 80% of the textbooks show problems with the way the rubrics are constructed and almost 90% of the rubrics are constructed with questions that may go beyond the rubric topic. The paper is accompanied by a concrete example of text analysis suggested to the professional network of literature teachers. This model is based on the experience of Italian and French textbooks. (As Provided).
Anmerkungen	Journal of Language and Linguistic Studies. Hacettepe Universitesi, Egitim Fakultesi B Blok, Yabanci Diller Egitimi Bolumu, Ingiliz Dili Egitimi Anabilim Dali, Ankara 06800, Turkey. e-mail: jllsturkey@gmail.com; Web site: http://www.jlls.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01