A Textured and Sensory Grammar for the Experience of Reading

Autor/in	Cushing, Ian
Titel	A Textured and Sensory Grammar for the Experience of Reading
Quelle	In: English in Education, 54 (2020) 2, S.131-145 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cushing, Ian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0425-0494
DOI	10.1080/04250494.2019.1626196
Schlagwörter	English Teachers; Teaching Methods; Grammar; Schemata (Cognition); English Instruction; Reading Processes; Student Attitudes; Foreign Countries; Reader Response; Poetry; Teaching Styles; Language Usage; Classroom Communication; Teacher Attitudes; Text Structure; Metalinguistics; Secondary School Students; United Kingdom (London) + Suchen Sie Ihr Suchwort? English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Grammatik; Cognition; Schema; Kognition; English langauage lessons; Leseprozess; Schülerverhalten; Ausland; Leserbrief; Lyrik; Poesie; Lehrstil; Unterrichtsstil; Sprachgebrauch; Klassengespräch; Lehrerverhalten; Textstruktur; Metalanguage; Metasprache; Sekundarschüler
Abstract	This paper explores the application of texture and textual attractors within a cognitive stylistic pedagogy for English teachers. Texture, defined as the feeling of building and experiencing a fictional world, is here taken up as a facilitative way of thinking about how reading, language, experience and cognition operate in the classroom. On the basis of data generated from a three-year, classroom-based, collaborative research project in the UK, I discuss how teachers and students drew on and used these cognitive stylistic concepts in their explorations of a literary text. I show how classroom discourse reveals ways in which teachers and students drew benefits from the pedagogy in a variety of ways: through conceptual interpretations of grammatical form; by allowing readers to describe their reading experiences in systematic ways, and by working with a spatially, sensory and experientially orientated grammar which is built on what readers already know about the world. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01