A Linguistic Review of the Role of Literature in Learners' Reading Development.
This article aims to examine the role of literature in reading education from a linguistic perspective of meaning and structuring. It is assumed that the conventional or non-literary use of language is referential (using Widdowson's model), engaging with and relating itself to the indexical proposit...
| Publicado en: | International Journal of the Humanities Vol. 5; no. 8; pp. 107 - 111 |
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| Formato: | Artículo |
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Common Ground Research Networks
Dec2007
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=28808852&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 28808852 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 15IH jtl: International Journal of the Humanities maglogo: N pubinfo: dt: Dec2007 vid: 5 iid: 8 pid: 22359 pub: Common Ground Research Networks artinfo: ui: 28808852 10.18848/1447-9508/CGP/v05i08/42209 ppf: 107 ppct: 4 formats: fmt: @attributes: type: P size: 289KB tig: atl: A Linguistic Review of the Role of Literature in Learners' Reading Development. aug: au: Chang, Shuchen affil: Lancaster University, UK su: Literature Reading Learning Language & languages Humanities research sug: subj: Literature Reading Learning Language & languages Humanities research keyword: ESL/EFL Reading Meaning Structuring ab: This article aims to examine the role of literature in reading education from a linguistic perspective of meaning and structuring. It is assumed that the conventional or non-literary use of language is referential (using Widdowson's model), engaging with and relating itself to the indexical propositional content outside the text. Readers make out the connection to achieve an understanding. But in literary discourse, the 'mode of meaning' is representational where nothing in the immediate exterior reality can be referred to and the context has to be created within language signs. It is also assumed that conventional discourse normally gives structural cues while the literary discourse does not. Using extracts from Taiwanese senior high school textbooks as examples, this article works on the assumption of how linguistic features can affect the reading process and lead to a new understanding of the role of literary texts in reading development. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of International Journal of the Humanities is the property of Common Ground Research Networks and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: International Journal of the Humanities holder: Common Ground Research Networks dt: @attributes: year: 2007 holdings: @attributes: islocal: N |
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