| عنوان : |
Understandig the literary text from a semantic model : the case of 2 dn year english students at the university of annaba |
| نوع الوثيقة : |
نص مطبوع |
| مؤلفين : |
belfarhi Khadidja, مؤلف ; Pr. KESKES Said, Directeur de thèse |
| ناشر : |
SETIF 2 UNIVERSITY |
| تاريخ النشر : |
2014 |
| عدد الصفحات : |
366 p |
| الأبعاد : |
28*21cm |
| الماديات المرافقة : |
CD ROM |
| اللغة : |
إنكليزي (eng) |
| الكلمة المفتاح : |
Département de langue et littérature anglaise Department of English Language and Literature قسم اللغة والأدب الانجليزي semantics, literature, texts, analysis, systemic, understanding |
| خلاصة : |
This work, on English literature teaching, purports to achieve a better understanding of English literary texts set to a semantic model with the view to understanding literary meaning from the text analysis. The starting assumption is that the lexico-semantic properties of the text help the EFL learners to understand the text better than the traditional literary method. Therefore, the semantic model is of paramount importance as a reading method. To do this, we conducted an experimental study on teacher, chosen randomly among those who "complain" about English learners' low literary level. The research method conducted revolves around what is called the therapeutic approach to solving problems identified in the comprehension of English literary texts. Such a method was developed by Kemmis & Mc Taggart and is based on an ABAB cycle. The first stage represents the stage where malfunctions in teacher literary method are diagnosed. The first B is a stage where another teacher presented a lesson relying on the semantic properties of the taught text. Both stages were accompanied with a literary meaning test aiming at assessing the learners' understanding of the taught texts. In our research, the outcome of stage B did display relative positive increase in learners' understanding of the text. However, in order for such an outcome to be scientifically validated, it needs to be replicated once more, what we did in two other experimentations in second A and B stages. The role of second A stage, with the first teacher teaching via the literary method, is to confirm learners' low understanding level obtained in first A stage. We did obtain such a confirmation. The role of second B stage, after re-introduction of the semantic method meant to overcome difficulties met in first teacher's method, is to confirm levels of learners' understanding obtained in first B. We again obtained such a confirmation. Causal relationships between teaching the literary text semantically and learners' understanding level in class have thus been proved. Being a case study, this research work does not seek to achieve generalisability. It attempts to raise the importance to renovate the English literature teaching method basing on the tripartite of teacher-text-learner. Thus, the "generalisability" we seek to achieve is related to spreading awareness on the importance to teach English literature on the basis of text analysis, relying on the text as holder of meaning, and source of more dynamic involvement by the learners as it enables them to work on their own linguistic resources. The semantic model is believed to account for literary meaning and facilitate the understanding task in class both to teachers and learners. Teacher and researches should focus more on dynamic models, which seem to be neglected as the result of the exclusive work on traditional methods |
| في الخط : |
http://dspace.univ-setif2.dz/xmlui/handle/setif2/540 |
Understandig the literary text from a semantic model : the case of 2 dn year english students at the university of annaba [نص مطبوع ] / belfarhi Khadidja, مؤلف ; Pr. KESKES Said, Directeur de thèse . - SETIF 2 UNIVERSITY, 2014 . - 366 p ; 28*21cm + CD ROM. اللغة : إنكليزي ( eng)
| الكلمة المفتاح : |
Département de langue et littérature anglaise Department of English Language and Literature قسم اللغة والأدب الانجليزي semantics, literature, texts, analysis, systemic, understanding |
| خلاصة : |
This work, on English literature teaching, purports to achieve a better understanding of English literary texts set to a semantic model with the view to understanding literary meaning from the text analysis. The starting assumption is that the lexico-semantic properties of the text help the EFL learners to understand the text better than the traditional literary method. Therefore, the semantic model is of paramount importance as a reading method. To do this, we conducted an experimental study on teacher, chosen randomly among those who "complain" about English learners' low literary level. The research method conducted revolves around what is called the therapeutic approach to solving problems identified in the comprehension of English literary texts. Such a method was developed by Kemmis & Mc Taggart and is based on an ABAB cycle. The first stage represents the stage where malfunctions in teacher literary method are diagnosed. The first B is a stage where another teacher presented a lesson relying on the semantic properties of the taught text. Both stages were accompanied with a literary meaning test aiming at assessing the learners' understanding of the taught texts. In our research, the outcome of stage B did display relative positive increase in learners' understanding of the text. However, in order for such an outcome to be scientifically validated, it needs to be replicated once more, what we did in two other experimentations in second A and B stages. The role of second A stage, with the first teacher teaching via the literary method, is to confirm learners' low understanding level obtained in first A stage. We did obtain such a confirmation. The role of second B stage, after re-introduction of the semantic method meant to overcome difficulties met in first teacher's method, is to confirm levels of learners' understanding obtained in first B. We again obtained such a confirmation. Causal relationships between teaching the literary text semantically and learners' understanding level in class have thus been proved. Being a case study, this research work does not seek to achieve generalisability. It attempts to raise the importance to renovate the English literature teaching method basing on the tripartite of teacher-text-learner. Thus, the "generalisability" we seek to achieve is related to spreading awareness on the importance to teach English literature on the basis of text analysis, relying on the text as holder of meaning, and source of more dynamic involvement by the learners as it enables them to work on their own linguistic resources. The semantic model is believed to account for literary meaning and facilitate the understanding task in class both to teachers and learners. Teacher and researches should focus more on dynamic models, which seem to be neglected as the result of the exclusive work on traditional methods |
| في الخط : |
http://dspace.univ-setif2.dz/xmlui/handle/setif2/540 |
|
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