A theoretical matrix to approach literary texts in the foreign language classroom

Detalhes bibliográficos
Autor(a) principal: Querido, Pedro
Data de Publicação: 2018
Tipo de documento: Artigo
Idioma: por
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: https://ojs.letras.up.pt/index.php/et/article/view/4046
Resumo: This article is based on my report for the Faculty of Social and Human Sciences of the New University of Lisbon which accounted for my Supervised Teaching Practice of English and German at the German School of Lisbon. In it the advantages of using a theoretical matrix when working with literary texts in a foreign language classroom are listed. After the necessary review of relevant research, the blueprint of one such matrix is put forth. With the Reader Response Theory as its cornerstone, it sets out to develop textual competences, reading strategies and interpretation and critical analysis skills through a management of the learnerreaders’ responses. This approach is best embodied by a multifaceted treatment of scrupulously chosen literary texts which should be oriented by a few guiding principles. Such treatment implies not only an open yet moderated discussion of the text but also a number of procedures which rely on different interaction patterns and promote the development of different skills and competences. The article ends with a short summary and discussion of some lessons which illustrate this theory in practice.
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spelling A theoretical matrix to approach literary texts in the foreign language classroomArticlesThis article is based on my report for the Faculty of Social and Human Sciences of the New University of Lisbon which accounted for my Supervised Teaching Practice of English and German at the German School of Lisbon. In it the advantages of using a theoretical matrix when working with literary texts in a foreign language classroom are listed. After the necessary review of relevant research, the blueprint of one such matrix is put forth. With the Reader Response Theory as its cornerstone, it sets out to develop textual competences, reading strategies and interpretation and critical analysis skills through a management of the learnerreaders’ responses. This approach is best embodied by a multifaceted treatment of scrupulously chosen literary texts which should be oriented by a few guiding principles. Such treatment implies not only an open yet moderated discussion of the text but also a number of procedures which rely on different interaction patterns and promote the development of different skills and competences. The article ends with a short summary and discussion of some lessons which illustrate this theory in practice.2018-05-17T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttps://ojs.letras.up.pt/index.php/et/article/view/4046por1647-712XQuerido, Pedroinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2022-09-21T15:56:56Zoai:ojs.pkp.sfu.ca:article/4046Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T15:56:43.341704Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv A theoretical matrix to approach literary texts in the foreign language classroom
title A theoretical matrix to approach literary texts in the foreign language classroom
spellingShingle A theoretical matrix to approach literary texts in the foreign language classroom
Querido, Pedro
Articles
title_short A theoretical matrix to approach literary texts in the foreign language classroom
title_full A theoretical matrix to approach literary texts in the foreign language classroom
title_fullStr A theoretical matrix to approach literary texts in the foreign language classroom
title_full_unstemmed A theoretical matrix to approach literary texts in the foreign language classroom
title_sort A theoretical matrix to approach literary texts in the foreign language classroom
author Querido, Pedro
author_facet Querido, Pedro
author_role author
dc.contributor.author.fl_str_mv Querido, Pedro
dc.subject.por.fl_str_mv Articles
topic Articles
description This article is based on my report for the Faculty of Social and Human Sciences of the New University of Lisbon which accounted for my Supervised Teaching Practice of English and German at the German School of Lisbon. In it the advantages of using a theoretical matrix when working with literary texts in a foreign language classroom are listed. After the necessary review of relevant research, the blueprint of one such matrix is put forth. With the Reader Response Theory as its cornerstone, it sets out to develop textual competences, reading strategies and interpretation and critical analysis skills through a management of the learnerreaders’ responses. This approach is best embodied by a multifaceted treatment of scrupulously chosen literary texts which should be oriented by a few guiding principles. Such treatment implies not only an open yet moderated discussion of the text but also a number of procedures which rely on different interaction patterns and promote the development of different skills and competences. The article ends with a short summary and discussion of some lessons which illustrate this theory in practice.
publishDate 2018
dc.date.none.fl_str_mv 2018-05-17T00:00:00Z
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