عنوان

A study in the use of the response-based method for teaching English poetry to an EFL sample

Number

TLpq303873550

.Language of Text, Soundtrack etc

انگلیسی

Title Proper

A study in the use of the response-based method for teaching English poetry to an EFL sample

General Material Designation

[Thesis]

First Statement of Responsibility

W. S. Shahata

Subsequent Statement of Responsibility

M. Perl

Name of Publisher, Distributor, etc.

Kansas State University

Date of Publication, Distribution, etc.

1990

Specific Material Designation and Extent of Item

142

Dissertation or thesis details and type of degree

Ph.D.

Body granting the degree

Kansas State University

Text preceding or following the note

1990

Text of Note

This study sought to determine whether using the response-based method to teach English language poetry to a sample of students of English as a foreign language (EFL) who had always been taught literature with the traditional method would lead to more engagement with and improved attitudes toward poetry. Educators believe lack of engagement is the major cause for dislike of poetry by EFL students. The response-based method fosters engagement with poetry as compared to detachment which is promoted by the traditional method. The response-based method consisted of vocabulary explanation, questions to elicit personal responses, questions relating to specific aspects of the poem without suggesting definite answers, reading aloud by the instructor and, silent and oral reading by the students. As part of the treatment, students were taught, in an introductory period, the validity of their own interpretations of poetry to instill self-confidence and encourage response. Seven poems were taught to 30 college level students of English in Saudi Arabia. The study applied the separate sample pre-test/post-test design. Data were collected using the Purves and Rippere (1968) method of content analysis and the Estes Attitude scale. usdtusd tests were performed comparing the groups on attitude and the categories and subcategories which the students made use of in their interpretations. Significant differences were found in engagement using the one-tailed z-test procedure. No significant differences were found in either attitude or the three remaining response categories. The significant incidence of engagement on the post-test and, the pre to post descriptive decrease in perception and increase in interpretation suggested that a shift toward more engagement had taken place. To bring more significance to these findings, recommendations for research are made.

Curricula

Curricula

Education

Language arts

Teaching

Teaching

M. Perl

W. S. Shahata

Electronic name

p

[Thesis]

276903

a

Y