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Läsförståelse eller litterära föreställningsvärldar: Litteraturpedagogisk diskurs inom gymnasieämnet engelska
Södertörn University College, Lärarutbildningen.
2010 (Swedish)Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Reading Comprehension or Envisioning Literature : the discourse of literary instruction found in English lessons in Swedish Upper Secondary Schools (English)
Abstract [en]

Reading and analyzing literature has a long tradition of being an essential part of the teaching of English in Sweden. As the offers of entertainment have increased in popular culture with the introduction of computer games, internet and other media, interest in reading novels has decreased. Literature is still a compulsory part of English teaching and the question is how teachers of today use literature and what kind of literary instruction they use.

The aim of this study is to explore and discuss the literary instruction discourse in pedagogical texts, lessons, created by and for English teachers of Swedish Upper Secondary Schools. The lessons have been collected from the site lektion.se, where teachers are able to share knowledge and lessons. The study uses an analytical method based on Norman Fairclough´s Critical Discourse Analysis in order to analyze the lessons. In the analysis aspects of language, intertextuality and assumptions are discussed. As a theoretical base, Louise M. Rosenblatt´s and Judith Langer´s ideas of reader centered literary instruction is used as well as Design Theory.

The result of the study shows that the overall discourse is text orientated and, with few exceptions, there is little room for students to contribute to a creative, personal experience of literature. Furthermore, it is shown that literary texts are often used as an exercise of reading comprehension and specific literary reading is scarce. The study postulates that more effort should be put into involving the students in the reading, and less effort on literary terminology.

Place, publisher, year, edition, pages
2010. , 40 p.
Keyword [en]
English, Literary Instruction, Design Theory, Critical Discourse Analysis
Keyword [sv]
Engelska, litteraturpedagogik, designteori, kritisk diskursanalys
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:sh:diva-3476OAI: oai:DiVA.org:sh-3476DiVA: diva2:322413
Uppsok
Social and Behavioural Science, Law
Supervisors
Examiners
Available from: 2010-06-07 Created: 2010-06-07 Last updated: 2010-06-07Bibliographically approved

Open Access in DiVA

fulltext(272 kB)350 downloads
File information
File name FULLTEXT01.pdfFile size 272 kBChecksum SHA-512
53980f969d94c05893d2df7a0e93b70933f04342fecac8e4d3d366d33e16d19d40ee5e669be7023cca6ad4d030deab70adeae7587cf93fd6ac8cbaee4fbce742
Type fulltextMimetype application/pdf

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Hultkrantz-Bremler, Birgitta
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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf