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首页> 外文学位 >Adult ESL learners reading and discussing 'The Great Gatsby': Literary response to and perceptions of reading and discussing a narrative novel written in English.
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Adult ESL learners reading and discussing 'The Great Gatsby': Literary response to and perceptions of reading and discussing a narrative novel written in English.

机译：成人ESL学习者阅读和讨论“伟大的盖茨比”：阅读和讨论用英语写的叙事小说的文学反应和看法。

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摘要

The purpose of this study was to examine how adult students in a reading class offered in a college-affiliated ESL program responded to The Great Gatsby (Fitzgerald, 1925; GG, afterwards) in small group book discussion sessions over eight weeks, and how they perceived their reading and discussing experiences.;Analysis of students' literary responses demonstrated students' strategies in constructing textual meaning and transformation of their meaning-making strategies across time. Students in this study made sense of the text by making connections between the textual world and the text, themselves, and the world around them. Students also brought into discussion their reading experiences and a critical approach to the text.;The percentage of comments devoted to each response category illustrated the changes in the focus of discussion and meaning making strategies across time. Taking up the novel, initially students spent more time discussing the historical context of the text and formulating connections with themselves and the world. Students were self-conscious about their reading difficulties. Further along in their reading, as they derived more information from the text, the ir discussion became more text-centered. Inferential comments and emotional reactions became more frequent elements in discussion, and talk about the reading experience itself and contextual information about the text diminished.;Perceptions expressed about their reading experience of the literary text in their second language were predominantly about the enjoyment of reading and challenges and rewards in terms of: (1) language challenges, (2) culture challenges, and (3) literary challenges. Analysis of students' perceptions of their experiences in literary discussion as they read GG revealed their enjoyment of discussions and appreciation of how literary discussion had enriched their interpretation of the novel by providing opportunities for: (1) checking up on the textual information, (2) exchanging opinions, and (3) building a sense of learning community.
机译：这项研究的目的是调查在大学附属的ESL计划中提供的阅读课中的成年学生如何在八周的小组讨论中对The Great Gatsby（Fitzgerald，1925; GG，之后）的反应，以及他们如何理解他们的阅读和讨论经验。;对学生文学反应的分析表明，学生在建构文本意义和跨时间转变其意义形成策略方面的策略。本研究中的学生通过在文本世界与文本，他们自己以及周围的世界之间建立联系来理解文本。学生们还讨论了他们的阅读经历和对文章的批判性方法。;专门针对每个回答类别的评论所占的百分比说明了讨论重点和含义制定策略随时间的变化。读这本小说时，最初，学生们花了更多时间讨论文本的历史背景，并与自己和世界建立联系。学生对他们的阅读困难有自我意识。在他们的阅读过程中，随着他们从文本中获得更多信息，他们的讨论变得更加以文本为中心。推论性评论和情感反应在讨论中变得更加频繁，谈论阅读体验本身以及有关文本的上下文信息也减少了；对他们以第二语言阅读文学文本的经历的看法主要是关于阅读和阅读的乐趣。挑战和奖励包括：（1）语言挑战，（2）文化挑战和（3）文学挑战。对学生阅读GG时对他们在文学讨论中的经历的看法的分析表明，他们对讨论的乐趣和对文学讨论如何通过提供以下机会的机会丰富了他们对小说的理解的理解：（1）检查文本信息，（（2） ）交换意见，以及（3）建立学习型社区。

著录项

  • 作者

    Chu, Hyung-Hwa.;

  • 作者单位

    The University of Texas at Austin.;

  • 授予单位 The University of Texas at Austin.;
  • 学科 Language arts.;American literature.;Higher education.
  • 学位 Ph.D.
  • 年度 2008
  • 页码 217 p.
  • 总页数 217
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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