摘要
文学作品在高中英语教育中发挥着重要的作用,它既能提供丰富的语料,也能立德树人.然而,有关学生对文学作品阅读欣赏过程的反应研究相对缺乏.为此,本研究以30名高中生为研究对象,采用定性研究的方法,探讨学生在阅读英语文学作品的过程中如何产生互文性,并探究产生这些互文性的原因.研究发现,当参与者进行角色分析、内容评论、写作方法评价及基于文本的创造性写作时,会出现互文性.互文性的产生主要可归因于学生语言能力的提高和教师对文学作品的正确选择.这一发现证实了以汉语阅读为基础的教学策略在英语作为外语的课堂中发展互文性的有效性,对英语文学作品的教学和研究具有指导意义.
Abstract
Literary works play an important role in senior high school English education.They can not only provide rich language materials,but also cultivate students’virtue.However,the research on students'response to literary works is insufficient.So the current study was conducted on 30 senior high school students to explore how students produce intertextuality in the process of reading English literature and to discuss why students produce the intertextuality in the process of reading English literary works by adopting a qualitative approach.It was found out that intertexuality emerged when the participants engaged in explaining characters in the works,reviewing the content,evaluating the writing techniques and practising text-based creative writing.The emergence of intertextuality was mainly attributable to students’improving language competence and teachers’proper choice of literary works.This finding has confirmed the effectiveness of Chinese reading strategies to develop intertextuality in EFL classrooms and has inspired teaching and researching English literary works in the EFL context.
基金项目
浙江省 2023年度丽水市哲学社会科学常规课题(LCCG202343)
NETL
NSTL
万方数据