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ERIC Number: ED462002
Record Type: Non-Journal
Publication Date: 2001-Feb
Pages: 23
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Levels of Understanding of L2 Literary Texts under Repeated Readings: Factors Contributing to Readers' Processing of Second Language Literature and Their Learning Outcomes.
Carroli, Piera
This study investigated college students' levels of understanding of texts and reading processes, noting how they changed through a cycle of individual reading and writing followed by classroom comparison of students' responses, text re-reading, and re-writing. The study, which followed 17 students of continuing Italian over 6 weeks, involved phenomenography, hermeneutic pedagogy, second language (L2) reading approaches, and reader response and reception theory. Students repeatedly read a short story, then subsequently read two related short stories by the same author. Personal data gathered via a questionnaire at the beginning of the semester investigated students' background in first language (L1) literature and in other languages and attitudes toward L2 literacy studies. Overall, students with lower literacy competence reached higher levels of understanding of the text after class discussion. Repeated readings were effective in enhancing students' understanding of the text. This was achieved by the "narrow" reading process (focusing very closely on form) and at the same time leading students to link form to meaning and to their reading approach. The repeated reading approach was particularly effective within a hermeneutic pedagogy, focused on students sharing learning approaches and understanding of the text. There were qualitative and quantitative improvements at the group level. (Contains 52 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia