Literary Competence Research Articles

Literature in Language Education: Exploring EFL Learners’ Literary Competence Profiles

Literature in Language Education: Exploring EFL Learners’ Literary Competence Profiles

Exploring literary competences in EFL preservice teachers’ pedagogical proposals

Exploring literary competences in EFL preservice teachers’ pedagogical proposals

遯溪 許厚의 삶과 詩

Dongye Heo Hu is still unknown to the academic world. It can only be confirmed that he made Wonju his main living space, was a scholar of the Namin(南人) in the mid-Joseon Dynasty who was very bright in Ritual theory and thought of himself as a person of good ancestry and bureaucrat responsible for the king and the state. These limitations have the same effect on Heo Hu's grasp of literary competence. Currently, there are only 26 poems that can examine Heo Hu's literary competence. However, Heo Hu's poetry is not a poem that seeks literary achievements, but a poem that seeks to contain the truth of life, and is characterized by showing a cultivated inner world. That's why Heo Hu's poems convey a deep lingering feeling without any special skills. In order to approach Heo Hu, which shows such literary achievements, it is necessary to find more Heo Hu's works and at the same time to approach the entire Heo Hu's works in greater depth, and review Heo Hu's and Heo Hu's works in various networks.

Some Measures for Developing Literary Competence in Students at Tuyen Quang School for Excellence

Some Measures for Developing Literary Competence in Students at Tuyen Quang School for Excellence

Some Measures to Develop Literary Competence for Secondary School Students of Ethnic Minority in the Northern Mountainous Area of Vietnam

Developing literary competence for ethnic minority students is a necessary requirement of education today. Due to linguistic characteristics and socio-economic conditions, ethnic minority students encounter many difficulties in reading and creating texts. Therefore, Philology teachers need to be active, responsible, and dedicated in the process of organizing teaching activities. Depending on the students and physical conditions, teachers need to be flexible and creative in choosing and applying appropriate teaching methods and forms to help ethnic minority students practice and develop literary capacity with the following skills: listening, speaking, reading, and writing.

“She doesn’t consider it to be real literature”

Starting from the premise that there may be a discrepancy between how teachers and students understand the term ‘literature’, this article explores the ability of 10th grade students to define the concept of ‘literature’. It argues that such an undertaking is relevant in light of a similar discrepancy between literary studies and literature: while the first adopts an increasingly inclusive definition of ‘literature’, publications on the concept of literary competence still employ a strongly normative view of literature. Drawing on empirical observations from a Dutch research project in which students discussed the literary quality of text fragments in jury groups, the article demonstrates that students hold highly heterogeneous ideas about the definition of literature. The analysis of survey responses, transcribed student conversations and jury posters reveals that a minority of students are able to provide a reasoned definition of ‘literature’, while a significant portion equates literary texts with books in general or stories amenable to narratological analysis. Based on these observations, the article suggests expanding the operationalization of literary competence in Alter & Ratheiser’s recent model to include the concept of ‘taxonomic competence’, which encompasses students’ ability to differentiate between literary and non-literary texts through reasoned argumentation.

Formation of Literary Competence in Philological Specialties in the Course of Modern Kazakh Literature at the University

The article deals with the problem of the formation of literary competence in the course of modern Kazakh literature. The relevance of the study is due to the need to implement a competency-based approach in university education. The study of modern literature of Kazakhstan is also an urgent task of today. The professional training of a future philologist should include a holistic understanding of the modern literary process, including the domestic one. In the course of the study, historical-functional, intermedial, biographical, systemic methods and modeling methods were applied. The authors provide an overview of scientific points of view on the problem of the competence-based approach in education, compares different approaches to the definition of competence and competencies, to the relationship between these two concepts. A directed study of the phenomenon of literary competence was carried out, in connection with which an overview of the definitions of the concept was given, and then descriptors of literary competence were developed on the basis of the works of Ermek Tursunov. The authors proposes a methodology for the formation of literary competence with the help of a system of tasks based on the genre approach. The results of a pedagogical experiment proving the effectiveness of the methodology are reflected. The aim of the study was to determine the effectiveness of the methodological system for the formation of the literary competence of future philologists through the development of descriptors and the use of methodological tools. The methods used in the research process were sociological, intermedial, historical-functional methods, as well as the method of pedagogical diagnostics of the level of formed literary competence. The main conclusion obtained by the researchers was that the use of a methodological system for the formation of literary competence in the study of the works of E. Tursunov, consisting of descriptors, a complex of diagnostic tools, a set of tasks, improves the quality of education through an increase in the level of formation of literary competence.The authors see the future direction of research in expanding the field of application of the methodological system through a change in training courses, the material used, and the student body. The results obtained in the course of the study can serve as the basis for the methodological support of the process of forming the literary competence of a philologist in the development of training courses.

Teaching Measures to Develop Literary Competence for Students in Grades 4 and 5 According to the Program General Education in Language (2018)

Based on the requirements to achieve literary capacity according to the 2018 Literature General Education Program, combined with the results of a survey of the current status of teaching and developing literary capacity for students in grades 4 and 5, The article proposes six teaching measures to develop literary capacity for students in grades 4 and 5. The measures include mastering the program's requirements for each reading, writing, speaking, and listening skill. ; Master the characteristics of text types; Design learning questions/tasks according to a consistent process to create a routine for students; diversify teaching methods, techniques and forms of organization, encourage students to cultivate interest in reading literary books, and accumulate literary capital. These activities help students not only approach literature from an academic perspective, but also develop a deep relationship with literature, creating space for students to engage in creative activities.

Whole-Class Discussions About Literary Texts: Engaging in Dialogue and Eliciting Literary Competence

This study examines literary discussions from Scandinavian lower secondary school classrooms, specifically the different ways in which teachers provide opportunities for students’ development of literary competence. Moreover, it discloses what kinds of literary competence these teachers elicit and encourage. Three extended video-recorded discussions, in which a large number of students actively shared their understanding of literary texts, were selected and analysed qualitatively with regard to the interaction between teachers and students and the content of the discussions. It was found that teachers used both open-ended and closed questions to introduce new themes, and that their frequent use of follow-up questions promoted dialogicity. The teachers generally favoured one particular aspect of literary competence, yet several aspects of students’ literary competence were visible in the discussions. For example, students were encouraged to pay attention to content, formal characteristics and contextual issues. Implications for teachers’ literature instruction and for students’ development of literary competence are discussed.

Home in the Poetry of Saudi Distinguished Poets

The homeland is represented in the poetry of poets who are passionate about its love in multiple images and different ways. This paper highlights Abdullah Al-Faisal's skill, familiarity, and competency through one of his famous poems, "The Redemption", demonstrating his allegiance to the great nation. Before returning to the career of Saudi poet Abdullah Al-Faisal, a brief discussion of poetry and homeland and its importance concerning poetry in the Kingdom of Saudi Arabia is provided. The main concern of this study is Al-Faisal's The Redemption and its critical-analytical description. An analysis of selected lines of the poem illustrates the great spectrum and depth of the concept of the homeland in Al-Faisal's poetry. The study generally reflects Al-Faisal’s love for his country through his poetry, deep attachment to his nation, and unwavering loyalty. His poetic works are intended to inspire readers to live better lives and communicate with those in authority. The paper concludes that The Redemption exemplifies Al-Faisal’s poems of pride and affection for the homeland. The study promotes a taste for literary work that supports learners’ literary competence to portray their thoughts and imagination in verse.

A Historical-Cognitive Linguistics Study of Caesar’s Characterization in Shakespearean Plays

By using “polysemy model” of semantic change theories in historical linguistics, “mapping” and “conceptual integration” of metaphor, and “classical taxonomic structure” of categorization theories in cognitive linguistics, and literary conventions of structuralist poetics in literary studies, this article studies Caesar’s characterization in Shakespeare’s Julius Caesar and other plays. After analyzing the semantic change of “Caesar” and different characters’ cognition on Caesar in the fictional world created by dialogues and character interactions, this article discovers that the negotiation and exchange between the totalculture in 1599 and Shakespeare’s personal artistic pursuit propel Shakespeare to create an ambiguous but great and unique Caesar in Julius Caesar, within the two kinds of intertexts consisting of different characters’ discourses scattered in other Shakespearean plays, Caesar’s ambiguity is eliminated, and his greatness and uniqueness are strengthened, and it is in his skillful maneuver of different literary conventions in characterizing Caesar that Shakespeare’s great literary competence is manifested.

АНАЛИЗ ИНТЕРМЕДИАЛЬНОЙ ПОЭТИКИ ПРОЗЫ КАК СРЕДСТВО СОВЕРШЕНСТВОВАНИЯ ЛИТЕРАТУРОВЕДЧЕСКИХ КОМПЕТЕНЦИЙ СТУДЕНТОВ

This article describes in detail the methods, techniques and means of developing the concept of intermediality in practical seminars in a university classroom. The productivity of the interdisciplinary nature of the research is revealed, during which advanced provisions and conclusions of pedagogy, didactics, methods of teaching Russian literature, literary theory, and literary criticism were used. It is shown that during formative training it is advisable to use creative, heuristic, and reproductive reading methods. The use of the project method, the research method, conducting a heuristic conversation, organizing educational dialogue, and working in groups provided the necessary conditions for the development of students' subjectivity during the cognitive process. An effective technology for analyzing a literary text in the inextricable and organic unity of form and content is presented, providing a deep understanding of the originality of the poetics, style and problems of E. Tursunov’s film story “Kelin”. Methods for developing students’ skills in identifying various forms of manifestation of intermedial connections in a work and determining their role in the artistic world are identified and characterized. It was also established that during the study of E. Tursunov’s artistic creativity, the combination of various elements of the method of problematic presentation and creative reading ensured the effectiveness of the analysis of recreating intermedial connections in various types of art. Fragments of educational analysis of the forms of expression of intermediality in the works of Ermek Tursunov are offered using active and heuristic methodological techniques that contribute to the activation of students’ thinking and the development of their literary competencies. The consistent work of the teacher in a heuristic and interactive format is substantiated, promoting the involvement of students in the process of active discussions.

Mental health songs

Abstract This study explores how mental health is represented and discussed in English-language pop song lyrics. To this end, a specialized corpus of mental health songs, understood as songs that explicitly mention or refer to issues related to mental health and resilience, is analyzed through a combined linguistic/language-educational lens. The aim is to describe these songs linguistically in order to discuss opportunities as well as limitations for the development of mental health literacy in EFL classes. It emerges that relevant lyrics possess the potential to familiarize learners with the relevant discourse of mental health and mental disorders, and several practical language-educational suggestions are offered. On a general note, it is argued that lyrics not only offer starting points for the development of linguistic and literary competencies, but also for a critical examination of a complex, highly relevant, and timely topic.

Development of Literary Competence Through a Semiotic Approach and Technological Resources

Currently, literary competence is scarcely addressed in secondary education teaching. Therefore, the objective of this study was to design a didactic proposal to improve literary competence through a semiotic approach and technological resources in secondary school students of an educational center located in the city of Lambayeque. The research was quantitative, non-experimental and descriptive-propositive design. The instrument used was the "Likert scale to evaluate literary competence", which was applied to a sample of 32 fifth grade students, selected by non-probabilistic sampling. As a result, it was obtained that the students presented low levels of achievement, since 100% of them only evidenced beginning processes. In response to this problem, a didactic proposal for the comprehension and production of narrative discourse was designed and validated from a semiotic perspective using ICT resources. We conclude on the importance of the contributions in the area of communication, which can integrate didactics with technology, contributing to the pedagogical processes for current generations and educational systems of the globalized world.

Toward re-founding the learning of literature fn the competence approach

The paper examines 181 comparisons of the interpretations of a given themes in two literature texts, one of which is unstudied, carried out by high school students, insofar as it is assumed that it is through such tasks that the degree of mastery of a specific competence can be assessed. Several typical skill deficits manifested in task performance are differentiated, their causes are sought, and some opportunities for optimizing the assessment toolkit are suggested – with the hope of supporting efforts to reoriented literature education from learning and reproducing knowledge to mastery of literary competences.

Literary and Aesthetic Competencies in Literature Course: Whether Innovative Information Technologies Hinder Their Growth?

The purpose of this article is (1) to determine the set of literary and aesthetic competencies when reading literature and (2) to quantify the possible effect for the formation of Literary and Aesthetic competence when using innovative information technologies. The establishment of the array of literary and aesthetic competencies was achieved through the synthesis of the Common European Framework of Reference for Languages (2018) and a comprehensive analysis of relevant scholarly literature. The researchers determined the substantial effect of mobile applications in building three out of five aesthetic competencies ( D = 1.12 for expressive perception, D = 1.55 for emotional closeness and D = 0.82 for cognitive elaboration). Hence, based on the research outcomes, the approach adopted by the experimental group (utilisation of mobile applications for reading) facilitates the attainment of heightened literary competence through a more aesthetically comprehensive experiential engagement with the study of literary works.

AN EXPERIMENTAL STUDY ON THE READING ENHANCEMENT PROGRAM AND LITERARY COMPETENCE OF THE GRADE 7 STUDENTS

This Experimental research study was conducted to determine the effectiveness of the reading enhancement program to the Literary Competence of Grade 7 students. It used quantitative methodology in the gathering of data through the pretest and posttest conducted in both experimental and control groups. The subjects of the study were the Grade 7 students of Camanlangan National High School. They were composed of two heterogeneous sections with 40 students per group. The experimental group was exposed to the Different Learning Approaches using the Differentiated Instruction (DI) while the control group used the traditional method of instruction. It was found out that there was a significant gain in the literary competence in the areas of Contextual Knowledge, Knowledge about Reading, Literary Reading Skills, and Textual Knowledge, of the students after the intervention. Furthermore, the students eagerly responded to the application of different teaching strategies as well as the use of Differentiated Instructions. It was therefore concluded that this enhancement program is an effective method of enhancing the Literary Competence and is recommended that the school administration must encourage and support the use of this approach by exposing teachers to different fora and symposia/seminars and workshops to improve their instructional competence in reading delivery so as to provide updated techniques in improving reading skills of the students. They are encouraged to give ample time to discuss the basics of grammar, especially in the rules of subject-verb agreement, the basic sentence patterns, and the different tenses of the verb, which are crucial to developing literary competence in students. KEYWORDS: Literary Competence, Contextual Knowledge, Knowledge about Reading, Literary Reading Skills, Textual Knowledge, Differentiated Instruction, Experimental research,

ПРИКАЗКАТА КАТО СРЕДСТВО ЗА ПРЕОДОЛЯВАНЕ НА ПОВЕДЕНЧЕСКИ НАРУШЕНИЯ ПРИ УЧЕНИЦИ В НАЧАЛЕН ЕТАП

The fairy tale is a literary form with an extremely wide application in the educational process. In elementary school students, the fairy tale forms literary competences and is an important tool in artistic education. In the present report, the attention is focused on a less studied aspect – the educational influence of the fairy tale on behavioral disorders in elementary school students. The report briefly analyzes the difference between fairy tale therapy and the application of fairy tales in art pedagogy. Different art-pedagogical techniques were analyzed, in which the magical tale is used as a means to overcome behavioral disorders in elementary school students.

МЕТОДИЧЕСКИ ИДЕИ ЗА ФОРМИРАНЕ, РАЗВИВАНЕ И НАДГРАЖДАНЕ НА ЛИТЕРАТУРНИ КОМПЕТЕНТНОСТИ У УЧЕНИЦИТЕ В НАЧАЛНА УЧИЛИЩНА ВЪЗРАСТ (4. КЛАС) ЧРЕЗ СЪВРЕМЕННАТА ЛИТЕРАТУРА ЗА ДЕЦА

This aricle presents methodological ideas for the formation, upgrading and improvement of literary competences in primary school age (4th grade) through contemporary literature for children. The constructed system of methodological ideas, including various activities and tasks that build the model, is approbated in a real school environment (of students in 4th grade in the Bourgas school „Dimcho Debelyanov“).This system is consistent with the age specifics of primary school students, with the various methodological aspects of the education at the initial stage of education, as well as with the means, methods and techniques of contemporary literature for children and their application in the specific methodological ideas contained in the model. These ideas can be used to improve the skills of adolescents for their better performance in the context of training not only in Bulgarian language and literature but also in other school subjects.

Navigating Diversity in Plural Indonesia

The research aimed to show the supposedly unquestionable national slogan ‘Unity in Diversity’. It still got severe challenges today, as proven by the rise of religious, political, and psychological underpinnings of intolerance surrounding the 2019 presidential election, politically dividing Indonesian into pros or cons of NKRI (Negara Kesatuan Republik Indonesia or The United Nations of Indonesia). This was a reader response research of EnglishDepartment students using short stories to gather their perspectives on the role of Multicultural Literature (ML).The short stories were taken from internationally recognized authors from Indonesia, the USA, Japan, France, China, and Egypt. Questionnaires and interviews were used to intensively collect the participants’ experiences and ideas. The results of the research show that diversity problems are identified, and solutions are proposed through the literary learning curriculum design and process. It also shows the need to promote multicultural literature practice for English department students. The mastery of Multicultural Literary Competence is finally proposed as one of the golden goals of Indonesian national education, where diversity is the true color of Indonesia to easilyequip graduates to become global citizens. Today’s interconnected, globalized world has required millennials to possess CQ (Cultural Quotient) regardless of their diverse background. This CQ can effectively be cultivated through multicultural literature in a multicultural education system. Only through mastering CQ cultivated through ML are Indonesian graduates ready to enter the global and digital competition as global citizens.