Essays about: "Efferent and Aesthetic Reading"
Found 3 essays containing the words Efferent and Aesthetic Reading.
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1. Teaching Literature as a Means to Promoting Critical Thinking -A Teacher Perspective
University essay from Örebro universitet/Institutionen för humaniora, utbildnings- och samhällsvetenskapAbstract : Developing critical thinking and mastering its skills has been a vital priority for the curriculum in Swedish upper-secondary school. The National Curriculum for upper-secondary school and the syllabus for the English subject emphasize the importance of implementing and enhancing the development of the students’ critical thinking which leads to having active learners who are able to think creatively and keeps them away from becoming narrow-minded. READ MORE
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2. On the Workings of Intrinsic and Extrinsic Motivation : A study on its cause and effects on the experience of learning a second language
University essay from Linnéuniversitetet/Institutionen för utbildningsvetenskap (UV)Abstract : Abstract The purpose of this study was to focus on the cause and effect of what has been referred to as intrinsic and extrinsic motivation when it comes to second language learning through literature, where the novel To kill a Mockingbird by Harper Lee served as an example. The study started off by presenting a definition of the so called intrinsic and extrinsic motivation respectively, as well as the three perspectives psychodynamic, cognitive and socio-cultural by which it was discussed, in order to cement the framework of it and problematize its boundaries accordingly. READ MORE
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3. Reading Heart of Darkness in the ESL/EFL Classroom : A Case Study in Student Response to Literary Didactic Methodologies Designed to Enhance Aesthetic and Efferent Reading of a Literary Text in Language Instruction
University essay from Linnéuniversitetet/Institutionen för utbildningsvetenskap (UV)Abstract : The purpose of this degree project has been to examine the implications of the provision of certain methodological support mechanisms, what has often been referred to as "instructional scaffolding" in literary didactics, to assist students in the ESL/EFL classroom in their interaction with the various literary texts into which they come into contact during their English language education at the upper secondary level in Sweden. My primary interest has been to gauge the response of the students involved in this study to the particular types of literary didactic methods utilized, for example, regarding their effectiveness in aiding the learning process as well as their impact on the literary, or aesthetic, experience itself. READ MORE
