scholarly journals Artes y literatura en la LOMCE: mecanismos para la comprensión de lecturas plurales

2016 ◽  
pp. 59-69
Author(s):  
Mª Isabel De Vicente-Yagüe Jara
Keyword(s):  
Comparative Literature ◽  
Reading Comprehension ◽  
Secondary Education ◽  
Theoretical Approach ◽  
Fine Arts ◽  
Literary Work ◽  
Reading Process ◽  
Teaching Methodology ◽  
Educational Field ◽  
Current Curriculum

The current curriculum in Compulsory Secondary Education within the LOMCE law evidences the existing connection between the different artistic expressions. Specifically in the literary subjects, it is aimed to promote the consideration of the links between Literature and the rest of arts (Music, Painting, Cinema…) as an expression of the human feelings, while analyzing and interrelating works, characters and plots from all the time periods.Aesthetics, Rhetoric, Poetry, Fine Arts, Musicology, Semiotic, the Comparative Literature, and Criticism, as disciplines interested in the foresaid pairing, have just joint their studies, examining, from a theoretical approach, the existing links and transpositions between arts. In the educational field, establishing analogies and intersections between arts is conceived as a process for understanding the literary works: the didactic use of the semiotic correspondences for showing an interconnected reality of multiple readings in the classroom.From that perspective, a literary hypertext allows non lineal readings, through its links and connections with other texts, enhancing the student’s reception and leading it towards multiple and significant realities. In that sense, the literary work, in where several possible reading itineraries coincide all together, acquires an open character, losing its consideration of being close and concluded. Hereby, we specify the type of activities, works and reading mechanisms that the new curricular approach requires; ekphrasis, melopoiesis, and Literature in films, among other dialogic links, that are a reclaim for the reading process in students while strengthening their aesthetical reception skills. In the same way, the theories about the reader intertext, linked to the literary training of students and the development of their reading comprehension, set the standards of the teaching methodology in the classroom.

scholarly journals Artes y literatura en la LOMCE: mecanismos para la comprensión de lecturas plurales

2016 ◽  
pp. 59-69
Author(s):  
Mª Isabel De Vicente-Yagüe Jara
Keyword(s):  
Comparative Literature ◽  
Reading Comprehension ◽  
Secondary Education ◽  
Theoretical Approach ◽  
Fine Arts ◽  
Literary Work ◽  
Reading Process ◽  
Teaching Methodology ◽  
Educational Field ◽  
Current Curriculum

The current curriculum in Compulsory Secondary Education within the LOMCE law evidences the existing connection between the different artistic expressions. Specifically in the literary subjects, it is aimed to promote the consideration of the links between Literature and the rest of arts (Music, Painting, Cinema…) as an expression of the human feelings, while analyzing and interrelating works, characters and plots from all the time periods.Aesthetics, Rhetoric, Poetry, Fine Arts, Musicology, Semiotic, the Comparative Literature, and Criticism, as disciplines interested in the foresaid pairing, have just joint their studies, examining, from a theoretical approach, the existing links and transpositions between arts. In the educational field, establishing analogies and intersections between arts is conceived as a process for understanding the literary works: the didactic use of the semiotic correspondences for showing an interconnected reality of multiple readings in the classroom.From that perspective, a literary hypertext allows non lineal readings, through its links and connections with other texts, enhancing the student’s reception and leading it towards multiple and significant realities. In that sense, the literary work, in where several possible reading itineraries coincide all together, acquires an open character, losing its consideration of being close and concluded. Hereby, we specify the type of activities, works and reading mechanisms that the new curricular approach requires; ekphrasis, melopoiesis, and Literature in films, among other dialogic links, that are a reclaim for the reading process in students while strengthening their aesthetical reception skills. In the same way, the theories about the reader intertext, linked to the literary training of students and the development of their reading comprehension, set the standards of the teaching methodology in the classroom.

Improving the Students’ Achievement in Reading Comprehension by Using Inquiry Technique

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Gigin Sappena Ginting ◽  
Siti Aisah Ginting
Keyword(s):  
Reading Comprehension ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Reading Process ◽  
English Teacher ◽  
Comprehension Score ◽  
The Mean ◽  
Teaching Learning ◽  
Comprehension Tests ◽  
Orientation Test

This study attemps to imorove the students’ achivement in reading comprehension through inquiry technique. The study was conducted by using classroom action research. The subjects of the research were the 45 students of Grade XI SMA Negeri 1 Bahorok. It was conducted in two Cycles and consisted of six meetings.The instruments for colecting data used Reading Comprehension tests for quantitative data and Diary Notes, Interview Sheet, and Observation Sheet for qualitative data. Based on the Reading Comprehension score, students score in pre test, kept improving in every test. Based on Diary Notes, Observation sheet and Interview Sheet, it was found that the students were actualy involved in reading process. The results of the reasearch showed that Inquiry Technique can improve the students’ achivement in Reading Comprehension. In orientation test the mean of the students’ score was 53, the mean of the students’ score in Cycle I was 62.07, and the mean of the students’ score in Cycle II was 71.6. Based on the Observation Sheet, Diary Notes, and Interview Sheet, it was found that the teaching-learning process run well. The conclusion is that Inquiry Technique improved the students’ reading Coprehension and it is suggested to the English teacher to apply Inquiry Technique in Reading Comprehension. Keywords : Improving, students’ achievement, Inquiry Technique

On the sources of cosmopolitanism as an idea: The Russian and the European views

2020 ◽  
pp. 44-69
Author(s):  
E. E. Dmitrieva
Keyword(s):  
Comparative Literature ◽  
Literary History ◽  
World Literature ◽  
Literary Work ◽  
General Term ◽  
Literary Process ◽  
The Difference ◽  
Literary Environment

The article is concerned with the difference in understanding of the term ‘cosmopolitan’ inRussiaandFrance. Often considered a predominantly negative phenomenon inRussia, cosmopolitanism fi st provoked a discussion at the time when the emphasis shifted from ideology to understanding of the historical-literary process. Since the late 18th c., the idea of the possible existence of a literary work within the global literary environment (the concept of world literature)   was adjusted by the ‘golden chain’ metaphor, which enabled implementation of the ‘universality’ concept as a unity principally separate from the French idée universelle. During this evolutionary period emerged a distinctive subject of literary history: fi st, ‘humanity’ as a general term (initially identifi    with universalism or cosmopolitanism), and then ‘a nation’. But it is the discovery of the national that the author believes is connected with particularism and provincialism,   the latter summoning the memory of the noble intention of universalism and cosmopolitanism. An interim summary of the process was produced by Joseph Texte, a professor of comparative literature inLyon, at the end of the 19th c.

Phenomenolological review v. cierer of reading proceedings in the context of its «litery anthropology»

2020 ◽  
Vol 1 (100) ◽  
pp. 64-70
Author(s):  
O.D. Lauta ◽  
◽  
S.M. Geiko ◽  
Keyword(s):  
Literary Theory ◽  
Literary Work ◽  
Philosophical Analysis ◽  
Reading Process ◽  
Aesthetic Object ◽  
Semantic Definition ◽  
Reception Aesthetics

The phenomenological review of V. Izer's reading process in the context of «literary anthropology» is analyzed. The philosopher makes a distinction between interpretation and reception. The first, in his opinion, gives the imagination a «semantic definition», and the second – a sense of aesthetic, object. The first passes within the limits of the «semantic orientations» of the literary theory, and the second – within the limits of the cultural and anthropological context. The article deals with the philosophical analysis of the reception aesthetics. For the supporters of this theoretical direction, there is an inherent shift of attention from the problems of creativity and literary work to the problem of its reception or, in other words, from the level of psychological, sociological or anthropological interpretation of the creative biography, to the level of perceived consciousness. Receptive aesthetics gives the reader privilege in the «text/reader» paradigm and gives him the cognitive and affective ability to create his own text from this text.

scholarly journals Imagology of Iranians in One Thousand Nights and One Night

2016 ◽  
Vol 4 (1) ◽  
pp. 74
Author(s):  
Ehsan Ghabool ◽  
Mina Ravansalar
Keyword(s):  
Comparative Literature ◽  
Literary Work ◽  
Real Image ◽  
Economic Prosperity ◽  
Literary Works ◽  
Arabic Translation ◽  
The Real ◽  
Similarities And Differences ◽  
Definition Of

Imagology is a branch of comparative literature which explores the image of one nation in the literature of another nation. One Thousand Nights and One Night is among the important books which can show the image of different nations and people such as Indians, Iranians and Arabs. Since the oldest version of the book is in Arabic, it is considered an Arabic literary work though it was translated from a Persian tale in the first place. On this basis the study of the image of Iranians in One Thousand Nights and One Night can be included under the definition of imagology. In this article, first we explain, analyze and study the image of Iranians in the book One Thousand Nights and One Night with respect to 1. anthropology (including entertainments, personification of animals, disapprobation of lies and betrayal of spouses), 2. religious and mythical beliefs (including the belief in daevas and jinnis, magic, fire-worshipping and similar plots), 3. politics (emphasizing the position of vizier and his family in government), 4. economics (emphasizing economic prosperity), then we will compare the collected information with the image of Iranians in credited works and in this way we will identify the similarities and differences of Iranians’ image in One Thousand Nights and One Night and the above-said literary works. Finally we come to this conclusion that the similarities belong to the real image of Iranians in the pre-Islamic days and that differences show the image of post-Islamic Iran which is added through Arabic translation.

scholarly journals Talking About the “Misunderstanding” in the Process of Literary Accepting

2008 ◽  
Vol 2 (2) ◽  
pp. 204
Author(s):  
Xu Junliu
Keyword(s):  
Error Correction ◽  
Literary Work ◽  
Reading Process ◽  
Main Body ◽  
Demarcation Line ◽  
Artistic Value ◽  
Original Meaning ◽  
Reading Text ◽  
Angle Of View ◽  
Fuzzy Regions

The “misunderstanding” in the process of literary accepting refers to the receiver in the reading text process with the creation main body, creation motive, the work implication, as well as between the works artistic value constitutes the situation which “the dialog” in the complex relations produces contradicts. But, in the concrete reading process, the “misunderstanding” may divide in “the error correction” and “instead harms” kind of situations. Although “the error correction” refers to reader's understanding in line with author's creation original meaning which produces contradicts, but the work itself actually has demonstrated reader’s understood connotation, thus causes this kind of the “misunderstanding” seems cuts with actual and persuasiveness. “Instead harms” refers to the reader unconscious determination to carry on the far-fetched cognition and the appraisal to the literary work, including to literary work non-artistic angle of view twisting. “The error correction” should advocate that “instead harms” should deny, this does not dispute. But, “the error correction” and “instead harms” between has certain fuzzy regions, between them the strict demarcation line, some literary work in such time, possibly has not had “the error correction” in such receiver, but in another time, possibly has the different understanding in other receivers, to “instead harms” direction transformation. The “misunderstanding” is the literature accepts the necessity, because just having the “misunderstanding”, the different sound, between the literature mutual exchanges and collides, the literature only then had prosperously, the vigorous development aspect.

scholarly journals Primary school inclusive foreign language teaching features

2021 ◽  
pp. 44-50
Author(s):  
Olha Datskiv ◽  
Sofia Datskiv
Keyword(s):  
Secondary Education ◽  
Learning Environment ◽  
Foreign Language ◽  
Primary School ◽  
Language Teaching ◽  
English Teachers ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Teaching Methodology ◽  
Peer Evaluation

An integral part of the formation of the New Ukrainian School is an inclusive component, which forms a new philosophy of society based on the understanding of diversity and equality for all. Involvement in education and constant support of children with special educational needs should take place at all stages of receiving complete secondary education, especially in primary school. The paper discusses the features of inclusive foreign language teaching in primary school. Based on the research analysis, pedagogical observation of the educational process in English lessons in inclusive classes, the conclusion is made that it is important for primary school English teachers to use clear and comprehensive instructions before doing exercises and tasks, introduce and maintain the learning routine (greeting, a permanent place for writing homework, questions at the beginning and at the end of the lesson, etc.), change the types of tasks frequently, adapt previously used exercises to the new learning conditions, use scaffolding strategies. The article presents a set of exercises and tasks to use in English lessons when studying the topic “My home” in an inclusive 3rd grade of a general secondary education institution, as well as checklists for self-and peer evaluation of the inclusiveness of the learning environment for English teachers. The exercises and tasks of the set were tested in the 3rd-B grade of Ternopil schools No. 16 and No. 7. The final assessment of the educational achievements of students in English in the second semester of the 2020 / 2021 academic year confirmed the effectiveness and appropriateness of using these exercises and tasks in the English lessons. Checklists for self-and peer evaluation of the inclusiveness of the learning environment were tested and approved by English teachers and recommended for use in the educational process by foreign languages teaching methodology groups.

scholarly journals The Song of Nibelungen Bodies and How They are Described, Idealised and Eroticized. Part I. Der Helt Was Wol Gewahsen...

Corpus Mundi ◽  
2020 ◽  
Vol 1 (1) ◽  
pp. 112-134
Author(s):  
Elina A. Sarakaeva
Keyword(s):  
Fine Arts ◽  
Literary Work ◽  
National Character ◽  
Original Text ◽  
Cultural Codes ◽  
Heroic Epic ◽  
Xix Century ◽  
The Way ◽  
National Mythology

The discovery of the medieval heroic epic “Das Nibelungenlied”in the XIX century Germany coincided with the search for new national mythology and symbols within the movement of Romantic medievalism. The heroic epic got a country-wide recognition asa great literary work that was supposed to serve as a source of German values and to reflect the German national character. With this approach the characters of the epic were re-constructed as embodiments of these German values, as ideals to follow. The article analyses the iconography of these characters, the “nibelungs”: the way they were visualized and depicted in fine arts and fiction and what ideological concepts were ascribed to their bodies and appearances. The first part of the article compares the descriptions of Nibelungen characters in the works of German authors of XIX-XXI centuries and compares them to the descriptions in the original text of the poem to see how cultural codes are constructed and interpreted through visualization of human bodies.

Flipping the Classroom to Gain Time

2019 ◽  
pp. 2146-2164
Author(s):  
Paula Peres ◽  
Anabela Mesquita
Keyword(s):  
Secondary Education ◽  
Information And Communication Technologies ◽  
Flipped Classroom ◽  
Online Courses ◽  
Communication Technologies ◽  
Open Educational Resources ◽  
Online Course ◽  
Information And Communication ◽  
Master Model ◽  
Educational Field

This article describes the European project GainTime developed in the educational field. The objectives of the project concern the development of professional and pedagogical competences among teachers and trainers. It intends to enhance learning through the use of Information and Communication Technologies and increase the access to Open Educational Resources (OER) with the aim to combine higher levels of excellence and attractiveness with increased opportunities for all. To attain the objectives, an online course that teaches teachers on how to innovate in their classroom, specially using flipped classroom and games supported on OER, will be developed. The target of the project is secondary education. In order to identify the best practices in Portugal concerning the use of flipped classroom and games as well as creative classroom, a questionnaire was administered and results are presented. Furthermore, the handbook regarding the master model developed as well as the online courses are also presented.

Electronic Strategies to Improve Chinese Reading Skills

2011 ◽  
pp. 237-252 ◽  
Author(s):  
Jing Wang
Keyword(s):  
Reading Comprehension ◽  
Reading Skills ◽  
Reading Process ◽  
Chinese Reading ◽  
Vocabulary Retention ◽  
Intermediate Students ◽  
Good Practices ◽  
Study Results ◽  
Intermediate Learners

This chapter introduces a series of studies carried out with intermediate learners of Chinese regarding the reading of authentic e-materials with hyperlinked dictionaries. The study results indicate that it is practical to let intermediate students read authentic e-materials when aided by hyperlinked dictionaries, which can improve reading comprehension and vocabulary retention. Guided by the findings from these studies, good practices on how to use authentic e-materials and hyperlinked dictionaries to improve reading skills for intermediate students are introduced. It is recommended that in order to achieve optimal results when using technology, instructors need to employ systematic strategies to support and guide students in the reading process.

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