Shifting EFL trainee teachers' reading experiences: a study using diaries
The present article describes a study focused on how the use of diaries while reading may affect the nature of the literary response of teacher trainees. To begin with, the need for a more balanced reading experience is supported, making special emphasis on the characteristics of an aesthetic stance...
| Autor: | |
|---|---|
| Tipo de recurso: | artículo |
| Fecha de publicación: | 2007 |
| País: | España |
| Institución: | Universidad de Alcalá (UAH) |
| Repositorio: | e_Buah Biblioteca Digital Universidad de Alcalá |
| Idioma: | inglés |
| OAI Identifier: | oai:ebuah.uah.es:10017/68105 |
| Acceso en línea: | http://hdl.handle.net/10017/68105 https://dx.doi.org/10.37382/indivisa.vi8.348 |
| Access Level: | acceso abierto |
| Palabra clave: | Reading EFL Literary aesthetic response Teacher training Filología Philology |
| Sumario: | The present article describes a study focused on how the use of diaries while reading may affect the nature of the literary response of teacher trainees. To begin with, the need for a more balanced reading experience is supported, making special emphasis on the characteristics of an aesthetic stance. Then, a detailed description of the research tools, participants and procedures is included. To finish with, analysis of data and conclusions obtained from them are presented and justified. Conclusions show that, in general, diaries are successful in balancing teacher trainees'; reading responses, and in making them shift their stance towards a more aesthetic experience of literature while using them. |
|---|