Titre : |
THE EFFECT OF TEACHING COMPARATIVE LITERATURE THROUGH AN INTERDISCIPLINARY APPROACH ON 3RD YEAR EFL STUDENTS’ LEARNING AT TLEMCEN UNIVERSITY |
Type de document : |
texte imprimé |
Auteurs : |
BOUALI, Amina, Auteur ; MORTAD-SERIR, Ilhem, Auteur |
Editeur : |
Université tlemcen |
Année de publication : |
2021 |
Importance : |
361 p. |
Présentation : |
ill. |
Format : |
30 cm |
Accompagnement : |
cd |
Langues : |
Français (fre) |
Résumé : |
Beyond the ideal world, the current research is an endeavour to project light onto the teaching of Comparative Literature (Comp lit) in an English Language Teaching (ELT) context through a two-way looking glass; one providing some general spotlights, and the other is academically oriented. In this spirit, the aim of this study is to highlight the contemporary state, fundamental techniques, and perennial issues germane to the area of Comp lit (re)visited outside and inside English as a Foreign Language (EFL) ‘real world’ praxis. It also allows the refraction of light to beam down through the prism of interdisciplinary learning. The logic behind this inquiry is namely to examine whether−and roughly to what extent− the implementation of such a poly-disciplinary model of teaching is likely to enhance students’ L2 learning development with a particular focus on their cognitive, literary, and cross-cultural language learning skills. To pursue this attempt through a descriptive-analytical approach, it has been opted for ‘triangulation’ as a research technique that entails a coalescence of a qualitative and quantitative methodology of research, investing mainly in three data collection tools, including two questionnaires, an interview, and two tests. After portraying the results of this study deliberately through the software Statistical Package for Social Sciences (SPSS), Comp lit is translated as an outstandingly active practice that is commonly posited at the heart of critical literature analysis, and therefore, it is deemed very beneficial to the Algerian EFL learners in their intermediate level. Grounded in down-to-earth evidence, this study also reveals that urging the learners to scrutinise literature comparatively using an interdisciplinary approach signifies a sinew for “Bloometizing” the EFL literature classroom, namely by reconfiguring and sharpening the critical thinking habits of mind. Interdisciplinary learning is also a robust engine for revitalising the learners’ comparative literary competence. Finally, the work proposes to goad on the learners practising active critical reading strategies, comparative and synthetic thinking, and effective cross-disciplinary techniques that are likely to bring a breath of fresh air into the teaching of literature in general, and Comp lit particularly. |
THE EFFECT OF TEACHING COMPARATIVE LITERATURE THROUGH AN INTERDISCIPLINARY APPROACH ON 3RD YEAR EFL STUDENTS’ LEARNING AT TLEMCEN UNIVERSITY [texte imprimé] / BOUALI, Amina, Auteur ; MORTAD-SERIR, Ilhem, Auteur . - Université tlemcen, 2021 . - 361 p. : ill. ; 30 cm + cd. Langues : Français ( fre)
Résumé : |
Beyond the ideal world, the current research is an endeavour to project light onto the teaching of Comparative Literature (Comp lit) in an English Language Teaching (ELT) context through a two-way looking glass; one providing some general spotlights, and the other is academically oriented. In this spirit, the aim of this study is to highlight the contemporary state, fundamental techniques, and perennial issues germane to the area of Comp lit (re)visited outside and inside English as a Foreign Language (EFL) ‘real world’ praxis. It also allows the refraction of light to beam down through the prism of interdisciplinary learning. The logic behind this inquiry is namely to examine whether−and roughly to what extent− the implementation of such a poly-disciplinary model of teaching is likely to enhance students’ L2 learning development with a particular focus on their cognitive, literary, and cross-cultural language learning skills. To pursue this attempt through a descriptive-analytical approach, it has been opted for ‘triangulation’ as a research technique that entails a coalescence of a qualitative and quantitative methodology of research, investing mainly in three data collection tools, including two questionnaires, an interview, and two tests. After portraying the results of this study deliberately through the software Statistical Package for Social Sciences (SPSS), Comp lit is translated as an outstandingly active practice that is commonly posited at the heart of critical literature analysis, and therefore, it is deemed very beneficial to the Algerian EFL learners in their intermediate level. Grounded in down-to-earth evidence, this study also reveals that urging the learners to scrutinise literature comparatively using an interdisciplinary approach signifies a sinew for “Bloometizing” the EFL literature classroom, namely by reconfiguring and sharpening the critical thinking habits of mind. Interdisciplinary learning is also a robust engine for revitalising the learners’ comparative literary competence. Finally, the work proposes to goad on the learners practising active critical reading strategies, comparative and synthetic thinking, and effective cross-disciplinary techniques that are likely to bring a breath of fresh air into the teaching of literature in general, and Comp lit particularly. |
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