Research and Practice in Applied Linguistics

Transcription

1 Research and Practice in Applied Linguistics General Editors: Christopher N. Candlin, Macquarie University, Australia and the Open University, UK and David R. Hall, Macquarie University, Australia. All books in this series are written by leading researchers and teachers in Applied Linguistics, with broad international experience. They are designed for the MA or PhD student in Applied Linguistics, TESOL or similar subject areas and for the language professional keen to extend their research experience. Titles include: Geoff Hall LITERATURE IN LANGUAGE EDUCATION Richard Kiely and Pauline Rea-Dickins PROGRAM EVALUATION IN LANGUAGE EDUCATION Cyril J. Weir LANGUAGE TESTING AND VALIDATION Tony Wright CLASSROOM MANAGEMENT IN LANGUAGE EDUCATION Forthcoming titles: Martin Bygate and Virginia Samuda TASKS IN LANGUAGE LEARNING Francesca Bargiela, Catherine Nickerson and Brigitte Planken BUSINESS DISCOURSE Sandra Gollin and David R. Hall LANGUAGE FOR SPECIFIC PURPOSES Sandra Hale COMMUNITY INTERPRETING Marilyn Martin-Jones BILINGUALISM Martha Pennington PRONUNCIATION Devon Woods and Emese Bukor INSTRUCTIONAL STRATEGIES IN LANGUAGE EDUCATION

2 Research and Practice in Applied Linguistics Series Standing Order ISBN hardcover Series Standing Order ISBN paperback (outside North America only) You can receive future titles in this series as they are published by placing a standing order. Please contact your bookseller or, in case of difficulty, write to us at the address below with your name and address, the title of the series and one of the ISBNs quoted above. Customer Services Department, Macmillan Distribution Ltd, Houndmills, Basingstoke, Hampshire RG21 6XS, England

3 Literature in Language Education Geoff. Hall Centre for Applied Language Studies University of Wales Swansea

4 Geoff Hall 2005 Softcover reprint of the hardcover 1st edition All rights reserved. No reproduction, copy or transmission of this publication may be made without written permission. No paragraph of this publication may be reproduced, copied or transmitted save with written permission or in accordance with the provisions of the Copyright, Designs and Patents Act 1988, or under the terms of any licence permitting limited copying issued by the Copyright Licensing Agency, 90 Tottenham Court Road, London W1T 4LP. Any person who does any unauthorised act in relation to this publication may be liable to criminal prosecution and civil claims for damages. The author has asserted his right to be identified as the author of this work in accordance with the Copyright, Designs and Patents Act First published 2005 by PALGRAVE MACMILLAN Houndmills, Basingstoke, Hampshire RG21 6XS and 175 Fifth Avenue, New York, N.Y Companies and representatives throughout the world PALGRAVE MACMILLAN is the global academic imprint of the Palgrave Macmillan division of St. Martin s Press, LLC and of Palgrave Macmillan Ltd. Macmillan is a registered trademark in the United States, United Kingdom and other countries. Palgrave is a registered trademark in the European Union and other countries. ISBN DOI / ISBN (ebook) This book is printed on paper suitable for recycling and made from fully managed and sustained forest sources. A catalogue record for this book is available from the British Library. Library of Congress Cataloging-in-Publication Data Hall, Geoff., 1955 Literature in language education / Geoff Hall. p. cm. (Research and practice in applied linguistics) Includes bibliographical references and index. 1. Philology Study and teaching. I. Title. II. Series. P51.H dc

5 In memoriam D.H.C.H., Q.M.H.

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7 Contents General Editors Preface Acknowledgements x xii Introduction: Literature as Discourse 1 Part 1 Language, Literature and Education 1. Literary Language and Ordinary Language The language of literature: Formalist approaches Oracy, literacy and literature 18 Style and variation in Biber s corpus linguistic studies 22 Speech representation in literature Literariness and creativity in everyday language use 26 Formulaicity and creativity 27 Metaphor 30 Narrative Dialogics: literature as discourse Conclusion Literature in Education The literary curriculum: origins and evolution 41 The origins and evolution of modern schooled literary study: The UK context 42 The origins and evolution of modern schooled literary study: English as a colonial project Literature in second language teaching 47 Traditional approaches 49 Communicative approaches 51 Clt and theory : culture and discourse 56 Literature in slt: conclusion Assessing literary reading 59 Assessing literature in L1 education 59 Assessing literature in L2 education Literature into cultural studies 66 Literature, discourse, culture 66 Literature, language, culture in second language learning Conclusion 81 vii

8 viii Literature in Language Education 3. Reading Literature Introduction Reader response criticism 84 Ideal readers, super-readers and real readers Real readers of literature 96 Literary reading: empirical findings from cognitive psychology 97 Educational research SL reading and SL reading of literature 111 Second language literature readers 114 Language issues 116 Extensive reading Conclusion 122 Part 2 Exploring Research in Language, Literature and Education Introduction Language in Literature. Stylistics, including Corpus Linguistics. Readability Studies Foregrounding Corpus stylistics 133 Biber 133 Corpus linguistic investigation: metaphor 135 Corpus linguistic investigation: poetic deviance Simplification, readability and graded readers Educational Perspectives Curriculum and syllabus 141 Syllabus document analysis: England and Wales National Curriculum document (1995) 142 Second language literature syllabuses Assessment Literature in the classroom Literature and intercultural education 154 The Ealing Project Readers Reading Literature Researching the reading of literature: cognitive studies Reading poetry: protocol studies 162 Kintgen (1983): Expert readers of poetry 162 De Beaugrande: Ordinary readers of poetry 164 Hanauer: Second language readers of poetry 166

9 Contents ix 6.3 Reading stories 169 Vipond and Hunt: point-driven reading 169 Reading a short story in a second language Affect in literary reading 175 Part 3 Researching Literature in Language Education Introduction Research Methods for LLE, with Examples Experimental research Protocols Survey research Case studies Ethnography of LLE: critical literacies Carrying out Your Own Research Project in LLE General considerations Some possible projects for literature in LLE 220 Part 4 Resources 9. A Guide to Resources for Research in LLE Journals Websites Professional organisations Other resources 241 Glossary 243 References 249 Name Index 271 Subject Index 276

10 General Editors Preface Research and Practice in Applied Linguistics is an international book series from Palgrave Macmillan which brings together leading researchers and teachers in Applied Linguistics to provide readers with the knowledge and tools they need to undertake their own practice-related research. Books in the series are designed for students and researchers in Applied Linguistics, TESOL, Language Education and related subject areas, and for language professionals keen to extend their research experience. Every book in this innovative series is designed to be user-friendly, with clear illustrations and accessible style. The quotations and definitions of key concepts that punctuate the main text are intended to ensure that many, often competing, voices are heard. Each book presents a concise historical and conceptual overview of its chosen field, identifying many lines of enquiry and findings, but also gaps and disagreements. It provides readers with an overall framework for further examination of how research and practice inform each other, and how practitioners can develop their own problem-based research. The focus throughout is on exploring the relationship between research and practice in Applied Linguistics. How far can research provide answers to the questions and issues that arise in practice? Can research questions that arise and are examined in very specific circumstances be informed by, and inform, the global body of research and practice? What different kinds of information can be obtained from different research methodologies? How should we make a selection between the options available, and how far are different methods compatible with each other? How can the results of research be turned into practical action? The books in this series identify some of the key researchable areas in the field and provide workable examples of research projects, backed up by details of appropriate research tools and resources. Case studies and exemplars of research and practice are drawn on throughout the books. References to key institutions, individual research lists, journals and professional organizations provide starting points for gathering information and embarking on research. The books also include annotated lists of key works in the field for further study. x

11 Preface xi The overall objective of the series is to illustrate the message that in Applied Linguistics there can be no good professional practice that isn t based on good research, and there can be no good research that isn t informed by practice. Christopher N. Candlin Macquarie University, Sydney and Open University, UK David R. Hall Macquarie University, Sydney

12 Acknowledgements My thanks go to the editors of this series, in particular Chris Candlin of Macquarie University, who patiently but insistently got me to delete all (or most) of those parentheses, qualifications and obscure references. My writing and thinking have improved as a result. The outstanding weaknesses of style and structure are my responsibility alone. I am grateful too to the publisher, in particular Jill Lake, Commissioning Editor at Palgrave Macmillan, for patience and encouragement over the long gestation and production process; and to Ruth Willats for her sharp eye for detail. Ron Carter of Nottingham University has supported and encouraged my interest in this field over many years. With many others, I have learned much from his own publications and presentations, and it is no exaggeration to say this book would never have been possible without his support. Similarly, the Poetics and Linguistics Association (PALA) has provided a congenial forum in which to develop ideas over the years and I am grateful to colleagues there, and also to the Literature Special Interest Group of IATEFL. I have presented and taught language in literature education to teachers and to students over many years and must thank all those participants, in the UK and elsewhere, for clarifying my own understanding. Nik Coupland at Cardiff University first asked me to teach a full module in literature in language education ten years ago, and a few occasional seminars gradually transformed into the basic outlines of this book. Masters and PhD students have helped me see more clearly a gap in provision and this book attempts to meet the needs of such students too. My current home department and colleagues at Swansea University have generously accommodated unsocial behaviour and the moodiness of the long distance writer. Last but not least, I ask my family to forgive unforgivably prolonged absences of mind and often body too, and thank my parents who believed, as I do, that literature, language and education are important. xii