A study in the use of the response-based method for teaching English poetry to an EFL sample

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منو

" A study in the use of the response-based method for teaching English poetry to an EFL sample "
W. S. Shahata M. Perl

Document Type	:	Latin Dissertation
Language of Document	:	English
Record Number	:	1112383
Doc. No	:	TLpq303873550
Main Entry	:	M. Perl
	:	W. S. Shahata
Title & Author	:	A study in the use of the response-based method for teaching English poetry to an EFL sample\ W. S. ShahataM. Perl
College	:	Kansas State University
Date	:	1990
student score	:	1990
Degree	:	Ph.D.
Page No	:	142
Abstract	:	This study sought to determine whether using the response-based method to teach English language poetry to a sample of students of English as a foreign language (EFL) who had always been taught literature with the traditional method would lead to more engagement with and improved attitudes toward poetry. Educators believe lack of engagement is the major cause for dislike of poetry by EFL students. The response-based method fosters engagement with poetry as compared to detachment which is promoted by the traditional method. The response-based method consisted of vocabulary explanation, questions to elicit personal responses, questions relating to specific aspects of the poem without suggesting definite answers, reading aloud by the instructor and, silent and oral reading by the students. As part of the treatment, students were taught, in an introductory period, the validity of their own interpretations of poetry to instill self-confidence and encourage response. Seven poems were taught to 30 college level students of English in Saudi Arabia. The study applied the separate sample pre-test/post-test design. Data were collected using the Purves and Rippere (1968) method of content analysis and the Estes Attitude scale. usdtusd tests were performed comparing the groups on attitude and the categories and subcategories which the students made use of in their interpretations. Significant differences were found in engagement using the one-tailed z-test procedure. No significant differences were found in either attitude or the three remaining response categories. The significant incidence of engagement on the post-test and, the pre to post descriptive decrease in perception and increase in interpretation suggested that a shift toward more engagement had taken place. To bring more significance to these findings, recommendations for research are made.
Subject	:	Curricula
	:	Curricula
	:	Education
	:	Language arts
	:	Teaching
	:	Teaching