Language and Literature最新文献_第8页

Creativity and cognition in fiction by teenage learners of English 青少年英语学习者小说创作与认知

IF 0.7 3区文学

Language and Literature Pub Date : 2022-01-28 DOI: 10.1177/09639470211072171

Lydia Kokkola, Ulla Rydström

{"title":"Creativity and cognition in fiction by teenage learners of English","authors":"Lydia Kokkola, Ulla Rydström","doi":"10.1177/09639470211072171","DOIUrl":"https://doi.org/10.1177/09639470211072171","url":null,"abstract":"Learning a foreign language provides an entry point into the lives of cultural ‘others’, as does the reading of realistic fiction. Responding to the challenges of both tasks requires concerted cognitive effort, but also creativity. First, individuals need to override the automatic tendency to prioritise their own point of view and then, at least temporarily, imagine themselves into another’s position. When reading fiction, focalisation determines whose views the readers can access, but point of view is implicit in all language. L2 learners need to recognise and imitate the world view implicit in the target language. In this article, we present both skills – empathy and mimicry – as acts of creative cognition that develop from responding to literature. This article examines works of fiction written by 15–16-year-old Swedish learners of English in response to a short story by Salman Rushdie. The story contains culturally specific information, and the ending encourages readers to recognise their own assumptions alongside the focalising character. The study draws on cognitive narratology to examine the Swedish learners’ fiction in terms of empathy and mimicry. The aims of the analyses are to determine how the short story and task design promote creative cognition, and to identify where the learners reveal a lack of understanding or an over-reliance on stereotypes.","PeriodicalId":45849,"journal":{"name":"Language and Literature","volume":"31 1","pages":"99 - 118"},"PeriodicalIF":0.7,"publicationDate":"2022-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41368478","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Language and style in The Gruffalo 《格鲁法洛》中的语言和风格

IF 0.7 3区文学

Language and Literature Pub Date : 2022-01-27 DOI: 10.1177/09639470211072162

M. Burke

引用次数: 0

Charles Dickens, children’s author: Narrative as rhetoric in A Child’s History of England 儿童作家查尔斯·狄更斯：《英国儿童史》中的叙事修辞

IF 0.7 3区文学

Language and Literature Pub Date : 2022-01-19 DOI: 10.1177/09639470211072170

K. Wales

引用次数: 1

A style for every age: A stylometric inquiry into crosswriters for children, adolescents and adults 适合每个年龄段的风格：对儿童、青少年和成人填字游戏的风格调查

IF 0.7 3区文学

Language and Literature Pub Date : 2022-01-18 DOI: 10.1177/09639470211072163

Wouter Haverals, Lindsey Geybels, V. Joosen

{"title":"A style for every age: A stylometric inquiry into crosswriters for children, adolescents and adults","authors":"Wouter Haverals, Lindsey Geybels, V. Joosen","doi":"10.1177/09639470211072163","DOIUrl":"https://doi.org/10.1177/09639470211072163","url":null,"abstract":"In the field of children’s literature studies, much attention has been devoted to investigating differences between children’s and adult literature. Works of crosswriters, authors who write for both readerships in different works, are an excellent source for this research. This article applies stylometry, the computational method of analysing style, to the oeuvres of 10 Dutch and English crosswriters to trace potential differences in their individual style and similarities between the authors. The analyses also take into account the age of the intended reader (as listed in the paratext) and the publication date, to study the influence these aspects have on writing style. Four case studies zoom in on a specific author or age category of the intended readership to study general tendencies as well as outliers. The results from the stylometric analyses are complemented with peritextual information about the author’s view on style and writing for readerships of different ages. The main conclusion drawn from the case studies is that the style of the texts usually correlates more strongly with the age of the intended reader than with the time period in which it was written. Young adult literature clusters more closely with adult literature. The style associated with a younger readership is distinct in the oeuvres of most authors studied in this article and even transcends the differences between authors.","PeriodicalId":45849,"journal":{"name":"Language and Literature","volume":"31 1","pages":"62 - 84"},"PeriodicalIF":0.7,"publicationDate":"2022-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48724990","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Gendered body language in children’s literature over time 儿童文学中的性别肢体语言

IF 0.7 3区文学

Language and Literature Pub Date : 2022-01-18 DOI: 10.1177/09639470211072154

A. Čermáková, Michaela Mahlberg

引用次数: 5

Stylistics and children’s literature 文体学与儿童文学

IF 0.7 3区文学

Language and Literature Pub Date : 2022-01-13 DOI: 10.1177/09639470211072153

M. Burke, Karen Coats

{"title":"Stylistics and children’s literature","authors":"M. Burke, Karen Coats","doi":"10.1177/09639470211072153","DOIUrl":"https://doi.org/10.1177/09639470211072153","url":null,"abstract":"This article constitutes an introduction to the five articles that appear in this special issue. This framing process starts by highlighting the sparse, yet important, work that has been conducted over the past 20 years on children’s literature in the field of stylistics. The focus in the article then turns to a more general discussion of the language of children’s literature. Here, in this chronological overview of language usage in books written for children, an outline is sketched from the writers and philosophers of the enlightenment up to contemporary debates on literacy, cognition and theory of mind. In the section that follows, the five studies that appear in this special issue are briefly synopsized. What becomes apparent is the wide range of methodological approaches that have been taken by the scholars in question to analyze the texts that are under investigation, in both quantitative and qualitative ways. The article ends with a plea for more stylistic work to be conducted in the areas of both children’s literature and young adult fiction. This is especially pertinent because stylisticians possess the key linguistic and analytic skills and tools to help, in interdisciplinary settings, to address current social, emotional and cognitive challenges pertaining to child development through literacy and through reading in particular.","PeriodicalId":45849,"journal":{"name":"Language and Literature","volume":"31 1","pages":"3 - 10"},"PeriodicalIF":0.7,"publicationDate":"2022-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43645093","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

‘When most I wink, then’ – what? Assessing the comprehension of literary texts in university students of English as a second language “当我眨眼的时候”——什么？英语作为第二语言的大学生对文学文本理解能力的评估

IF 0.7 3区文学

Language and Literature Pub Date : 2022-01-05 DOI: 10.1177/09639470211062705

Matthias Bauer, Judith Glaesser, A. Kelava, Leonie Kirchhoff, Angelika Zirker

{"title":"‘When most I wink, then’ – what? Assessing the comprehension of literary texts in university students of English as a second language","authors":"Matthias Bauer, Judith Glaesser, A. Kelava, Leonie Kirchhoff, Angelika Zirker","doi":"10.1177/09639470211062705","DOIUrl":"https://doi.org/10.1177/09639470211062705","url":null,"abstract":"This article introduces a test for literary text comprehension in university students of English as a second language. Poetry is especially suited for our purpose since it frequently shows features that offer challenges to comprehension in a limited space. An example is Shakespeare’s Sonnet 43, on which our test is based: it is suited for assessing not only if a text has been understood but also the ability of respondents to reflect on their own comprehension skills. We show that the test’s psychometric properties are satisfactory, and we demonstrate its validity by analysing relevant external indicators. Thus, we can show a direct link between general reading experience and text comprehension as tested: the more students read, the better do they perform. The collaboration of literary studies with psychometrics moreover allows for a statistically valid identification of specific challenges to comprehension and thus advance our knowledge of what readers find difficult. This will be of interest not only in a hermeneutic and linguistic perspective but also with a view to addressing those difficulties in an educational context. For example, asking someone whether they have understood an utterance (in this case: a line of poetry) does not elicit reliable answers. Being able to say how one has established the meaning of a line seems to be a more reliable indicator of actually having understood it.","PeriodicalId":45849,"journal":{"name":"Language and Literature","volume":"31 1","pages":"345 - 364"},"PeriodicalIF":0.7,"publicationDate":"2022-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43509639","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Corpus stylistics and colour symbolism in The Great Gatsby and its Thai translations 《了不起的盖茨比》中的语料库文体学与色彩象征主义及其泰语翻译

IF 0.7 3区文学

Language and Literature Pub Date : 2022-01-02 DOI: 10.1177/09639470211048159

Raksangob Wijitsopon

引用次数: 2

Literary dynamics in The.PowerBook by Jeanette Winterson and Oryx and Crake by Margaret Atwood 文学动态。珍妮特·温特森的《PowerBook》和玛格丽特·阿特伍德的《羚羊与秧鸡》

IF 0.7 3区文学

Language and Literature Pub Date : 2021-12-14 DOI: 10.1177/09639470211059254

Irene O’Leary

引用次数: 0

Shakespeare sonnet reading: An empirical study of emotional responses 莎士比亚十四行诗阅读:情绪反应的实证研究

IF 0.7 3区文学

Language and Literature Pub Date : 2021-12-07 DOI: 10.1177/09639470211054647

Orsolya Papp-Zipernovszky, Anne Mangen, A. Jacobs, J. Lüdtke

{"title":"Shakespeare sonnet reading: An empirical study of emotional responses","authors":"Orsolya Papp-Zipernovszky, Anne Mangen, A. Jacobs, J. Lüdtke","doi":"10.1177/09639470211054647","DOIUrl":"https://doi.org/10.1177/09639470211054647","url":null,"abstract":"The present study combines literary theory and cognitive psychology to empirically explore some cognitive and emotional facets of poetry reading, exemplified by the reading of three Shakespeare sonnets. Specifically, predictions generated combining quantitative textual analysis according to the Neurocognitive Poetics model with qualitative textual analysis based on the Foregrounding assessment Matrix of sonnets no. 27, 60 and 66 are empirically tested by analyzing 45 subjects’ ratings of the three sonnets. Reflecting the differences in foregrounding potential of the three sonnets found in the textual analysis, we expected to find different reader responses, accordingly. Our dependent variables are well-established categories of emotional evaluation (e.g. valence and arousal) and cognitive, affective and aesthetic aspects of readers’ responses (e.g. liking and understanding) as well as less common ones (e.g. wonder, delight and mental images). The statistical analyses suggest that the type of foregrounding is more important than the number of foregrounded elements. This finding motivated further qualitative exploration of reader responses to open questions regarding mental images and perceived feelings. Comparing the free recall data about the feelings perceived in the sonnets with the ratings data about Valence and Arousal indicated that only the former one reflects a clear distinction between all three sonnets, whereas the readers’ overall evaluations did not sustain this variety of feelings. Multi-method, interdisciplinary research of this kind contributes to improving our understanding of the potentially unique mechanisms involved in poetry reception, and to forming more precise hypotheses for future experimental studies using, for example, eye tracking.","PeriodicalId":45849,"journal":{"name":"Language and Literature","volume":"31 1","pages":"296 - 324"},"PeriodicalIF":0.7,"publicationDate":"2021-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43212374","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5