{"title":"如何通过对西塞罗的《Pro Cluentio》进行再创作来欣赏其文学作品?开展行动研究,探索帮助 A Level 一年级学生接触原始拉丁文的方法","authors":"Dayna Mistry","doi":"10.1017/s2058631024000382","DOIUrl":null,"url":null,"abstract":"From my experience as a student of Latin, I have always perceived the transition from studying GCSE (sat at ages 14–16) to A Level Latin (sat at ages 17–18) as challenging. As a student, I used the inductive <jats:italic>Cambridge Latin Course</jats:italic> textbooks, which, as a reading comprehension course, fostered an intuitive sense of grammar. This was appropriate preparation for the GCSE exam. For the A Level exam however, which features greater quantities of difficult original literature and requires explicitly identifying grammatical forms, I had to undertake a lot of independent study, in addition to bridging work. Original Latin was a definite challenge for my peers and me: unusual vocabulary, creative generic form and lapses in grammatical convention were exciting but unfamiliar. With this in mind, I sought to investigate the experience of current Year 12 students.","PeriodicalId":53809,"journal":{"name":"Journal of Classics Teaching","volume":"6 1","pages":""},"PeriodicalIF":0.2000,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"How can the reworking of Cicero's Pro Cluentio create an appreciation for his literature? Action research exploring methods to support first year A Level students encountering original Latin\",\"authors\":\"Dayna Mistry\",\"doi\":\"10.1017/s2058631024000382\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"From my experience as a student of Latin, I have always perceived the transition from studying GCSE (sat at ages 14–16) to A Level Latin (sat at ages 17–18) as challenging. As a student, I used the inductive <jats:italic>Cambridge Latin Course</jats:italic> textbooks, which, as a reading comprehension course, fostered an intuitive sense of grammar. This was appropriate preparation for the GCSE exam. For the A Level exam however, which features greater quantities of difficult original literature and requires explicitly identifying grammatical forms, I had to undertake a lot of independent study, in addition to bridging work. Original Latin was a definite challenge for my peers and me: unusual vocabulary, creative generic form and lapses in grammatical convention were exciting but unfamiliar. With this in mind, I sought to investigate the experience of current Year 12 students.\",\"PeriodicalId\":53809,\"journal\":{\"name\":\"Journal of Classics Teaching\",\"volume\":\"6 1\",\"pages\":\"\"},\"PeriodicalIF\":0.2000,\"publicationDate\":\"2024-09-05\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Classics Teaching\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1017/s2058631024000382\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"0\",\"JCRName\":\"CLASSICS\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Classics Teaching","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1017/s2058631024000382","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"0","JCRName":"CLASSICS","Score":null,"Total":0}
How can the reworking of Cicero's Pro Cluentio create an appreciation for his literature? Action research exploring methods to support first year A Level students encountering original Latin
From my experience as a student of Latin, I have always perceived the transition from studying GCSE (sat at ages 14–16) to A Level Latin (sat at ages 17–18) as challenging. As a student, I used the inductive Cambridge Latin Course textbooks, which, as a reading comprehension course, fostered an intuitive sense of grammar. This was appropriate preparation for the GCSE exam. For the A Level exam however, which features greater quantities of difficult original literature and requires explicitly identifying grammatical forms, I had to undertake a lot of independent study, in addition to bridging work. Original Latin was a definite challenge for my peers and me: unusual vocabulary, creative generic form and lapses in grammatical convention were exciting but unfamiliar. With this in mind, I sought to investigate the experience of current Year 12 students.