诗歌教学:在本科生中引入语境与文本方法

IF 0.9 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Porta Linguarum Pub Date : 2011-06-01 DOI:10.30827/digibug.32004

Jane Mattisson

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引用次数: 1

摘要

英语专业的本科生发现诗歌特别具有挑战性，因为它需要了解押韵模式、韵律和措辞。T.S.艾略特的《荒原》(1922)是英语中最著名的诗歌之一。这也是最难分析的问题之一。作为现代主义的基础文本，由于其语言、典故和意象的复杂性，对学生提出了特殊的挑战。我介绍了两种截然不同的分析方法:上下文分析，我将历史批评应用于诗歌;文本分析，我展示了新批评细读的优势。在分析《荒原》的过程中，我为分析和研究提供了指导。一些最重要的艾略特评论家也被提及，以便为研究和课堂讨论提供主题。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Teaching Poetry: Introducing a Contextual and Textual Approach to Undergraduate Students

Undergraduate students of English find poetry particularly challenging as it requires a knowledge of rhyming patterns, metre and diction. T.S. Eliot's The Waste Land (1922) is one of the most famous poems in the English language. It is also one of the most difficult to analyse. As a foundation text of Modernism, it presents special challenges for students due to the complexity of its language, allusions and images. I introduce two contrasting methods of analysis: contextual, in which I apply historical criticism to the poem, and textual, where I demonstrate the advantages of New Critical close reading. In the course of my analysis of The Waste Land, I provide guidelines for analysis and research. Some of the most important Eliot critics are also mentioned in order to suggest topics for research as well as class discussions.

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来源期刊

Porta Linguarum Social Sciences-Education

CiteScore

1.70

自引率

16.70%

发文量

期刊介绍： PORTA LINGUARUM is an international and interuniversity journal that specialises in foreign language didactics. Its aims to publish empirical studies, critical revisions, and theoretical models that relate to the many factors that influence the FL teaching and learning: - The social and school context: the family’s social and cultural influence as well as the student’s mother language and its influence on the L2 learning process, etc. - The students: their personal characteristics (age, gender, personality traits, etc.) as well as their attitudes, motivation, cognitive styles, etc. - The FL teacher: the teacher’s mental representations, attitudes, motivation, individual characteristics, teaching methods, etc. - Learning conditions and the learning process, variables that influence the teaching and learning processes in the classroom: efficiency of teaching strategies, teaching methods and techniques, second language acquisition processes, students and teachers interaction, effect of teaching resources and materials, etc. - Learning outcomes: evaluation of procedures as well as the evaluation of the students’ communicative competence at different academic levels, etc.