Kramsch. Chapter 5. Flashcards
Elaborate on Kramsch’s “main argument for using literary texts in the language classroom.”
It allows students to understand the representation of the particular voice of the author. They are allowed to have more self-reflection. Newspaper articles do not have that same connection to the popular culture representation of the society.
Explain the difference between efferent reading and aesthetic reading.
efferent reading: to find information
aesthetic reading: to respond to the text, respond to/explore feelings
Explain how a teacher can dramatize the difference between efferent and aesthetic reading.
Read the passage aloud, or assign a student to do so, then the teacher dramatizes the difference between efferent and aesthetic reading. The teacher rereads and stops after each passage to encourage students to interpolate possible meanings / associations / meanings / questions.
List and provide parenthetical examples of “think-out-loud protocol procedures” (Horiba 1990 and Faerch and Kasper 1987), also known as concurrent introspection from Kramsch’s example of reading Kafka’s Metamorphosis in an intermediate-level German class.
Predictions (Will he turn back into a human being?), questions (How big is he?), comments on structure (That is an ununsual beginning), comments on own behavious (I just don’t understand), confirmation on predictions (So I was right), references to antecedent information (Yes, that’s true, he was lying on his back), inferences (His boss is sure to be angry at him), general knowledge and associations (That is interesting, I often feel like that too).
When the reader engages in concurrent introspection and adds his or her voice to the voices in the text, what is the outcome… in terms of meaning?
He/she participates in the construction of the meaning.
