EFL learners' poetry reading traits for lexically easy short poetry
EFL learners' poetry reading traits for lexically easy short poetry
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英语学习者对词汇简单的短诗的诗歌阅读特征
DOI：
10.1080/2331186x.2022.2150010
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发表时间：
2022
期刊：
影响因子：
1.6
通讯作者：
Takayuki NISHIHARA
中科院分区：
文献类型：
--
作者：
劉 驫;董 玉てい;Takayuki NISHIHARA;Takayuki NISHIHARA
研究人员建议英语作为外语（EFL）的课堂应该使用词汇简单的短诗。然而，目前还没有研究探讨英语学习者对这些诗歌文本的实际阅读过程，这些研究对未来的诗歌教学方法至关重要。因此，本研究调查了中上水平的日本EFL学习者如何阅读词汇简单的短诗，并描述了他们的过程中构建文本的字面理解和诗人的意图解释的基础上阅读时间，在诗歌阅读性能的信心水平，文本难度的主观评估和后阅读口头报告。主要发现是：（1）这些词汇可及的诗歌并不能保证无缝的阅读;（2）相同词汇水平的诗歌文本在不同的置信度和难度水平下以不同的速度阅读;（3）语法偏差扰乱了参与者的字面理解;（4）学习者在理解诗人的意图时遇到了各种挑战，无法破译它。本研究提出以下教学步骤的建议：教师的协助是口译不可或缺的，学生可以从使用个别化阅读困难的配对工作中受益，学生对文学语言的理解如偏离是必要的，教师必须确保学生享受诗歌阅读。
Researchers have recommended that English-as-foreign-language (EFL) classrooms should use lexically easy short poems. However, no studies have examined EFL learners’ actual reading processes for these poetry texts, the insights of which are vital for corroborating future poetry-teaching methods. Hence, this study investigates how upper-intermediate Japanese EFL learners read lexically easy short poems and describes their process for constructing a literal comprehension of the text and an interpretation of the poet’s intent based on reading time, confidence level in poetry-reading performance, subjective assessment of textual difficulty and postreading verbal report. The main findings are that (1) these lexically accessible poems do not guarantee seamless reading, (2) poetry texts of the same lexical level are read at varying speeds with different confidence and difficulty levels, (3) grammatical deviations disrupted the participants’ literal-comprehension and (4) learners encountered various challenges in understanding the poet’s intent and could not decipher it. Based on these findings, this study offers the following pointers for teaching procedures: teachers’ assistance is indispensable for interpretation, learners benefit from pair work using individuated reading difficulties, scaffolding learners’ comprehension of literary languages such as deviations are necessary and teachers must ensure that learners enjoy poetry reading.