Integrating Language and Literature
Teaching Textual Analysis with Input and Output Activities and an Input‐to‐Output Approach
Bibliographic Data
| ID | 8937338 |
|---|---|
| Authors | Stacey Weber‐Fève (Iowa State University, corresponding author) |
| Year | 2009 |
| Volume | 42 |
| Issue | 3 |
| Pages | 453-467 |
| Publication date | 2009-08-28 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1944-9720.2009.01035.x |
| OpenAlex | W1975951492 |
| Language | EN |
| Citations received | 3 |
| References cited | 12 |
The Modern Language Association report and Profession issue from summer 2007 ( Geisler et al., 2007 ) are highly indicative of the increasingly debated concerns in the profession surrounding (1) the traditional division of foreign language curriculum between “language” and “literature” and (2) the instruction of textual analysis (or practice of close reading) in the student‐centered literature classroom. In this article, I discuss the need in the profession to address the contemporary problems inherited from the traditional “language‐literature” divide and postulate the use of close reading as a tactic to overcome this traditional divide. This article specifically addresses the issue of “why” and “how” to teach students textual analysis meaningfully and communicatively in the foreign language classroom and then proposes and demonstrates the use of input and output activities as a pedagogical strategy
Association (psychology · Curriculum · Foreign language · Language assessment · Language education · Linguistics · Mathematics education · Pedagogy · Reading (process · Sociology · Whole language · Computer Science · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Philosophy · Psychology · Second Language Acquisition and Learning
The Dialogic Imagination
Second Language Vocabulary Acquisition
The Process of Reading‐to‐Write Used by a Skilled Spanish‐As‐a‐Foreign‐Language Student
Task Representation in Foreign Language Reading‐to‐Write
The Effect of Frequency of Input-Enhancements on Word Learning and Text Comprehension
Authentic Processing Instruction and the Spanish Subjunctive
| Unique citing works | 3 |
|---|---|
| Citations per year | 0,33 |
| Citation span | 2017 - 2025 (9) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 3 |