The paper proposes to investigate feelings of guilt, love, and forgiveness as Hare＇s The Reader （2009）. It will focus on Hare＇s selection of detail in his they manifest themselves in David screenplay The Reader; a...The paper proposes to investigate feelings of guilt, love, and forgiveness as Hare＇s The Reader （2009）. It will focus on Hare＇s selection of detail in his they manifest themselves in David screenplay The Reader; a dramatic adaptation of Bernhard Schlink＇s novel of 1995. This will involve comparing the novel to the dramatic text for the purpose of showing the movement from narrative to dramatic rendering. The paper aspires to reach the conclusion that Hare＇s screenplay, The Reader creates a world of signification where the interplay of guilt, love, and forgiveness shape the textual and stage space. Read in light of Shoshana Felman＇s The Juridical Unconscious （2002）, the play investigates the traumatic history of Nazi Germany with scope for analysis of guilt and forgiveness and the possibility of atonement through love and literature. The focus of the paper will be on the ideological and formal structure of the play and its impact on meanings and interpretations.展开更多
In furtherance of their most recent research on the textbook of the course LC （language and communication） 4001 Reading Skills Development in English for Graduate Studies （2012）, the co-authors carried out a follo...In furtherance of their most recent research on the textbook of the course LC （language and communication） 4001 Reading Skills Development in English for Graduate Studies （2012）, the co-authors carried out a follow-up work on read-aloud approach as some students voiced a sense of dissatisfaction with regard to such means which was primarily used in the LC 4001 class taking place from August 8 to November 27, 2012. In the current study, the data were garnered from 37 students enrolling in LC 4001 from January 8 to May 7, 2013. Based on the questionnaire, the findings revealed that a large number of the English reading learners acknowledged the mounting importance of English as a linguafranca in the region of 84% and 16% at the ＂most＂ and ＂much＂ levels, respectively. Likewise, around 90% of the participants had a positive attitude toward such pedagogical method, while only 10% disliked it. Concerning the academic reading curriculum for higher English reading competence, students＇ different language learning backgrounds and personal excitement caused by reading-aloud activities should be taken on board. Any activity introduced into the classroom should be explicitly stated to the students at the beginning of the course. Using any instructional approach without clear explanations or precautions may seriously upset learners partially or even completely obstruct their effective learning展开更多
This research was carried out in Iranian EFL （English as a foreign language） reading comprehension classes in an attempt to answer three research questions： （1） Does collaborative reading lead to greater comprehe...This research was carried out in Iranian EFL （English as a foreign language） reading comprehension classes in an attempt to answer three research questions： （1） Does collaborative reading lead to greater comprehension of a text than private reading？; （2） If so, what strategies are used by the students during collaborative reading？; and （3） In what ways might these strategies contribute to the higher level of comprehension？. A quasi-experimental design was used to answer the first question. The participants were pre-tested and streamed into two classes of equal reading comprehension abilities. The intervention consisted of four texts of equal length, comprising two rated in a pilot study as conceptually difficult/linguistically easy, and two rated as conceptually easy/linguistically difficult. The subjects in each class were involved in reading the two types of texts collaboratively and privately for four sessions. After reading the text, the subjects were asked to answer in writing 10 comprehension questions. Collaborative reading resulted in consistently and significantly higher scores than private reading for all four texts. Qualitative methods were employed to answer the last two questions. Group interactions during collaborative reading were tape recorded and transcribed, and 10 students selected at random from the two classes were interviewed in depth. Analysis of the group interaction transcripts revealed that the participants were using five major strategies in co-constructing meaning from the texts. These strategies included brainstorming, clarifying the language, summarizing, paraphrasing, and interaction management. Other minor （i.e., infrequent） strategies were also identified, such as making PCU/NCU （positive/negative claim to understand）, eliciting confirmation, and confirming.展开更多
Jane Eyre is the masterpiece of Charlotte Bronte, famous realistic novelist of Britain in the 19th century. It portraits a woman who is brave enough to revolt, fight for freedom and equal position successfully. This p...Jane Eyre is the masterpiece of Charlotte Bronte, famous realistic novelist of Britain in the 19th century. It portraits a woman who is brave enough to revolt, fight for freedom and equal position successfully. This paper attempts to analyze Jane＇s spirit of revolt through three aspects： background, activity and significance.展开更多
文摘The paper proposes to investigate feelings of guilt, love, and forgiveness as Hare＇s The Reader （2009）. It will focus on Hare＇s selection of detail in his they manifest themselves in David screenplay The Reader; a dramatic adaptation of Bernhard Schlink＇s novel of 1995. This will involve comparing the novel to the dramatic text for the purpose of showing the movement from narrative to dramatic rendering. The paper aspires to reach the conclusion that Hare＇s screenplay, The Reader creates a world of signification where the interplay of guilt, love, and forgiveness shape the textual and stage space. Read in light of Shoshana Felman＇s The Juridical Unconscious （2002）, the play investigates the traumatic history of Nazi Germany with scope for analysis of guilt and forgiveness and the possibility of atonement through love and literature. The focus of the paper will be on the ideological and formal structure of the play and its impact on meanings and interpretations.
文摘In furtherance of their most recent research on the textbook of the course LC （language and communication） 4001 Reading Skills Development in English for Graduate Studies （2012）, the co-authors carried out a follow-up work on read-aloud approach as some students voiced a sense of dissatisfaction with regard to such means which was primarily used in the LC 4001 class taking place from August 8 to November 27, 2012. In the current study, the data were garnered from 37 students enrolling in LC 4001 from January 8 to May 7, 2013. Based on the questionnaire, the findings revealed that a large number of the English reading learners acknowledged the mounting importance of English as a linguafranca in the region of 84% and 16% at the ＂most＂ and ＂much＂ levels, respectively. Likewise, around 90% of the participants had a positive attitude toward such pedagogical method, while only 10% disliked it. Concerning the academic reading curriculum for higher English reading competence, students＇ different language learning backgrounds and personal excitement caused by reading-aloud activities should be taken on board. Any activity introduced into the classroom should be explicitly stated to the students at the beginning of the course. Using any instructional approach without clear explanations or precautions may seriously upset learners partially or even completely obstruct their effective learning
文摘This research was carried out in Iranian EFL （English as a foreign language） reading comprehension classes in an attempt to answer three research questions： （1） Does collaborative reading lead to greater comprehension of a text than private reading？; （2） If so, what strategies are used by the students during collaborative reading？; and （3） In what ways might these strategies contribute to the higher level of comprehension？. A quasi-experimental design was used to answer the first question. The participants were pre-tested and streamed into two classes of equal reading comprehension abilities. The intervention consisted of four texts of equal length, comprising two rated in a pilot study as conceptually difficult/linguistically easy, and two rated as conceptually easy/linguistically difficult. The subjects in each class were involved in reading the two types of texts collaboratively and privately for four sessions. After reading the text, the subjects were asked to answer in writing 10 comprehension questions. Collaborative reading resulted in consistently and significantly higher scores than private reading for all four texts. Qualitative methods were employed to answer the last two questions. Group interactions during collaborative reading were tape recorded and transcribed, and 10 students selected at random from the two classes were interviewed in depth. Analysis of the group interaction transcripts revealed that the participants were using five major strategies in co-constructing meaning from the texts. These strategies included brainstorming, clarifying the language, summarizing, paraphrasing, and interaction management. Other minor （i.e., infrequent） strategies were also identified, such as making PCU/NCU （positive/negative claim to understand）, eliciting confirmation, and confirming.
文摘Jane Eyre is the masterpiece of Charlotte Bronte, famous realistic novelist of Britain in the 19th century. It portraits a woman who is brave enough to revolt, fight for freedom and equal position successfully. This paper attempts to analyze Jane＇s spirit of revolt through three aspects： background, activity and significance.
