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Title
The Strategies for Teaching Poetic Language through Expanding Learning Capacity in Educational Courses
Presenters
Amir Ramezani
University of Guilan
Abstract:-
This study inspired by the dichotomy proposed by Widdowson (1983) between training, i.e., the process of preparation towards the achievement of a range of outcomes specified in advance and education, i.e., providing for situations which cannot be accommodated into preconceived patterns of response, through the data analysis of two sets of questionnaires, and mainly in a descriptive and qualitative way, revealed the fact that the prevailing and prevalent course of instruction for teaching poetic language at Guilan University (Rasht- Iran) is mainly training-oriented.
The data collected for this study were through two sets of questionnaires with open and closed-ended items distributed among EFL students majoring in English literature in three English literature classrooms at Guilan University.
The results showed that in English literature classrooms at Guilan University, the students mainly get the formulaic knowledge that is only useful for that specific literary selection that can not be applicable to other literary selections and genres. In order to prepare the way for expanding learning capacity for teaching poetic language, this study tends to discuss qualitatively those conducive and significant elements of educational courses of instruction that are missing in training-oriented courses of instruction. The data analysis helps us in providing some effective educational reading-based strategies in which the focus is on expanding learning capacity and activating students' schematic knowledge so as to enable learners to modify their existing knowledge confronting various situations and conditions, and provide a flexible procedure to expand their learning capacity dealing with different literary genres in response to different situations.
Key words:- Capacity, Competence, Schematic knowledge, Training, Education
Reference.
Widdowson, H.G. (1983). Learning Purpose and Language Use. Oxford: Oxford University Press.
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