- Author
- Year
- 2009
- Title
- Self-questioning in the literature classroom: effects on students’ interpretation and appreciation of short stories
- Journal
- L1 Educational Studies in Language and Literature
- Volume | Issue number
- 9 | 1
- Pages (from-to)
- 91-116
- Document type
- Article
- Faculty
- Faculty of Social and Behavioural Sciences (FMG)
- Institute
- Research Institute of Child Development and Education (RICDE)
- Abstract
-
In this study we examined the effects of self-questioning on students’ interpretation and appreciation of complex short stories. Two experiments were carried out, in which tenth grade students from different secondary schools participated. In Experiment 1 self-questioning instruction was compared to instructor-made questions about stories. In Experiment 2 two forms of self-questioning instruction were compared: an unguided and a guided form. Literature discussions in peer groups formed a substantial part of all conditions.
Results showed that (unguided) self-questioning had a positive effect on students’ appreciation of literary stories, compared to instructor-prepared questions and to guided self-questioning. The results for quality of interpretation were more diffuse. In Experiment 1 effects on students’ story interpretation could not be established. In Experiment 2 a main effect on story interpretation was found for both the guided and unguided form of self-questioning instruction. In addition, students’ reading experience appeared to be
important for the effectiveness of the unguided self-questioning condition: avid readers tended to benefit more from this condition than infrequent readers. We conclude that an open literature approach, based on ‘authentic’ student-generated questions in response to short stories, can be beneficial for students’ story interpretation and appreciation. - Link
- Link
- Language
- English
- Persistent Identifier
- https://hdl.handle.net/11245/1.317189
- Downloads
-
317189.pdf(Final published version)
Disclaimer/Complaints regulations
If you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library, or send a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible.