Pub Date : 2021-08-01DOI: 10.17239/l1esll-2021.21.04.02
B. Green
{"title":"Writing from the edge. Reflections on Twenty Years of L1","authors":"B. Green","doi":"10.17239/l1esll-2021.21.04.02","DOIUrl":"https://doi.org/10.17239/l1esll-2021.21.04.02","url":null,"abstract":"","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82236679","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-01DOI: 10.17239/l1esll-2021.21.01.13
Atle Skaftun, Arne Olav Nygard, Å. K. H. Wagner
This study explores and analyses conditions for student participation in Norwegian Year Two classrooms. It is inspired by the concept of dialogic space (Wegerif, 2013) and by Segal and Lefstein’s (2016) model for the realization of student voice. Six classrooms were observed for one week. This yielded field notes and summaries from 105 lessons across all subjects and video data from all 47 Norwegian (L1) lessons. Our analyses show that there is practically no pair or group work and that station work is predominantly silent, leaving whole-class teaching as the most prominent space for dialogue. Our analyses aim to identify events in whole-class teaching with dialogic potential, i.e., where the interaction displays features that might indicate a shift from recitation to conversation (Nystrand & Gamoran, 1991). In these conversa- tional events, we find increased teacher dominance when dealing with disciplinary content. When students are given the floor, the focus tends to be on non- disciplinary content. Students’ talk about texts and disciplinary ideas is suggested as a productive ground for creating dialogic space in early-years literacy education.
{"title":"Dialogic space in Norwegian early-years literacy education","authors":"Atle Skaftun, Arne Olav Nygard, Å. K. H. Wagner","doi":"10.17239/l1esll-2021.21.01.13","DOIUrl":"https://doi.org/10.17239/l1esll-2021.21.01.13","url":null,"abstract":"This study explores and analyses conditions for student participation in Norwegian Year Two classrooms. It is inspired by the concept of dialogic space (Wegerif, 2013) and by Segal and Lefstein’s (2016) model for the realization of student voice. Six classrooms were observed for one week. This yielded field notes and summaries from 105 lessons across all subjects and video data from all 47 Norwegian (L1) lessons. Our analyses show that there is practically no pair or group work and that station work is predominantly silent, leaving whole-class teaching as the most prominent space for dialogue. Our analyses aim to identify events in whole-class teaching with dialogic potential, i.e., where the interaction displays features that might indicate a shift from recitation to conversation (Nystrand & Gamoran, 1991). In these conversa- tional events, we find increased teacher dominance when dealing with disciplinary content. When students are given the floor, the focus tends to be on non- disciplinary content. Students’ talk about texts and disciplinary ideas is suggested as a productive ground for creating dialogic space in early-years literacy education.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":"4 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75952175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.17239/l1esll-2021.21.01.12
B. Johansson, E. Lindgren
{"title":"Fluency and its relationship with typology, exposure and lexical retrieval in bilingual Persian-Swedish children’s writing","authors":"B. Johansson, E. Lindgren","doi":"10.17239/l1esll-2021.21.01.12","DOIUrl":"https://doi.org/10.17239/l1esll-2021.21.01.12","url":null,"abstract":"","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":"14 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91108970","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-01DOI: 10.17239/l1esll-2021.21.01.11
A. Pezé, T. Janssen, Gert Rijlaarsdam, D. V. Weijen
The aim of this study was to gain insight into writing processes of secondary school students when con-fronted with fictional and expressive creative writing prompts compared to argumentative writing prompts. Twenty participants (Grade 10-11) each wrote eight texts, four based on creative prompts, the other four based on argumentative prompts, within a set time. A keystroke logging program recorded participants' writing processes. Texts were rated on global quality. Writing motivation and creativity were measured as well. Results showed that creative text production processes had specific features. Students' writing processes were faster, more stable and resulted in longer texts, and fewer revisions. Furthermore, creative as well as argumentative text quality improved if students wrote longer texts in short production cycles. Explorative analyses showed that learner characteristics correlate with writing behaviour as well as with text quality. Students wrote longer texts, had higher writing speed, and wrote better texts when they reported a more positive attitude towards writing and considered themselves more creative. Finally, students who believed in their own creative ability and/or believed that writing requires personal com- mitment wrote significantly better creative texts. These findings are discussed in the light of the aim to re-introduce creative writing in the Dutch curriculum.
{"title":"Writing creative and argumentative texts: What's the difference? Exploring how task type affects students' writing behaviour and performance","authors":"A. Pezé, T. Janssen, Gert Rijlaarsdam, D. V. Weijen","doi":"10.17239/l1esll-2021.21.01.11","DOIUrl":"https://doi.org/10.17239/l1esll-2021.21.01.11","url":null,"abstract":"The aim of this study was to gain insight into writing processes of secondary school students when con-fronted with fictional and expressive creative writing prompts compared to argumentative writing prompts. Twenty participants (Grade 10-11) each wrote eight texts, four based on creative prompts, the other four based on argumentative prompts, within a set time. A keystroke logging program recorded participants' writing processes. Texts were rated on global quality. Writing motivation and creativity were measured as well. Results showed that creative text production processes had specific features. Students' writing processes were faster, more stable and resulted in longer texts, and fewer revisions. Furthermore, creative as well as argumentative text quality improved if students wrote longer texts in short production cycles. Explorative analyses showed that learner characteristics correlate with writing behaviour as well as with text quality. Students wrote longer texts, had higher writing speed, and wrote better texts when they reported a more positive attitude towards writing and considered themselves more creative. Finally, students who believed in their own creative ability and/or believed that writing requires personal com- mitment wrote significantly better creative texts. These findings are discussed in the light of the aim to re-introduce creative writing in the Dutch curriculum.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":"12 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73059457","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-01DOI: 10.17239/L1ESLL-2021.21.01.09
I. Jánk
There is a paucity of research on dialect awareness among teachers, particularly in Hungary. The aim of our research was to demonstrate the existence of linguistic discrimination. The research involved more than 502 Hungarian Language and Literature teachers and teacher trainees from Hungary ( N =216), Slo-vakia ( N =128), Romania ( N =108) and Ukraine ( N =50). Data were collected primarily through a technique similar to matched-guise tests; however, the method of the present research had some additional complexity. The large-scale research ( N =502) clearly supported the assumption that linguistic discrimination was widespread in pedagogical evaluation. Oral performances were recorded which varied in content, language variety and code/mode of language use. Oral performances produced in the standard variety or in the elaborated code of language use (or both) were favored. By contrast, oral productions in dialectal and restricted language — despite the fact that their content was correct — received unfavourable evaluation. Linguistic variability in oral productions with the same content resulted in as much as a full grade of difference in the mean of grades. The differences were statistically significant for each sample, hence the prevalence of linguistic discrimination is proved.
{"title":"Linguistic discrimination in pedagogical evaluation. A study of teachers of Hungarian language and literature in Slovakia, Ukraine, Romania and Hungary","authors":"I. Jánk","doi":"10.17239/L1ESLL-2021.21.01.09","DOIUrl":"https://doi.org/10.17239/L1ESLL-2021.21.01.09","url":null,"abstract":"There is a paucity of research on dialect awareness among teachers, particularly in Hungary. The aim of our research was to demonstrate the existence of linguistic discrimination. The research involved more than 502 Hungarian Language and Literature teachers and teacher trainees from Hungary ( N =216), Slo-vakia ( N =128), Romania ( N =108) and Ukraine ( N =50). Data were collected primarily through a technique similar to matched-guise tests; however, the method of the present research had some additional complexity. The large-scale research ( N =502) clearly supported the assumption that linguistic discrimination was widespread in pedagogical evaluation. Oral performances were recorded which varied in content, language variety and code/mode of language use. Oral performances produced in the standard variety or in the elaborated code of language use (or both) were favored. By contrast, oral productions in dialectal and restricted language — despite the fact that their content was correct — received unfavourable evaluation. Linguistic variability in oral productions with the same content resulted in as much as a full grade of difference in the mean of grades. The differences were statistically significant for each sample, hence the prevalence of linguistic discrimination is proved.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":"275 2 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72870270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-01DOI: 10.17239/l1esll-2021.21.01.10
Kim Van Ammel, Koen Aesaert, F. Smedt, Flore De Meester, H. Keer
A significant number of ninth-grade students still struggles with proficiently comprehending texts. Moreover, their increasingly lowering motivation to read is alarming. Various educational interventions de- signed to enhance reading comprehension and/or motivation are available in the scientific field. However, a detailed description of its underlying principles is frequently lacking. This detailed description could pro- vide genuine opportunities for replication, theory building, and dissemination into practice. Therefore, the main goal of the present study is to offer an analytic, rigorous, and detailed description of an instruc- tional program aimed at fostering ninth- grade vocational students’ reading comprehension, strategy use, and autonomous reading motivation, named ProjectExpert. The context, theoretical and/or empirical grounding, macro and micro-level design principles will be outlined, based on the framework of Bouwer and De Smedt (2018). ProjectExpert entails four design principles: (1) Text reading is goal-directed. (2) The instruction is embedded in a motivating learning environment rooted in the fulfilment of students’ basic psychological needs. (3) By means of explicit strategy instruction students are taught to use a repertoire of cognitive and metacognitive reading comprehension strategies. (4) Students practice reading and ap-plying reading strategies in heterogeneous pairs. Moreover, during the design, a stepwise procedure was adopted to guarantee the feasibility and usability of the design principles for this particular group of teachers and students. This stepwise procedure and the implications for the design of ProjectExpert are de- scribed in detail. Finally, the relational structure of the design principles and challenges related to implementing them into practice are discussed.
{"title":"An analytic description of ProjectExpert: An instructional reading program for ninth grade vocational students","authors":"Kim Van Ammel, Koen Aesaert, F. Smedt, Flore De Meester, H. Keer","doi":"10.17239/l1esll-2021.21.01.10","DOIUrl":"https://doi.org/10.17239/l1esll-2021.21.01.10","url":null,"abstract":"A significant number of ninth-grade students still struggles with proficiently comprehending texts. Moreover, their increasingly lowering motivation to read is alarming. Various educational interventions de- signed to enhance reading comprehension and/or motivation are available in the scientific field. However, a detailed description of its underlying principles is frequently lacking. This detailed description could pro- vide genuine opportunities for replication, theory building, and dissemination into practice. Therefore, the main goal of the present study is to offer an analytic, rigorous, and detailed description of an instruc- tional program aimed at fostering ninth- grade vocational students’ reading comprehension, strategy use, and autonomous reading motivation, named ProjectExpert. The context, theoretical and/or empirical grounding, macro and micro-level design principles will be outlined, based on the framework of Bouwer and De Smedt (2018). ProjectExpert entails four design principles: (1) Text reading is goal-directed. (2) The instruction is embedded in a motivating learning environment rooted in the fulfilment of students’ basic psychological needs. (3) By means of explicit strategy instruction students are taught to use a repertoire of cognitive and metacognitive reading comprehension strategies. (4) Students practice reading and ap-plying reading strategies in heterogeneous pairs. Moreover, during the design, a stepwise procedure was adopted to guarantee the feasibility and usability of the design principles for this particular group of teachers and students. This stepwise procedure and the implications for the design of ProjectExpert are de- scribed in detail. Finally, the relational structure of the design principles and challenges related to implementing them into practice are discussed.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":"8 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91201144","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-01DOI: 10.17239/L1ESLL-2021.21.01.08
R. Walldén, Pia Nygård, Larsson
The aim of this article is to contribute knowledge about how figurative language from literary texts is negotiated through oral interaction in second-language instruction. The material consists of transcriptions of recordings from a classroom study of basic adult second-language instruction involving two teachers and their two student groups. Theories of semantic waves and discursive mobility are used to explore and visualize discursive shifts between concrete and condensed abstract meanings. The results show a varied use of linguistic resources, where students’ contributions often serve as a bridge between the teachers’ concrete examples and abstract paraphrases in which lexical metaphors interplayed with grammatical metaphors. In some exchanges, characters and events in the literary texts were significantly expanded upon in the interaction as they were used as contextual resources. The study sheds light on second-lan-guage instruction as a dual disciplinary literacy practice, involving both language learning and the study of literary texts.
{"title":"Negotiating figurative language from literary texts: second-language instruction as a dual \u0000\u0000literacy practice","authors":"R. Walldén, Pia Nygård, Larsson","doi":"10.17239/L1ESLL-2021.21.01.08","DOIUrl":"https://doi.org/10.17239/L1ESLL-2021.21.01.08","url":null,"abstract":"The aim of this article is to contribute knowledge about how figurative language from literary texts is negotiated through oral interaction in second-language instruction. The material consists of transcriptions of recordings from a classroom study of basic adult second-language instruction involving two teachers and their two student groups. Theories of semantic waves and discursive mobility are used to explore and visualize discursive shifts between concrete and condensed abstract meanings. The results show a varied use of linguistic resources, where students’ contributions often serve as a bridge between the teachers’ concrete examples and abstract paraphrases in which lexical metaphors interplayed with grammatical metaphors. In some exchanges, characters and events in the literary texts were significantly expanded upon in the interaction as they were used as contextual resources. The study sheds light on second-lan-guage instruction as a dual disciplinary literacy practice, involving both language learning and the study of literary texts.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":"44 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90581034","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-01DOI: 10.17239/L1ESLL-2021.21.01.07
K. Roussel, M. Boivin
This article presents a description of the revision strategies targeting complex sentences of 16 secondary school advanced writers (15-17 years old) in the context of French L1 instruction. As the literature indi- cates, most errors in students’ texts are syntactic errors (Boivin & Pinsonneault, 2018), and re vising them entails a heavy cognitive load (Roussey & Piolat, 2008). We conducted a multiple case study among these advanced writers to identify their detection, diagnosis and correction strategies targeting syntactic problems. Thinking-aloud (Ericsson & Simon, 1993; Hayes & Flower, 1980), they revised one individual text and one experimental text containing 22 different syntactic errors related to complex sentences. We focused on the revision strategies leading to accurate changes. Our results show that advanced writers make a very limited use of detection strategies. Their diagnosis strategies are mainly reflections, grammaticality judgments and rereadings. Students with high rates of accurate changes in the experimental text use fewer diagnosis strategies than those with average rates. Self-questioning appears to be a strategy most used by students with high rates of accurate changes. The corrections are generally precise and made immediately after a problem is detected. Looking at individual cases, we also present salient profiles based on the students’ posture toward revision and syntax.
{"title":"The revision of syntactic errors related to complex sentences in French L1: strategies of secondary school advanced writers","authors":"K. Roussel, M. Boivin","doi":"10.17239/L1ESLL-2021.21.01.07","DOIUrl":"https://doi.org/10.17239/L1ESLL-2021.21.01.07","url":null,"abstract":"This article presents a description of the revision strategies targeting complex sentences of 16 secondary school advanced writers (15-17 years old) in the context of French L1 instruction. As the literature indi- cates, most errors in students’ texts are syntactic errors (Boivin & Pinsonneault, 2018), and re vising them entails a heavy cognitive load (Roussey & Piolat, 2008). We conducted a multiple case study among these advanced writers to identify their detection, diagnosis and correction strategies targeting syntactic problems. Thinking-aloud (Ericsson & Simon, 1993; Hayes & Flower, 1980), they revised one individual text and one experimental text containing 22 different syntactic errors related to complex sentences. We focused on the revision strategies leading to accurate changes. Our results show that advanced writers make a very limited use of detection strategies. Their diagnosis strategies are mainly reflections, grammaticality judgments and rereadings. Students with high rates of accurate changes in the experimental text use fewer diagnosis strategies than those with average rates. Self-questioning appears to be a strategy most used by students with high rates of accurate changes. The corrections are generally precise and made immediately after a problem is detected. Looking at individual cases, we also present salient profiles based on the students’ posture toward revision and syntax.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":"64 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82744652","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-26DOI: 10.17239/L1ESLL-2021.21.01.06
L. V. Ockenburg, D. V. Weijen, Gert Rijlaarsdam
This paper reports on the systematic design and evaluation process of a learning unit for 9th grade students, aimed at learning to write synthesis texts. The unit was based on design principles derived from a review of effective synthesis writing interventions and general principles of effective learning. To evaluate the quality of this unit, we considered three aspects: the validity, feasibility, and effectiveness of its design. The design as construct was based on state-of-the-art knowledge which ensured construct validity. Furthermore, user data indicated that the construct's operationalization was valid: the content and structure of the unit reflected the construct. In addition, teachers were generally positive about the unit's overall feasibility and teacher logs indicated that the lessons were mostly taught as intended. Furthermore, student data indicated that the unit was feasible for students, as well. Finally, the effectiveness of the unit was confirmed by the outcomes of an intervention in five classes, using a switching replication design. Some options for further improvement of the design are also proposed.
{"title":"Learning how to synthesize: The design and evaluation of a reading-writing learning unit for high-school students","authors":"L. V. Ockenburg, D. V. Weijen, Gert Rijlaarsdam","doi":"10.17239/L1ESLL-2021.21.01.06","DOIUrl":"https://doi.org/10.17239/L1ESLL-2021.21.01.06","url":null,"abstract":"This paper reports on the systematic design and evaluation process of a learning unit for 9th grade students, aimed at learning to write synthesis texts. The unit was based on design principles derived from a review of effective synthesis writing interventions and general principles of effective learning. To evaluate the quality of this unit, we considered three aspects: the validity, feasibility, and effectiveness of its design. The design as construct was based on state-of-the-art knowledge which ensured construct validity. Furthermore, user data indicated that the construct's operationalization was valid: the content and structure of the unit reflected the construct. In addition, teachers were generally positive about the unit's overall feasibility and teacher logs indicated that the lessons were mostly taught as intended. Furthermore, student data indicated that the unit was feasible for students, as well. Finally, the effectiveness of the unit was confirmed by the outcomes of an intervention in five classes, using a switching replication design. Some options for further improvement of the design are also proposed.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":"129 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79582761","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-01DOI: 10.17239/L1ESLL-2021.21.01.04
Jannike Hegdal Nilssen, Jannike Hegdal, Nilssen
This study investigates the relationship between the running text and the many peritexts commonly found in newer textbooks, along with the associated consequences for textbased learning. The paper is a theo- retically driven case study that looks at the textual composition patterns in a language arts textbook for lower secondary schools in Norway. In particular, I investigate how these textual composition patterns facilitate learning from text — a main tool in the text analysis is comparing the signaled intentions in the text with the implied reader’s fulfil lment. The main finding of the study is that by enriching a textbook with many peritexts that contain essential content, one risks inviting the implied reader to employ a memorization strategy, even though the intention is to invite the implied reader to use deep-comprehension cognitive strategies. This is connected with the lack of running text. Without enough running text to synthesize the content, the running text appears dead, and rather than learning from the text, students are more likely to receive a memorization invitation from the text.
{"title":"The running text is dead: inviting the reader to learn from a bullet-pointed peritext-patchwork textbook","authors":"Jannike Hegdal Nilssen, Jannike Hegdal, Nilssen","doi":"10.17239/L1ESLL-2021.21.01.04","DOIUrl":"https://doi.org/10.17239/L1ESLL-2021.21.01.04","url":null,"abstract":"This study investigates the relationship between the running text and the many peritexts commonly found in newer textbooks, along with the associated consequences for textbased learning. The paper is a theo- retically driven case study that looks at the textual composition patterns in a language arts textbook for lower secondary schools in Norway. In particular, I investigate how these textual composition patterns facilitate learning from text — a main tool in the text analysis is comparing the signaled intentions in the text with the implied reader’s fulfil lment. The main finding of the study is that by enriching a textbook with many peritexts that contain essential content, one risks inviting the implied reader to employ a memorization strategy, even though the intention is to invite the implied reader to use deep-comprehension cognitive strategies. This is connected with the lack of running text. Without enough running text to synthesize the content, the running text appears dead, and rather than learning from the text, students are more likely to receive a memorization invitation from the text.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":"14 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88268987","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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