a feeling for language (cuhk, 2012)

L/O/G/O

A Feeling for Language

5 September 2012Adys Wong

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My MPhil thesis and interest

A Little Book Project

The use of literary texts

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Contents

Why does ‘feeling’ matter in language learning?

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Why does ‘feeling’ matter?

Professor LUNG Ying – tai and her

son, Andrew

When asked about

Andrew’s school life in

Hong Kong, he told us…

What kind of English language learners we want our students to be?

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Referential 指稱 Poetic / Aesthetic 美學 Emotive 情感 ---------> Conative 意動 Phatic 交流 Metalinguistic 元語言

Roman Jakobson (1960): six different functions of language

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The Role of Identity in English Creative Writing

My MPhil Thesis

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Teacher – Student Interactions

MaximumIdentityInvestment

Schecter & Cummins (2003): The reciprocal relationship between identity investment and cognitive engagement

Leo Tolstoy’s Anna Karenina (1877)

Happy families are all alike;

every unhappy family is unhappy in its own way.

The Study of Aesthetics

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Philosophical dialogues:

How Can We Be Moved by the Fate of Anna Karenina?

- Colin Radford & Michael Weston (1975)

Weeping for Anna Karenina

-Umberto Eco’s Confessions of a Young Novelist (2011)

The power of fictional characters that invades our emotional lives

The Study of Aesthetics

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…language learning through the use of

representational materials can and should go

hand in hand with the learning of referential uses of

language… McRae (1991)

To enable our students to use English to respond

and give expression to real and imaginative

experience… (the Experience Strand)

Why do we use literary texts?

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A ‘Standard’ Reading Lesson

Why do we use literary texts?

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I’m silent, but I speak to you.

I can do things no one else can.

If you join me, I will tell you more than anyone else.

Who am I?

The Little Book Project

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is borrowed from a Finnish primary school’s practice in teaching young learners’ literacy;

a whole-year programme, encouraging students to read, write and create;

students have to design the book cover and illustrations with the use of IT

The Little Book Project

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Timeline

The Little Book Project

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Sept Jan Apr Jun

Introduction:Read around books

The Art of Story writing

Short Story Analysis:Gifts of Love

Characters

Themes and

lessons

Settings

PlotOpening

Complication Crisis

Ending

Pinocchio

The story map

[Images of student work have been removed]

Understanding the story elements

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[Images of student work have been removed]

Different voices in literary texts…

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Analysing the narrator’s voiceAnalysing the narrator’s voice

Learning different ways to write dialoguesLearning different ways to write dialogues

[Images of student work have been removed]

Writing the story…

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[Images of student work have been removed]

Writing the story…

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character profile

[Images of student work have been removed]

Student Work

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Different voices for different characters

Volume – speaking more loudly or softly.

e.g. to highlight certain words or show feelings.

Pace – speaking more quickly or slowly.

e.g. to emphasise parts of the story or build

excitement.

Pauses – stopping briefly.

e.g. to show that something important or funny is going to be said.

The Art of Storytelling…

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Read the dialogues of the following pictures:

David Peatfield, Rebecca Cheung and Man Cheung (2007). Stepping into Drama. Dramatic English Language Arts series. Hong Kong: Dramatic English. P.10

The Art of Storytelling…

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(1) This is Just to Say…

Think of the words used in poetry carefully

The Use of Literary Texts

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I have eaten the plums *applesthat were in the icebox * fridge and which you were probably saving for breakfast *lunchForgive me * I’m sorrythey were delicious * tastyso sweet and so cold

This is Just to Say William Carlos Williams

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(2) A Rose by Any Other Name:

Letters to Juliet (2010)

The Use of Literary Texts

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Shakespeare’s Romeo & Juliet The balcony scene (Act 2, Scene 2): Romeo:

“If her eyes were in the night sky, they would shine so brightly through space that birds would start singing, thinking her light was the light of day.”

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Juliet’s House in

Verona, Italy

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Letters to Juliet (2010)

Two Letters:

Letter from Claire to

Juliet (Sophie) and

Sophie’s reply

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Claire’s Letter to Juliet:

I didn’t go to him, Juliet.

I didn’t go to Lorenzo…

Lorenzo is waiting for me, below our tree

waiting and wondering where I am.

Oh please Juliet, tell me what I should

do…

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Imagine you were Sophie and you received the letter from Claire while you were working at Juliet’s house. What would you do?

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If I received the letter from Claire, I would… ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Sophie’s reply

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Other examples

The Curious Case of Benjamin Button

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