Saturday, January 9, 2010

The effect of applying the stylistic approuch to the teaching of poetry on the 11th grade students' achievment and attitudes

The effect of applying the stylistic approuch to the teaching of poetry on the 11th grade students' achievment and attitudes


 
In'am Abdel-Aziz Hammad



The main aim of this study was to investigate the effect of applying the stylistic approach to the teaching of English poetry on the IIth grade students' achievement and attitudes towards this poetry and the method of instruction. It also aimed at revealing the students' attitudes towards English language and poetry in comparison with their attitudes towards other school subjects and Arabic poetry. In addition to this, the study aimed at documenting the English language teachers' attitudes towards I It' grade Anthology syllabus, the method currently implemented in teaching poetry and the role of poetry in TEFL. In other words, the study attempted to answer the following questions:
-What are the teachers' attitudes towards: a) the English literary syllabus of the 11th grade, b) the method currently implemented in teaching poetry, c. the role of poetry in TEFL?

-Is there statistically significant difference between students' attitudes towards: a) English language and literature and other school subjects; b) English poetry and Arabic poetry?
-Does applying the stylistic approach to the teaching of English poetry affect students' attitudes towards English poetry and the method of instruction?
-Does applying the stylistic approach to the teaching of English poetry affect students' achievement in this poetry?

To answer these questions, the researcher has conducted a (5) week experiment with a sample of (89) 11 'h grade students from two secondary public girls' schools in Qabatia District (Tammoun Secondary Girls' School and Maithaloun Secondary Girls' School). The schools were divided into two groups: an experimental one with (46) students (20 scientific and 26 literary), and a control group with (43) students (20scientific and 23 literary).

This study was an experimental one in which the four poems prescribed by the 1 l t' grade Anthology syllabus were taught for both groups using the stylistic approach and the traditional method. (3) classroom periods, (45) minutes each, a week for (5) weeks were allotted for the experiment during the first semester of the scholastic year 1999-2000. Participants' attitudes were assessed by an attitudinal questionnaire (SQ) developed by the researcher to measure the effect of applying the two methods on students' attitudes towards English poetry and the method of instruction. An achievement test developed by the researcher was also used to measure the students' achievement in English poetry.
The results were statistically analyzed using two-way analysis of variance (ANNOVA), ANCOVA, dependent t- test, means and percentages. Statistical analysis revealed the following results for the study:
-Applying the stylistic approach to the teaching of English poetry did improve both scientific and literary students' achievement on comprehension and linguistic levels.
-Applying the stylistic approach did lead to significantly positive attitudes towards English poetry and the method of instruction.
-Students showed significantly better attitudes towards other school subjects than English language and literature, and towards Arabic poetry than English one.
-The method currently used in teaching literature in general and poetry in particular doesn't have a clear methodological framework and theoretical bases.
In the light of these results, the researcher stated a number of recommendations, some of which are the following: There is a need for a serious research in which researchers, curricula designers and language teachers co-operate to define clear methodology, objectives and ways of assessment that reformulate the teaching of literature as part of the Palestinian TEFL curriculum. Besides, English language teachers necessarily need to attend in-service courses about the role of literature in TEFL, the most up- to-date improvements in methodology of teaching literature, suitable classroom strategies, and ways of assessing literature.



In'am Abdel-Aziz Hammad
Supervisor
Dr. Susan Arafat
2000


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