A Stylistic – Based Pedagogical Practices And Applications Program for Developing English Language Creative Reading Skills Among Secondary Stage Students | ||||
| مجلة کلية التربية. بورسعيد | ||||
| Article 19, Volume 40, Issue 40, October 2022, Page 787-834 PDF (1.55 MB) | ||||
| Document Type: المقالة الأصلية | ||||
| DOI: 10.21608/jftp.2022.137880.1207 | ||||
 View on SCiNiTO | ||||
| Author | ||||
مني صلاح عبدالله عثمان 
| ||||
| کلية التربية النوعية- جامعة الزقازيق | ||||
| Abstract | ||||
| The current study attempts to examine how the stylistic based pedagogical practices and applications as an aspect of Text World Theory (TWT) can be used in teaching novel in order to help students to improve their EFL creative reading skills. The pedagogical stylistic application of this theory can enhance students’ English language creative reading skills. The design of the study is a quasi-experimental.one experimental group participated in the study: the experimental group was 30 students were chosen randomly from two classes of first year secondary school students for girls at Minia El-Kameh, Sharqiyah Governorate. The study focuses initially on the efficacy of the use of a novel entitled “Treasure Island” according to the three layers of the Text World Theory which are “discourse world”, “text world”, and “sub-world”. The researcher then offers students pedagogical stylistic applications through a) what are the building blocks of the story which can be identified by the Text World Theory? And b) How do these building blocks enable students to make connections with the text? This latter will help them establish a link between the worlds of the main characters and their own. The results revealed that using this theory in EFL context enhanced creative reading skills in students. Keywords: Text World Theory- Pedagogical Stylistic – English Creative Reading Skills | ||||
| Keywords | ||||
| Text World Theory; Pedagogical Stylistic; English Creative Reading Skills | ||||
|
Statistics Article View: 108 PDF Download: 154 |
||||
