SELF-QUESTIONING IN THE LITERATURE CLASSROOM: Effects on students’ interpretation and appreciation of short stories

dc.creator	MARTINE BRAAKSMA
dc.creator	TANJA JANSSEN
dc.creator	MICHEL COUZIJN
dc.date	2009-03-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:08:24Z
dc.date.available	2015-07-20T22:08:24Z
dc.identifier	1567-6617
dc.identifier	1573-1731
dc.identifier	https://doaj.org/article/efa25dad3876447ebde025e5066a32b7
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/11987
dc.description	In this study we examined the effects of self-questioning on students’ interpretation and appreciationof complex short stories. Two experiments were carried out, in which tenth grade students fromdifferent secondary schools participated. In Experiment 1 self-questioning instruction was compared toinstructor-made questions about stories. In Experiment 2 two forms of self-questioning instruction werecompared: an unguided and a guided form. Literature discussions in peer groups formed a substantial partof all conditions.Results showed that (unguided) self-questioning had a positive effect on students’ appreciation of literarystories, compared to instructor-prepared questions and to guided self-questioning. The results for qualityof interpretation were more diffuse. In Experiment 1 effects on students’ story interpretation could not beestablished. In Experiment 2 a main effect on story interpretation was found for both the guided and unguidedform of self-questioning instruction. In addition, students’ reading experience appeared to beimportant for the effectiveness of the unguided self-questioning condition: avid readers tended to benefitmore 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’ storyinterpretation and appreciation.
dc.language	English
dc.publisher	IAIMTE
dc.relation	http://l1.publication-archive.com/public?fn=enter&repository=1&article=297
dc.relation	https://doaj.org/toc/1567-6617
dc.relation	https://doaj.org/toc/1573-1731
dc.rights	CC BY-NC-ND
dc.source	L1 Educational Studies in Language and Literature, Vol 9, Iss 1, Pp 91-116 (2009)
dc.subject	self-questioning
dc.subject	literary interpretation
dc.subject	story appreciation
dc.subject	literature discussions
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Linguistics
dc.subject	DOAJ:Languages and Literatures
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Linguistics
dc.subject	DOAJ:Languages and Literatures
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	SELF-QUESTIONING IN THE LITERATURE CLASSROOM: Effects on students’ interpretation and appreciation of short stories
dc.type	article