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Appropriating literature in foreign language classrooms.
Abstract
This paper suggests that second language classrooms need to account for the discourse processes involved in learning a second language as well as in the fostering of an interactive reading of literature (Liaw, 2001). Implications for classroom teaching and curriculum planning are further discussed in terms of allowing students to appropriate the literature being studied (Kramsch,1985) in relation to reading from a cognitive perspective (Beach,1993; Hynds,1992) of second language learning. This investigation proposes a new stance on literature in the foreign language classroom based on the Defamiliarization Theory (Shyklovsky,1965), and also incorporates ...
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