Centro de Linguística da Universidade Nova Lisboa / Escola Superior de Educação de Santarém (PORTUGAL)
About this paper:
Appears in: INTED2012 Proceedings
Publication year: 2012
Pages: 5668-5672
ISBN: 978-84-615-5563-5
ISSN: 2340-1079
Conference name: 6th International Technology, Education and Development Conference
Dates: 5-7 March, 2012
Location: Valencia, Spain
Reading a literary work, in this day and age, requires motivation and ability to understand which is not always the case when it comes to subject learners. But the reading of a literary text is provided for aesthetic enjoyment, it develops imagination, the ability to (re) develop the language, the possibility of reaching increasingly complex senses, as well as develop the clash of different world views and knowledge of oneself and others (and of society as a whole). In this sense, the teacher should look for strategies that lead students into taking an interest in reading.
The purpose of this communication is to present literary reading paths, triggering the desire to read, following the methodology of comparison, proposed by Adam and Heidmann (2011), under an epistemological framework that contemplates a new alliance between linguistics and literature.
The comparative method is a way to prevent the closing of the text itself (and undermines self-sufficiency of the excerpts contained in the manuals), looking for differences and similarities between them, which presupposes a textual analysis of discourse, fundamental in teaching of literary works, as it enables one to find out what effectively leads to certain senses and effects.
Literary reading, textual analysis of discourse, comparative method.