Page 73 - Getting of the fence

3.3 Findings
We first summarize the results, focusing on the students’ contribution to the development of the Comprehensive Approach. Because the entire research project,
which took place in three different schools and included 268 secondary school
students, was very much an organic process, we then provide an illustrative set of
responses for the three different data elicitation methods in chronological order:
written reflective accounts, focus group, and the single open question survey. 3
3.3.1 Summary of the findings
Table 3.3 presents the underlying practical elements of the initial model as well as those of the adapted model (the result of the contribution of the students’ voice). In order to be able to refer to specific elements as well as allow the reader to compare the two, we have numbered the elements of the adapted model.
Table 3.3 Initial and adapted Comprehensive Approach to foreign language literature teaching and learning model
Connecting students and researchers
Text approach
Context approach
Reader approach
Language approach
initial model Literary terminology
Recognizing text types Distinguishing text types
Storyline
Character development Who, what, and where
Literary periods
Literary history
Historical aspects of a literary work
Cultural aspects of a literary work
Social and societal aspects of a literary work
Information about the author Biographical aspects of a literary work
Reading pleasure
Students’ personal reaction
Critically report on reading experiences Critical thinking skills
English linguistic aspects in a literary text Making reading miles to improve language skills
English vocabulary in a literary text
adapted model
1. Literary terminology
2. Genre
3. Story, plot, and themes
4. Setting
5. Characters
6. Biographical information
7. Historical, cultural, and social context
8. Literary history
9. Reading experience 10. Literary taste
11. Personal development
12. Grammar and syntax 13. Vocabulary and idioms
14. Language skills (reading, listening, speaking, writing)
15. Language development and variety
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