Page 46 - Getting of the fence

Chapter 2
(CFA) was selected as the most appropriate statistical method to test whether the four approaches together represent one underlying construct because judgments were made a priori regarding the latent variables of the study.
Furthermore, we employed t-tests and correlation analyses to calculate whether several variables are significantly related to the average reported occurrence for each of the four approaches. It is standard practice to use a p value threshold of .05 for the decision as to whether a difference is significant or not. All data were processed and analysed using SPSS software.
2.3 Results
We first calculated the reliability of the scale of each of the four approaches in order to explore whether the elements could be considered to form a scale. The
Table 2.6 Four approaches to foreign language literature education and the 20 underlying initial elements M* (SD)
Text approach (Cronbach α = .87) Storyline
Character development
Who, what, and where Recognising text types Distinguishing text types
Literary terminology
Context approach (Cronbach α = .88)
Historical aspects of a literary work
Social and societal aspects of a literary work Cultural aspects of a literary work
Literary history
Literary periods
Information about the author
Biographical aspects of a literary work
Reader approach (Cronbach α = .81)
Student’s personal reaction
Critical thinking skills
Reading pleasure
Critically report on reading experiences Language approach (Cronbach α = .61)
Making reading miles to improve language skills English vocabulary in a literary text
English linguistic aspects in a literary text
* 1 = never; 6 = always
4.54 (1.35) 4.30 (1.35) 4.28 (1.44) 4.08 (1.37) 4.05 (1.31) 3.77 (1.45)
4.07 (1.52) 3.83 (1.33) 3.80 (1.33) 3.46 (1.59) 3.39 (1.46) 3.20 (1.22) 3.15 (1.27)
4.33 (1.27) 4.13 (1.30) 4.02 (1.39) 3.65 (1.50)
4.05 (1.37) 3.68 (1.35) 2.89 (1.48)
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