Enhancing responses to literary texts with L2 learners : an empirically derived pedagogical framework

Abstract

This chapter reports an empirical study investigating literary reading processes conducted with young adult readers who operate in a second language-learning (L2) environment. The scope of the study is to observe and identify reading processes these learners engage in while reading a literary text. These learners are students of literature but considered to be in the process of becoming informed readers of literature, that is ‘learner-readers’. Intrinsic to the study is the introduction of a model based on a pedagogical framework, the Strike-Annotate- Speak-Write (SASW) model for L2 learner-readers. The chapter highlights the different literary reading processes adopted by the L2 learner-readers by referring to categories identified in the study. Furthermore, it describes the model that adopts verbal and non-verbal metacognitive techniques that trigger these processes.