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Narratology in Classroom: Using Narrative Metalepsis in Teaching Literature at Upper Secondary Level

Lutas, Liviu LU (2011) In Critical Discourse and Linguistic Variation p.161-164
Abstract (Swedish)
I denna artikel undersöker jag spänningen mellan forskning i narratologi och undervisning i narratologi. Mitt främsta syfte är att analysera hur forskningen i detta äflt kan användas i undervisning. Studien görs på elever i gymnasiet i Sverige. Jag studerar elevernas reaktioner på ett så kallat "rambrytande" berättargrepp: den narrativa metalepsen. Samtidigt ifrågasätter jag vissa teoretiker enligt vilka narratologi inte borde användas på gymnasienivå. Särskilt "rambrytande" grepp kan orsaka problem för eleverna i enlighet med vissa studier. Mitt syfte är att utmana denna ståndpunkt och att främja användningen av så kallade rambrytande grepp i undervisning om berättaren och olika möjliga berättarnivåer. Metalepsen studeras i film, men ur... (More)
I denna artikel undersöker jag spänningen mellan forskning i narratologi och undervisning i narratologi. Mitt främsta syfte är att analysera hur forskningen i detta äflt kan användas i undervisning. Studien görs på elever i gymnasiet i Sverige. Jag studerar elevernas reaktioner på ett så kallat "rambrytande" berättargrepp: den narrativa metalepsen. Samtidigt ifrågasätter jag vissa teoretiker enligt vilka narratologi inte borde användas på gymnasienivå. Särskilt "rambrytande" grepp kan orsaka problem för eleverna i enlighet med vissa studier. Mitt syfte är att utmana denna ståndpunkt och att främja användningen av så kallade rambrytande grepp i undervisning om berättaren och olika möjliga berättarnivåer. Metalepsen studeras i film, men ur ett intermedialt perspektiv och med en intermedial uppföljning. (Less)
Abstract
In this paper I explore the tension between research in narratology and teaching narratology. My main concern is to study how the research in this field can be used in teaching. The study is made on pupils at upper secondary level in Sweden. I study the pupils’ reactions to one kind of frame-breaking narrative device: the narrative metalepsis. In doing so, I question some theorists according to whom narratology should not be used at upper secondary level. Especially frame-breaking devices can cause problems for students according to some studies. My aim is to challenge this standpoint, and to promote the use of frame-breaking devices in teaching about the narrator and the different possible narrative levels. The metalepsis concerns film... (More)
In this paper I explore the tension between research in narratology and teaching narratology. My main concern is to study how the research in this field can be used in teaching. The study is made on pupils at upper secondary level in Sweden. I study the pupils’ reactions to one kind of frame-breaking narrative device: the narrative metalepsis. In doing so, I question some theorists according to whom narratology should not be used at upper secondary level. Especially frame-breaking devices can cause problems for students according to some studies. My aim is to challenge this standpoint, and to promote the use of frame-breaking devices in teaching about the narrator and the different possible narrative levels. The metalepsis concerns film but from an intermedial point of view and with an intermedial follow-up. (Less)
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author
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
Narratology, literary didactics, metalepsis
in
Critical Discourse and Linguistic Variation
pages
161 - 164
publisher
Editura Universitatii Stefan cel Mare, Suceava
language
English
LU publication?
yes
id
31e5bc8f-2e36-4d4e-907b-383c3c1b9634 (old id 2255289)
date added to LUP
2011-12-20 13:54:51
date last changed
2016-04-16 09:19:10
@misc{31e5bc8f-2e36-4d4e-907b-383c3c1b9634,
  abstract     = {In this paper I explore the tension between research in narratology and teaching narratology. My main concern is to study how the research in this field can be used in teaching. The study is made on pupils at upper secondary level in Sweden. I study the pupils’ reactions to one kind of frame-breaking narrative device: the narrative metalepsis. In doing so, I question some theorists according to whom narratology should not be used at upper secondary level. Especially frame-breaking devices can cause problems for students according to some studies. My aim is to challenge this standpoint, and to promote the use of frame-breaking devices in teaching about the narrator and the different possible narrative levels. The metalepsis concerns film but from an intermedial point of view and with an intermedial follow-up.},
  author       = {Lutas, Liviu},
  keyword      = {Narratology,literary didactics,metalepsis},
  language     = {eng},
  pages        = {161--164},
  publisher    = {ARRAY(0xb07aae8)},
  series       = {Critical Discourse and Linguistic Variation},
  title        = {Narratology in Classroom: Using Narrative Metalepsis in Teaching Literature at Upper Secondary Level},
  year         = {2011},
}