By Nancy Hall
Explode The Code offers a sequential, systematic method of phonics within which scholars combination sounds to construct vocabulary and skim phrases, words, sentences, and tales. common evaluation of formerly
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104). To give language learners a ‘way in’ to the poem, Widdowson suggests focusing their attention on the following words: crow, dust, snow, and hemlock tree. Using their dictionaries and background knowledge, the students should try to list as many denotative and connotative meanings as they can for each word. Once they have done this, they should also try to find connections between the meanings that they have listed. Ideally, this should draw attention to metaphorical connections between the words, notably their shared connection with death.
Their studies make extensive use of think-aloud data. Thus, in Miall and Kuiken (2002), they discuss their reader’s think-aloud responses to Seán Ó’Faoláin’s story ‘The Trout’. These responses included ‘remindings’ of the kind discussed above, but they also included cases in which the reader’s perspective appeared to have merged with that of the main character, a 12-year-old girl called Julia. These responses characteristically included the use of the pronouns ‘we’ or ‘you’ to refer simultaneously to Julia and to the reader.
Local evaluations like this and global 34 Literature, Metaphor, and the Foreign Language Learner aesthetic evaluations of complete literary texts have been investigated in various ways, and foregrounding has again played a central role in this evaluation research. Linguistic deviation is foregrounded and draws attention to itself, and this slows down the processing of the language and triggers an aesthetic response. As van Peer (1986) puts it, ‘what is in the “foreground”, what is de-familiarized or de-automatized, what is “made strange”, etc.