Supervisors info:
Αναστασία Χριστοφίδου, Ερευνήτρια Α' βαθμίδας, Ακαδημία Αθηνών
Τζίνα Καλογήρου, Καθηγήτρια, Π.Τ.Δ.Ε., Ε.Κ.Π.Α.
Ευγενία Μαγουλά, Αναπληρώτρια Καθηγήτρια, Π.Τ.Δ.Ε., Ε.Κ.Π.Α.
Summary:
The present dissertation is aimed at explaining how intertextuality works, within the boundaries of the literary texts. In its first part (theoretical), a literature overview is conducted, concerning the typology and the theoretical models, designed by great theoretical linguists, from the older ones to the latter. This overview focuses, on the historical intertext and the bond between History and Literature. Afterwards, we describe the educational framework of the greek college, concerning the lesson “New Greek Literature” and especially the post-war production. Furthermore, we seek the different ways that the educational process, can be optimized, by searching further information through the World Wide Web. The theoretical part ends, with the exposition of the basic principles of the Critical Discourse Analysis and how the combination of those principles with the parallel reading of literary texts, can help a student, obtain the ability of critical awareness. Moreover, the parallel texts used in classroom, are categorized respectively. In the second part of this essay, we present a survey which took place, in a greek college, during the lesson “New Greek Literature”. A group of 100 students were asked to take part in the study, during which five extracts from equal post-war greek novels, were used as tasks of elicitation. The main purpose was to evaluate, the awareness and consciousness of the historic intertexts, included in the pre-mentioned texts. During the first leg of the procedure, the students repeated the task twice, firstly based on their own knowledge and then, after a period of time, using supportive material from the internet. The students’ scores, show that using feedback from the internet, enhances significantly the interpretation and understanding of the historic intertexts, although we cannot ignore the fact that their performance can improve even further. This conclusion was combined, with the outcome of the questionnaire that the students were asked to fill in, during the second leg of the survey. This questionnaire, presents their point view on the whole process and the intertextual analysis of literary texts. The third part of this dissertation was based on the pre-mentioned conclusions, and it contains our educational proposal, a complete guide to the implementation of 5 educational scenarios. Our goal is to use the outcome of the survey conducted as long as the theoretical principles of Critical Discourse Analysis, in order to cultivate the critical awareness among the students. This goal was achieved, through the usage of parallel texts and taking into consideration, the role of the student as a reader.
Keywords:
Applied Linguistics, text linguistics, intertextuality, historical intertext, critical discourse analysis, parallel reading, parallel texts, teaching of Literature, love for reading, school literacy.
