Teaching Literature in English at High School Level: A Discussion of the Socio-Cultural Learning Theory vs the Transmission Theory
Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
This essay discusses if teaching English literature in high school classes, in accordance with the socio-cultural learning theory, can be considered to promote language learning substantially better than teaching English literature in accordance with the transmission theory. This essay also investigates and compares how well teaching English literature, in accordance with each of these two learning theories, fulfills stipulations in the Swedish National Curriculum for high school courses English 5, 6 and 7. In order to show differences between the socio-cultural learning theory and the transmission theory there are presentations and discussions of different teaching strategies and learning tasks/exercises in accordance with each of these two learning theories. The base for argumentation in this essay is constituted by analytical and theoretical studies of teaching English literature in accordance with the socio-cultural learning theory and in accordance with the transmission theory. There are also theoretical studies of the Swedish National Curriculum (of high school courses English 5, 6 and 7) and previous empirical research and studies (which include teaching and/or language learning and the socio-cultural learning theory). This essay also includes a presentation and discussion of advantages and disadvantages for each learning theory.
Place, publisher, year, edition, pages
2015. , 38 p.
English didactics, Teaching literature, Learning theories, Socio-cultural learning theory, Transmission theory, Language learning
IdentifiersURN: urn:nbn:se:hig:diva-19793Archive number: EN1:3/2015OAI: oai:DiVA.org:hig-19793DiVA: diva2:823887
Subject / course
Modiano, Marko, docent
Cananau, Iulian, PhD