Directions in empirical literary studies : in honor of by Willie van Peer; Sonia Zyngier; et al

By Willie van Peer; Sonia Zyngier; et al

Instructions in Empirical Literary experiences is at the leading edge of empirical stories and is a miles wanted quantity. It either widens the scope of empirical reviews and appears at them from an intercultural point of view by way of bringing jointly popular students from the fields of philosophy, sociology, psychology, linguistics and literature, all targeting how empirical reviews have impacted those assorted components. Theoretical Read more...

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H. Lawrence’s Sons and Lovers. (‘Ordinary readers’ = students and some faculty, as usual in such work). The popularity of the article also suggests, of course, that fid is indeed for many researchers in the literary field, a key concern, as indicated in my introductory section. Sotirova rightly quotes van Peer (2001: 337) in her introduction: The theoretical models that we develop also have their limitations, and may contain mistakes. Insofar as these models are based on armchair analyses of texts, a confrontation with concrete readers’ reactions may tell us where precisely the incompleteness of our theories and the mistakes in our models are to be found.

Van Peer, W. & Chatman S. (eds) 2002. New Perspectives on Narrative Perspective. Albany NY: Suny Press. van Peer, W. ). 2008. The Quality of Literature. Studies in the Evaluation of Literary Texts. Amsterdam: John Benjamins. Werth, P. 1999. Text Worlds. London: Longmans. Wolf, W. 1993. Aesthetische Illusion und Illusionsdurchbrechung in der Erzählkunst. Tuebingen: Max Niemeyer. Zhirmunskii, V. 1996. Vvedenie v Literaturovedenie. St. Petersburg: St. Petersburg Univerisity Press. Zyngier et al. 2007.

Empirical research of all kinds has indeed tended to confirm this belief. Naive readers (also second language readers) typically simply do not perceive, never mind judge and weigh, the multiple simultaneous even contradicting voices that haunt literature almost by definition for those of us who have invested much of our lives into literature reading and teaching (See Goh 1991 or Takahashi & Roitblat 1994 on second language readers; also interesting Discussion of results in Zyngier, Peer & Hakemulder 2007).

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