Kabesh, M. (2015). Incorporating the Aesthetic Approach in Teaching English Poetry in The Preparatory Stage. CDELT Occasional Papers in the Development of English Education, 59(1), 51-74. doi: 10.21608/opde.2015.106593
Manal Lotfy Kabesh Kabesh. "Incorporating the Aesthetic Approach in Teaching English Poetry in The Preparatory Stage". CDELT Occasional Papers in the Development of English Education, 59, 1, 2015, 51-74. doi: 10.21608/opde.2015.106593
Kabesh, M. (2015). 'Incorporating the Aesthetic Approach in Teaching English Poetry in The Preparatory Stage', CDELT Occasional Papers in the Development of English Education, 59(1), pp. 51-74. doi: 10.21608/opde.2015.106593
Kabesh, M. Incorporating the Aesthetic Approach in Teaching English Poetry in The Preparatory Stage. CDELT Occasional Papers in the Development of English Education, 2015; 59(1): 51-74. doi: 10.21608/opde.2015.106593
Incorporating the Aesthetic Approach in Teaching English Poetry in The Preparatory Stage
This study aims at investigating the impact of implementing the aesthetic Approach in teaching English poetry to preparatory students. The current study attempts to provide answers to the following main question: "What is the impact of using the aesthetic Approach in teaching English poetry to preparatory students? "The following sub-questions were derived from this main question: 1-What are the English poetry skills necessary for preparatory English language students? 2-How can poetry be taught in ways that engage students so that we can tap into its aesthetic -enhancing power? 3-What are the activities to be included in the proposed approach? Therefore, a group of 50 preparatory stage students were selected from one of Cairo language schools. The quasi-experimental design called the non-equivalent group design was employed in the present study where two intact classes were randomly selected to represent both groups.The experimental group received training through the proposed aesthetic approach to teach poetry. The control group received regular poetry instruction. A pre/post poetry test was given to the two groups before and after the treatment. The result of the t-tests proved to be statistically consistent with the hypotheses .The results revealed that the experimental group outperformed the control group in understanding and reflecting on poetry. Implementing the aesthetic Approach changed the classroom from a place where poetry was taught to one where opportunities for appreciating art, beauty and poetry were provided .This proved that the aesthetic Approach not only developed participants' understanding of English poetry, but also raised their aesthetic awareness
View on SCiNiTO
Top