The main aim of this study is to probe into major impediments in teaching literary criticism to the Persian speaking Iranian students of translation studies and to argue in which ways teaching literary criticism may be a successful undertaking in the educational establishments in globally less widely taught and learnt languages like Persian. For this purpose, following a mandatory literary criticism course, 35 male and 65 female graduate students from Fars and Isfahan universities were selected through convenience sampling and encouraged to fill in “record-of-work” forms, including reflection on learning strategies as well as their personal experiences and impressions. Next, to triangulate the results, fifty participants were selected to partake in semi-structured interviews, and findings were sorted and content analyzed based on Oxford’s (1990) dimensions of Strategy Inventory for Language Learning (SILL) and the tenets of grounded theory. It was revealed that there exist major defects with the current socio-pragmatic and pedagogical status of teaching literary criticism to the Iranian MA students and educational gaps are typically ascribed to the learners’ cultural conditions in Iranian EFL context. Results can hopefully provide EFL teachers with ways to recover defects in teaching literary criticism in less widely taught and learnt languages and provide learners with immediate feedback to meet cultural requirements in doing literary criticism.
If the inline PDF is not rendering correctly, you can download the PDF file here.
Cohen A. D. & Brooks-Carson A. (2001). Research on direct versus translated writing: Students’ strategies and their results. The Modern Language Journal 85 169–188.
Gellin A. (2003). The effect of undergraduate student involvement on critical thinking: A meta-analysis of the literature 1991–2000. Journal of College Student Development 44(6) 746–762.
Glaser B.G. and Strauss A.M. (1967). The Discovery of General Theory: Strategies for Qualitative Research. New York: Aldine.
Halpern D. F. (1998). Teaching critical thinking for transfer across domains: Dispositions skills structure training and metacognitive monitoring. American Psychologist 53(4) 449–455.
Hanley G. L. (1995). Teaching critical thinking: Focusing on metacognitive skills and problem solving. Teaching of Psychology 22(1) 68–71.
Horwitz E. K. (2000) It ain’t over til it’s over: On the foreign language anxiety first language deficits and the confounding of variables. The Modern Language Journal 84 256–259.
Kennedy M. Fisher M. B. & Ennis R. H. (1991). Critical thinking: Literature review and needed research. In L. Idol & B.F. Jones (Eds.) Educational values and cognitive instruction: Implications for reform (pp. 11–40). Hillsdale New Jersey: Lawrence Erlbaum & Associates.
King A. (1995). Designing the instructional process to enhance critical thinking across the curriculum. Teaching of Psychology 22 (1) 13–16.
Kuhn D. (1999). A developmental model of critical thinking. Educational Researcher 28(2) 16–26.
Lewis A. & Smith D. (1993). Defining higher order thinking. Theory into Practice 32(3) 131–137.
O’Hare L. O. & McGuinness C. (2009). Measuring critical thinking intelligence and academic performance in psychology undergraduates. The Irish Journal of Psychology 30(3–4) 123–131.
Oxford R. L. (1990). Language learning strategies: What every teacher should know. New York: Newbury House Publishers.
Paul R. W. (1992). Critical thinking: What why and how? New Directions for Community Colleges 1992(77) 3–24.
Strauss A. L. & Corbin J. M. (1998). Techniques and Procedures for developing Grounded theory. London: Sage Publications.
Van Gelder T. (2005). Teaching critical thinking: Some lessons from cognitive science. College Teaching 53(1) 41–48.
Williams M. and Burden L. R. (1997). Psychology for Language Teachers. Cambridge: Cambridge University Press.