engleski

The connection between perception of fiction and basic literary competence for the sustainability of reading

In the literary didactic research discourse, the understanding of fiction and functionality is defined as a central component of the literary learning process and classified in different ways in didactic acquisition concepts. Due to the new digital age and the lockdown, it has never been so important to read sustainably so that you don't forget to read.This problem becomes even more acute when considering the technological developments of multidimensional representations of reality through augmented and virtual reality. The variety of different representations of reality and fictional structures thus makes it difficult to classify a narration as fictional.The research attempts to answer the following problem questions: 1. Does the perception of fiction influence the basic literary competence of students of German language and literature in graduate study?, 2. How can students’ perceptions of fiction be modelled so that the goal of sustainable reading can be achieved? and 3. Which factors influence the students' perception of fiction to promote and understand the sustainability of reading?The analysis of the survey data pursues the goal of investigating the assumed connection between weakly developed basic literary competence and weakly developed fiction perception in a small test group of twelve students with a diagnosed need for support "learning" and to derive possible challenges for dealing with fiction. The research was in the period of the winter semester of 2021/2022. The aim of empirical educational research is to empirically prove its effectiveness and to examine students' understanding of fiction - especially as the backdrop of the omnipresence of the fictitious and fictional - across all mediums to maintain the sustainability of reading. It is important to model literary competence in the classroom to promote reading acuity, which means changing methods in the classroom. Most students consider that they have an intermediate level of understanding of literary works for analysis in the course Introduction to Literary Didactics (67%). The majority of students think that confronting reality appeared mostly through analysis done by combining with multimedia content (34%). Possible factors that influence individual fiction perception to promote and understand the sustainability of reading is: that the methods of teaching must challenge the social forms to develop the ability to read (41%). Types of social forms of instruction that reading fiction and closeness can encourage: mind mapping (32%)

literary competence ; the literary didactic research discourse ; sustainably

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