An investigation into students’ attitudes towards the value of poetry and their knowledge of poetry analysis
Though poetry analysis is a central component of literary studies in higher education, research frequently reports that attitudes of both students and teachers to its incorporation in syllabi are mixed (Weaven & Clark, 2014). Previous research suggests a complex relationship between attitudes to and knowledge of poetry with some studies indicating that negative attitudes might be the result of a lack of competency in analysing such texts (Benton, 1999; Fleming, 1992), and others suggesting the greater the knowledge, the less favourable the attitude (Liao & Roy, 2017; Snapper, 2013). This small-scale quantitative study examines connections between knowledge and attitude in a sample of first-semester Swedish students of English, and investigates potential differences between pre-service teachers, and regular students.
Copyright (c) 2020 Ellen Turner
This work is licensed under a Creative Commons Attribution 4.0 International License.
The copyright for the work published in LJES will remain with the authors.
The authors are responsible for obtaining the necessary permissions from copyright holders for reproducing materials such as illustrations, images, tables, parts of tables, figures and audio and video files that have been previously published elsewhere and do not fall under the usual practices of quoting and/or citing other people's material for research purposes. The original author / creator (and the copyright holder, if applicable) is always acknowledged, following the agreed academic conventions.