A teaching model based on intertextuality to develop Egyptian English majors ‘literary analysis competence

Abstract EN

This study aims at developing Egyptian English majors’ literary analysis competence through a teaching model, developed by the researcher, based on intertextuality.

The researcher’s own experience, the previous studies and the pilot study conducted on a group of third year English majors proved that they lack the competence of analyzing literary texts and they rely on their instructors and the online notes to tackle literary works.

Hence, the researcher designed an intertextual teaching model to overcome this lack in literary analysis competence.

The design of the study was one group pre-posttest design where the researcher developed two instruments: a pre-post literary analysis test, and a scoring rubric for the students’ answers.

Participants were 30 third year English majors, educational section.

T-test was used to measure the differences between students’ performance before and after the treatment.

Results proved that the model had a positive effect on developing students’ literary analysis competences, namely; analyzing the different points of view in the text, analyzing features and types of characterization, reflecting on the title and the symbolic features in the text, comparing and contrasting two literary works to identify the intertextual elements, recognizing evidences proving a universal truth, philosophy or debate, relating the story to their lives and identifying the relevance of plot structure to self-¬formation/ self-awareness.