School Certificate Literature in Nigeria: A Study in Content Analysis and Classroom Interaction.
No Thumbnail Available
Date
1983-03
Authors
Lawal, O.O.
Journal Title
Journal ISSN
Volume Title
Publisher
University of Lagos
Abstract
The shortcomings in students’ performances in the literature examination at the West African School Certificate level have been found to be underlied by teaching deficiencies. These deficiencies could, in turn, be remedied by certain basic strategies for teaching. The study has postulated that a combination of Stylistic Analysis and Literature Criticism be adopted as a frame of reference for developing teaching plans for literature. It is also believed that if the teachers were to conduct their lessons in conformity with the study’s two-dimensional system of lesson interaction, some of the shortcomings in literature lessons would be rectified. Literary criticism and stylistic analysis are two major approaches to the study of literature which have applied well formulated theories to the description, analysis, interpretation and evaluation of literary works. They have basic principles ans strategies for teaching literature as a school subject. From these two approaches, a checklist of criteria for analysis and interpretation of literary materials was derived and applied to a selection from the school certificate syllabus.
Description
Full Text Attached
Keywords
Literature in Nigeria , School Certificate , Classroom Interaction
Citation
Lawal, O.O. (1983). School Certificate Literature in Nigeria: A Study in Content Analysis and Classroom Interaction. A Thesis in the Department of Curriculum Studies Submitted to the Faculty of Education in Partial Fulfilment of the Requirements for the Degree of Doctor of Philosophy of the University of lagos.