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Statements

Subject Item
n2:RIV%2F61989592%3A15410%2F14%3A33148997%21RIV15-GA0-15410___
rdf:type
n12:Vysledek skos:Concept
rdfs:seeAlso
http://www.sciencedirect.com/science/article/pii/S1877042814011835
dcterms:description
The article presents results of a research of the reception of poetry by the respondents (12-18 years of age) from three types of schools - an elementary school, secondary comprehensive school and secondary vocational school. The differences in the reception of selected poems were investigated as well as the effectiveness of the research tool for all age groups of the respondents. The semantic differential method was used monitoring the reception of poetry from the perspective of three factors: comprehensibility, evaluation and impressiveness. The factor analysis confirmed the saturation of the specific factor semantic differential scales and the effectiveness of this tool in all considered schools. Reliability was verified by Cronbach's alpha coefficient. We found that the most striking differences between secondary comprehensive school students and the students of the other types of school are reflected in the comprehensibility factor. It is a factor projecting reading maturity, language competence of the respondents and their overall cultural perspective. The evaluation factors show significantly lower performance of the students from secondary vocational schools. In teaching the motivational element needs to be to strengthen and the students should be drawn more into the communication with texts. The occasional discrepancy between the declared low comprehensibility of the poem and the positive evaluation (especially among the younger respondents) suggests that some poems are understood more emotionally than rationally. The article presents results of a research of the reception of poetry by the respondents (12-18 years of age) from three types of schools - an elementary school, secondary comprehensive school and secondary vocational school. The differences in the reception of selected poems were investigated as well as the effectiveness of the research tool for all age groups of the respondents. The semantic differential method was used monitoring the reception of poetry from the perspective of three factors: comprehensibility, evaluation and impressiveness. The factor analysis confirmed the saturation of the specific factor semantic differential scales and the effectiveness of this tool in all considered schools. Reliability was verified by Cronbach's alpha coefficient. We found that the most striking differences between secondary comprehensive school students and the students of the other types of school are reflected in the comprehensibility factor. It is a factor projecting reading maturity, language competence of the respondents and their overall cultural perspective. The evaluation factors show significantly lower performance of the students from secondary vocational schools. In teaching the motivational element needs to be to strengthen and the students should be drawn more into the communication with texts. The occasional discrepancy between the declared low comprehensibility of the poem and the positive evaluation (especially among the younger respondents) suggests that some poems are understood more emotionally than rationally.
dcterms:title
The comparison of reception of selected poems by students from varied schools The comparison of reception of selected poems by students from varied schools
skos:prefLabel
The comparison of reception of selected poems by students from varied schools The comparison of reception of selected poems by students from varied schools
skos:notation
RIV/61989592:15410/14:33148997!RIV15-GA0-15410___
n3:aktivita
n19:P
n3:aktivity
P(GAP407/11/0594)
n3:dodaniDat
n9:2015
n3:domaciTvurceVysledku
n14:2783371 n14:1990977
n3:druhVysledku
n4:D
n3:duvernostUdaju
n16:S
n3:entitaPredkladatele
n18:predkladatel
n3:idSjednocenehoVysledku
8166
n3:idVysledku
RIV/61989592:15410/14:33148997
n3:jazykVysledku
n20:eng
n3:klicovaSlova
poetry reception; literature interpretation; semantic differential; Pedagogical research
n3:klicoveSlovo
n5:poetry%20reception n5:literature%20interpretation n5:semantic%20differential n5:Pedagogical%20research
n3:kontrolniKodProRIV
[1E3B708982B5]
n3:mistoKonaniAkce
Antalya, Turkey
n3:mistoVydani
Amsterdam
n3:nazevZdroje
Procedia - Social and Behavioral Sciences
n3:obor
n22:AM
n3:pocetDomacichTvurcuVysledku
2
n3:pocetTvurcuVysledku
2
n3:projekt
n15:GAP407%2F11%2F0594
n3:rokUplatneniVysledku
n9:2014
n3:tvurceVysledku
Vala, Jaroslav Marešová, Hana
n3:typAkce
n7:WRD
n3:zahajeniAkce
2013-10-02+02:00
s:issn
1877-0428
s:numberOfPages
6
n21:doi
10.1016/j.sbspro.2014.01.1166
n11:hasPublisher
Elsevier
n8:organizacniJednotka
15410