Reliving Situation in Learning Literary Text: The Initial Part of E. B. White’s “Once More to the Lake”

Jingdong Zhong

doi:10.54691/g69x4243

Authors

Jingdong Zhong

DOI:

https://doi.org/10.54691/g69x4243

Keywords:

Learning; Situation; Relive; E. B. White; “Once More to the Lake”.

Abstract

Theories concerning the situational factor in learning, SLT and situated cognition for instances, attach emphasis to the role of contextualization played in the effective learning. Based on a brief discussion of reliving situation, this paper probes into its application in learning literary text. The initial part of E. B. White’s “Once More to the Lake” serves as the material for the case study. It proves that in composing this autobiographical White makes full use of linguistic devices to recreate a vivid but past situation to relive specific part of his life experiences, involving his journeys to a Maine lake as child in the past and as a father now. Then, there is an implication that a learner of literary text should create continuous situations in reading so as to achieve a deeper understanding of an author, including his or her particular temperament and artistic style.

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