Using Analogy As A Scaffolding Tool For Facilitating The Comprehension Of Literary Texts

Abstract

The study and teaching of literature has been a challenge for many teachers and students. This is due to the fact that many teachers are not equipped to teach the subject and many students have not seen the significance of reading literary texts as an important aspect for language development. Often, reading literary texts means memorizing useless information and not really understanding and appreciating literary works. It is imperative to find ways to overcome these challenges especially when dealing with the comprehension of literary texts. Based on the sociocultural perspective, this paper presents findings from a larger study on the use of analogy. It explores the ways analogy is used as a scaffolding tool by teacher trainees in their attempts to comprehend literary texts. Based on a qualitative study, this paper identifies and explores how teacher trainees scaffold their partners in pair work, with the use of analogy. The findings of this study suggest that analogy generates positive impact in the comprehension of literary texts. It enables teacher trainees to make rational statements through justification that leads to possible new knowledge.