Using li to help fel learners appreciate english literary texts m a 60 14 10

VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES USING L1 TO HELP EFL LEARNERS APPRECIATE ENGLISH LITERARY TEXTS A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts (TESOL) Submitted by NGUYỄN KIM ÁNH Supervisor Senior Lecturer NGUYỄN HOÀNG LINH, M.A Ho Chi Minh City, 2010 CERTIFICATE OF ORIGINALITY I hereby certify my authorship of the thesis submitted today entitled: USING L1 TO HELP EFL LEARNERS APPRECIATE ENGLISH LITERARY TEXTS In terms of the statement of Requirement for Theses in Master’s Programs Issued by the Higher Degree Committee Ho Chi Minh City, 2010 NGUYỄN KIM ÁNH RETENTION AND USE OF THE THESIS I hereby state that I, NGUYỄN KIM ÁNH, being the candidate for the degree of Master of TESOL, accept the requirements of the University relating to the retention and use of Master’s Theses deposited in the Library In terms of these conditions, I agree that the original of my thesis deposited in the Library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the Library for care, loan or reproduction of theses Ho Chi Minh City, 2010 NGUYỄN KIM ÁNH ACKNOWLEGEMENTS I would like to express my deepest gratitude to my course lecturer and supervisor, Mr Nguyen Hoang Linh, MA, who spent a lot of time reading my draft with great care and giving me valuable advice and guided me to complete my thesis I specially wish to express my thanks to Dr Nguyen Dac Tam, the principal of Nguyen Du Saigon College and vice principal of VLU, who had been a source of support and ideas at the very stage of the development of this study I am greatly indebted to Ms Nguyen Thi Kieu Thu, Mr Truong Hon Huy, Ms To Minh Thanh, and all the teachers who taught and instructed me during the process of seeking knowledge in the course TESOL 2005-2008 I would also like to show my special thanks to all lecturers of American Literature in VLU, NDS, HUFLIT, SOU for their contributing ideas to the completion of this thesis I also take this chance to express my thankfulness to 92 senior students in the American Literature course at VLU for their cooperation and willingness of answering questionnaires My special thanks go to my best friends Chau Quoc Ky and Nguyen Thi Hoang Hoanh for their encouraging and helping me throughout the writing of the research paper My great thanks go to my husband and my daughter, who took over all the housework while I was busy with this study And at last, my thanks also save for my two grandchildren, who have been my wonderful source of joy, helping me out of stress to complete the study ABSTRACT This thesis presents a study conducted at Van Lang University (VLU) to examine the extent to which the use of the first language (L1) benefits fourth-year English-majored students and helps them to appreciate literary texts in the American Literature course held at VLU In other words, the study’s purpose is to find out the answers to the research questions: Can the use of L1 help the students to understand and thus enjoy literary texts? What are the appropriate situations in which L1 can be used in the American Literature class? The data for the research were collected from two sets of questionnaires to teachers and 92 fourth-year English-majored students of the American Literature class at VLU to find out (1) the teacher and student subjects’ attitudes toward using L1 in the American Literature class and (2) the situations which are considered appropriate for L1 to be used Also conducted for the study done for this M.A thesis were interviews with all the teacher subjects and 12 of the student subjects Finally, classroom observations were performed to record the students’ reactions to the use of L1 during the process of learning American Literature at VLU The findings reveal that using L1 appropriately in teaching American Literature benefits the student subjects in several aspects: the students (1) understand literary texts more easily and quickly, (2) enjoy studying the subject more, and (3) get involved more actively in a number of class activities Based on the findings, the thesis offers some recommendations to improve the teaching and learning American Literature at VLU It is hoped that L1 can be used appropriately as a means to nurture the students’ understanding of literary texts As a result, the teachers will find that they are working with their students more comfortably and the students really enjoy studying English literature It is also expected that this study will lay the groundwork for further studies of the same or nearly the same issue TABLE OF CONTENTS Certificate of originality i Retention and use of the thesis ii Acknowledgement iii Abstract iv Table of contents v List of tables x List of charts xi Abbreviations xiii Chapter 1: INTRODUCTION 1.1 Background to the study 1.1.1 Role of American Literature in the English curriculum at VLU 1.1.2 Description of the American Literature course for VLU seniors 1.1.2.1 Course design and its objectives 1.1.2.2 Schedule and materials 1.1.2.3 Grading criteria 1.1.2.4 Suggested textbooks 1.1.3 The problems 1.1.3.1 Teachers’ problems 1.1.3.2 Students’ problems 1.1.4 The aim and scope of the study 1.1.5 Definition of some key terms 1.2 Significance of the study done for the thesis 1.3 Organization of the thesis 1.4 Summary Chapter 2: LITERATURE REVIEW 2.1 Should students’ L1 be used in EFL classrooms? 2.1.1 The role of L1 varies with the teaching method applied in a certain setting 2.1.2 The issue that whether English language classrooms should include or exclude students’ native language has been a contentious debate for decades 2.2 Advantages and disadvantages of using L1 in EFL classrooms 14 2.2.1 Disadvantages of using L1 in EFL classrooms 14 2.2.2 Advantages of using L1 in EFL classrooms 16 2.3 “Appropriate situations” for L1 to be used in EFL classrooms 17 2.4 The need of teaching literature in the EFL syllabus 20 2.5 The influence of reading on literature study 21 2.6 Methods and tools for structuring class observations 22 2.7 Previous studies related to teaching literature to Vietnamese students 23 2.7.1 “Understanding and Enjoyment: In Search of an Adequate Method of Teaching English Literature to Vietnamese Students” by Doan Thi Kim Khanh (1999) 24 2.7.2 “Bridging the Gap Between EFL Language Study and Literature Study: Designing a Reading Course for USSH English Majors by Using Twentiethcentury American Short Stories” by Sung Chinh (2000) 24 2.7.3 “A Survey of Students’ Motivations in Studying Literature at FEEL-USSH, VNU-HCMC” by Van Thi Nha Truc (2004) 25 2.7.4 “Incorporating Literature in Language Classroom to Improve Basic Language Skills — An English Literature Course Designed for English Majors of Ben Tre College” by Nguyen Hong Diem Trang (2005) 25 2.7.5 “Fostering Learners Autonomy via Literary Works” by Vu Van Thai (2005) 26 2.8 Summary 26 Chapter 3: METHODOLOGY 28 3.1 The research question 28 3.2 Participants 28 3.3 Instruments 28 3.3.1 Questionnaires 29 3.3.1.1 Students’ questionnaire 29 3.3.1.2 Teachers’ questionnaire 30 3.3.2 Classroom observations 30 3.3.3 Interviews 31 3.3.3.1 The interviewees 31 3.3.3.2 The interview questions 31 3.4 Procedure of data collection 32 3.5 Summary 34 Chapter 4: FINDINGS AND DISCUSSION 35 4.1 Students’ responses to questionnaire 35 4.1.1 Students’ age and gender 35 4.1.2 Students’ attitudes towards learning American Literature 37 4.1.3 Students’ ideas of their difficulty in learning American Literature 38 4.1.4 Students’ ideas of the frequency of using L1 in class 39 4.1.5 Students’ ideas of the situations in which L1 should be used in class 42 4.1.6 Students’ ideas of the necessity of using L1 in class 44 4.1.7 Students’ habits of reading 47 4.1.7.1 Students’ habits of reading Vietnamese literary works 47 4.1.7.2 Students’ habits of reading English literary texts 48 4.1.8 Students’ suggestions on the percentage of L1 used in teaching American Literature 50 4.2 Teachers’ responses to questionnaire 51 4.2.1 Teachers’ age, gender, years of teaching, and qualification 51 4.2.2 Teachers’ attitudes towards using L1 to teach American Literature 54 4.2.3 Teachers’ ideas of the situations appropriate for L1 to be used in American Literature classes 55 4.2.4 Teachers’ reasons for using L1 to teach American Literature 57 4.2.5 Teachers’ experiences of using only L2 to teach American Literature 59 4.2.5.1 Students’ reactions to the teacher’s using only L2 to teach American Literature 59 4.2.5.2 The extent to which students enjoyed their lessons when only L2 was used to teach American Literature 60 4.2.6 Teachers’ suggestions on the percentage of L1 used to teach American Literature 63 4.3 Reports on classroom observations 64 4.4 Reports on the interviewees’ opinions 69 4.4.1 Student-interviewees’ opinions 69 4.4.1.1 How you enjoy studying American Literature? 69 4.4.1.2 Do you want your teacher to use Vietnamese in the American Literature class? 69 4.4.1.3 Does the use of Vietnamese help you to understand literary texts written in English? 69 4.4.1.4 In what situations you think Vietnamese is appropriate to be used in the American Literature class? 70 4.4.1.5 Does Vietnamese help you be relaxed and more comfortable in the American Literature class? 70 4.4.1.6 How much is Vietnamese considered as used appropriately in the American Literature class? 70 4.4.2 Teacher-interviewees’ opinions 72 4.4.2.1 Should Vietnamese be used in the American Literature class? 73 4.4.2.2 Does Vietnamese help your students to understand literary texts? 73 4.4.2.3 In what situations you think Vietnamese is appropriate to be used in the American Literature class? 73 4.4.2.4 Does Vietnamese help your students be relaxed and more comfortable? 74 4.4.2.5 How much is Vietnamese considered as used appropriately in the American Literature class? 74 4.5 Summary 75 Chapter 5: IMPLICATIONS AND RECOMMENDATIONS 76 5.1 Implications 76 5.2 Recommendations 76 5.2.1 To the teachers 76 5.2.1.1 About the use of L1 in American Literature classes 76 5.2.1.2 About motivating the students’ learning literature 78 5.2.1.3 About the students’ habits of L2 reading, especially literary texts 78 5.2.2 To the students 79 5.2.2.1 About the use of L1 in American Literature classes 79 5.2.2.2 About the students’ autonomy in studying American Literature 79 5.2.2.3 About the students’ habits of L2 reading, especially reading literary texts 80 5.4 Summary 80 CONCLUSION 8811 B BIIB BLLIIO OG GR RA APPH HY Y .8833 A APPPPEEN ND DIIX X 11 APPENDIX APPENDIX APPENDIX APPENDIX APPENDIX APPENDIX 107  Ss summarized what already covered in speech and writing in class L1 L2 Ss just summarized what they learned, using both L1 and L2 108 Week 10 Class: K10 N04A Date: April 29, 2008 Attendance: 88 students Unit 5: J Steinbeck’s The Chrysanthemums(Continued) Classroom observation checklist Time segments in minutes L1 Role: To what extent was L1 used?  T defined new lexical items 10 15 20 L1 25 L2  T asked Ss to analyze the text’s characters L1  T checked for comprehension, asking Ss to examine the psychology of an unhappy married couple  T explained the text’s difficult ideas or concepts L1  Ss in pairs or groups listed and/or grouped to find the climax and the revolution of the story  Ss summarized what already covered in speech and writing in class L1 L2 L2 L1 L1 30 L2 L2 35 40 45 50 55 Notes - Both L1 and L2 were used - L1 was used in about 80 minutes There were 82 new lexical items in the text Ss listened with ease to T’s explanation in L1 Ss expressed their ideas, using both L1 and L2 Ss looked happy and seemed to be interested in the text Ss did the exercise happily, discussing together Ss wrote down what they just learned and presented it in front of class 109 Week 11 Class: K10 N04A Date: May 06, 2008 Attendance: 94 students I Description Unit 6: J Updike’s Separating Skills: Listening, speaking, reading and writing Concepts being taught: Family conflicts: - Modern marriage and separation - Father leaving the family: his ambivalence - Examination of middle class life: house, yard, tennis court - Telling the children; their unique reactions - Special focus on relationship between father and sons II Lesson’s objectives: Analyze symbols Easter,Tennis court, kitchen, The lock, separation, moonlight, the son’s kiss given to his father, and the word “why?” III Classroom observation checklist: Time segments in minutes L1 Role: To what extent was L1 used?  Ss in groups presented the text  T defined new lexical items  T gave instructions  T asked to check for Ss’ comprehension  T explained the text’s difficult ideas or concepts  Ss in pairs or groups carried out class activities  Ss summarized what already covered in speech and 10 15 20 25 30 35 40 45 50 L2 L1 L1 L1 L2 L1 L1 Notes About 50% L2 and 50% L1 were used to explain, discuss and translate Two groups took turns to give presentations There were many difficult lexical items in the text Ss managed to follow T’s instructions About half of the Ss failed to follow T’s L2 questions for comprehension Ss looked happy and seemed to be interested in the text L1 Ss performed the class activities happily, discussing together L2 Ss just summarized what they learned, using both L1 and L2 110 writing in class 111 Week 12 Class: K10 N04A Date: May 13, 2008 Attendance: 95 students Unit 6: J Updike’s Separating (Continued) Classroom observation checklist: Time segments in minutes L1 Role: To what extent was L1 used?  T defined new lexical items  T gave instructions  T asked Ss to analyze the symbols in the text  T asked to check for Ss’ comprehension  T explained the text’s difficult ideas or concepts  Ss in pairs or groups carried out class activities  Ss summarized what already covered in speech and writing in class 10 15 20 25 L1 L1 L2 L1 L1 L2 L1 L2 L1 L2 30 35 40 Notes About 50% L2 and 50% L1 were used to explain, discuss and translate There were many difficult lexical items in the text Ss managed to follow T’s instructions Ss did their task eagerly Ss seemed to satisfy to answer T’s L1 questions for comprehension Ss looked happy and seemed to be interested in the text Ss performed the class activities happily, discussing together Ss just summarized what they learned, using both L1 and L2 112 Week 13 Class: K10 N04A Date: May 20, 2008 Attendance: 97 students I Description: Unit 6: R Frost’s The Road Not Taken Skills: Listening, speaking, reading and writing Concepts being taught: Analyze: - First Stanza – Describes Situation - Second Stanza – Decides to Take Less-Traveled Road - Third Stanza – Continue Description of Roads - Fourth Stanza – Two Tricky Words: sigh, and difference II Lesson’s objectives: Help the students to:  Understand the definition of a lyrical poem  Identify the meter and rhyme of a poem  Comprehend how to read a poem for the literal and metaphorical meaning III Classroom observation checklist: Time segments in minutes L1 Role: To what extent was L1 used?  T defined some new lexical items  T gave instructions  T asked to check for Ss’ comprehension  T explained the text’s difficult ideas or concepts  Ss in pairs or groups carried out class activities  Ss summarized what already covered in speech and writing in class 10 15 20 25 30 35 40 45 50 Notes About 50% L2 and 50% L1 were used to explain, define, and translate There were many difficult lexical items in the text L1 L2 L1 Ss followed T’s instructions carefully Ss understood well Ss enjoyed very much L1 L2 L1 Ss paid close attention to T’s explanations, with excitement L1 L2 Ss worked together happily L1 L2 Ss showed happy faces and seemed to understand the text well 113 Week 14 Class: K10 N04A Date: May 27, 2008 Attendance: 102 students I Description: Unit 7: Dickinson’s Because I could Not Stop For Death Skills: Listening, speaking, reading and writing Concepts being taught: Analyze: - First Stanza – Describes Situation - Second Stanza – Decides to Take Less-Traveled Road - Third Stanza – Continue Description of Roads - Fourth Stanza – Two Tricky Words: sigh and difference II Lesson’s objectives: Help the students to:  Understand the definition of a lyrical poem  Identify the meter and rhyme of a poem  Comprehend how to read a poem for the literal and metaphorical meaning III Classroom observation checklist: Time segments in minutes L1 Role To what extent was L1 used?  T defined some new lexical items  T gave instructions  T asked to check for comprehension  T explained the text’s difficult ideas or concepts  Ss in pairs and groups carried out classroom activities  to summarize what already covered in speech and writing in class 10 15 20 25 30 L1 L2 L2 L1 L1 L1 L2 40 Notes About 50% L2 and 50% L1 were used to explain, define and translate There were many difficult lexical items in the text Ss followed T’s instruction carefully Ss understood well Ss enjoyed very much Ss paid attention with exciting attitude L1 L1 35 L2 Ss worked together happily Ss showed happy faces and seemed to understand the literary text well 114 Van Lang University The English Department Appendix 5: BRIEF REPORT FROM CLASS OBSERVATIONS WEEK CONTENT 10 STUDENTS’ REACTIONS UNDERSTANDING ENJOYMENT Normal Very much STUDENTS’ NOTES ATTENANCE 94 Not all Ss attended class Attendance went down 86 Introduction Hemingway’s In Another Country Only L2 Only L2 Not much Not much Faulkner’s A Rose for Emily Only L2 A little confused Not much 80 Not much Disappointing 77 A little better Encouraging 73 Better Encouraging 77 Faulkner’s A Rose for Emily Only L2 (continued) Crane’s About 85% L2 + 15% L1 The Bride Comes to Yellow (explain) Sky Crane’s The Bride Comes to About 75% L2 + 25% L1 Yellow Sky (continued) (explain+define) About 75% L2 + 25% L1 Walker’s Everyday Use (explain+define) LANGUAGE USED Much More encouraging MIDTERM TEST Steinbeck’s The Chrysanthemums Steinbeck’s The Chrysanthemums (continued) 11 Updike’s Separating 12 Updike’s Separating (continued) About 75% L2 + 25% L1 (explain+define) About 50% L2 + 50% L1 (explain+define+translate) About 50% L2 + 50% L1 (explain+define+translate) About 50% L2 + 50% L1 (explain+define+translate) 87 110 Attendance continued to go down Attendance continued to go down Attendance continued to go down Attendance went up just a little Attendance continued to go up Most Ss took the midterm test Very much Very much 90 Attendance went down Very much Very much 88 Ss were absent without notice Very much Very much 94 Very much Very much 95 Attendance continued to go up Attendance was kept the same 115 13 Frost’s The Road Not Taken 14 Dickinson’s Because I could Not Stop For Death 15 About 50% L2 + 50% L1 (explain+define+translate) About 50% L2 + 50% L1 (explain+define+translate) FINAL TEST Very much Very much 97 Very much Very much 102 Notes:- explain = the teacher uses L1 to explain difficult concepts and ideas - define = the teacher uses L1 to define some difficult lexical items - translate = the teacher translates some interesting extracts into L1 106 Attendance continued to go up Attendance continued to go up Most Ss took the final test 116 Appendix 6: INFORMAL RANDOM TALK Van Lang University The English Department Below is an informal random talk between the researcher and some students who often quit the class at week 12 of the American Literature course T: Why you often quit the class? S1: Because my father is very sick, I help my mother to look after my father in the hospital S2: I am very busy, I work part time for my own living and school fee I feel very tired after work so I don’t want to go to school S3: I like learning American Literature but it is very difficult to read the texts I don’t understand new words I have to look up English-Vietnamese dictionary for the meanings So I feel bored with it and don’t want to learn this subject anymore, and stay at home for learning other subjects S4: I don’t understand what you explain in English Besides, the literary texts have many difficult words, I have to spend much time looking up English-Vietnamese dictionary but I don’t really know what the texts say S5: It is very hot in the afternoon when we have to hustle in a class that is not large enough for learning I feel uncomfortable in the most difficult subject like American Literature when only English is used I don’t want to come to classes in such a condition T: You have different reasons for quitting the class, and now why you come back to school for this subject? S3: As I just said, I like learning American Literature, thanks to Vietnamese, first I can understand a little what described in the texts “You” help us to save time and feel comfortable Week by week I feel the burden of stress goes away from me when learning this subject S1: I come back to school for my exams because if I quit the class more than 20 periods I won’t be allowed to take the final exam S2: I try to come back to class because the final exam is very important to me If I miss it I have to stay at school one more year S5: Being allowed to use Vietnamese in classes, I see the class’ atmosphere less stressful I and my friends can discuss what related to the texts easier and more exciting This makes us forget “the hot” outside and inside the class Time goes fast Besides, to have good marks for the final exam I have to come back to school in order to have enough conditions for it S4: At first, I feel frustrated with this subject My knowledge of L2 is still low, I don’t understand what I read I am bored with looking up dictionary I wonder why I don’t try to learn American Literature when L1 can be used in classes Gradually, my situation is improved, I feel eager to learn English literary texts, specially the poems, and see them very interesting, I hope I have good marks in my exams, so that I have to learn in order to understand literary texts deeply enough to pass the impending final exam in American Literature 117 Appendix 7: LESSON PLAN DESCRIPTION OF THE CLASS: - Class size: 116 students - Level: seniors - Time: one class, 180 minutes in total OBJECTIVES: - Appreciating English literary texts - Practice reading and interpretation - Stimulating students’ thinking and encouraging them to give their own ideas on the cause(s) of the problem and on how to solve it LITERARY TEXT: J Updike’s Separating TEACHING AIDS: - A computer and a projector - Photographs and pictures downloaded from the Internet - Materials (literary texts) LANGUAGE USED: both L1 and L2 TEACHING PROCEDURE: 118 Section (90 minutes): (30 minutes) PURPOSES WARM UP (15 minutes) - Orientate Ss towards - T asks: the theme of the Do you know the differences literary text between divorce and separating? - Relate the literary Do you know anybody who is separated? text to Ss’ personal What you think about separating? world - Ss exchange ideas in pairs or groups then present their ideas to the class INTRODUCTION (15 minutes) - T briefly introduces the literary text, - Create Ss’ interest in directs Ss’ attention to the title, asking reading the text Ss to guess what they are going to read - Teacher briefly introduces the setting of the story and the writer - Using visual aids if possible (45 minutes) WHILE READING POST-READING ACTIVITIES EXPLANATIONS (*) (15 minutes) - T asks Ss to read through the text, explaining the unfamiliar vocabulary and difficult concepts or ideas - Ss ask for clearer explanations as they wish to ANALYZING (30 minutes) - Students re-read the text, analyzing in groups: * the setting of the story * the writer’s mood * the main characters (the husband, wife and the children) * the conflicts * the story plot (15 minutes) PRE-READING STAGES CHECKING COMPREHENSION - T asks questions related to the terms analyzed above: * Where and when the story takes place? * What is the writer’s mood in telling the story? * Who is Richard? Joan? How are they like? * How many children they have? * How old are they? How are they like? * What is Richard’s problem? Does he love his wife? His children? - Ss discuss to find out the answers to the questions in groups then present their responses to the rest of the class LANGUAGE USED L2 as much as possible L1 - Help Ss understand the text - Encourage Ss to explore the meanings implied by the writer - Motivate Ss’ critical thinking - Encourage Ss to use their own judgments - Check Ss’ comprehension - Encourage Ss to discuss their ideas in groups then compare and/or contrast their ideas with the rest of the class L2 as much as possible, L1 when necessary L2 as much as possible, L1 when necessary - Enable Ss to remember the main events of the story (Students have a break of 15 minutes before starting working in the second section) 119 Section (90 minutes): ACTIVITIES PURPOSES LANGUAGE USED 1/ GROUP WORK (30 minutes) - T assigns groups to summarize of the story - Ss work in groups, writing their summary - T asks volunteers to read their group’s summary of the story - Other groups share their ideas - T gives comments on the summary - Have Ss work in groups, L2 as much as exchanging their ideas to one another possible, L1 when - Foster Ss’ autonomy - Encourage Ss to use their necessary own judgments 2/ QUESTIONS AND ANSWERS (40 minutes) - T asks questions for Ss to find out their answers L2 as much as possible, while re-reading the texts: * John Updike is known as one of the most L1 when necessary significant transcribers of “middleness” in American writing How the story reflects this theme? * What cause the Maples’ separation in spite of their effort to repair their damaged marriage and their common bond: love for their teenage children? * Who is closer to and cares more for the children? Joan or Richard? Explain * Select details in the story to prove that Richards would have protected his marriage * Describe each of the children’s reaction to the news of their parents’ separating * Do you think John’s accusation of his parents as uncaring is justifiable? * What consequences the children may be bearing? * In your opinions, what accounts for the great success of the story? DISCUSSIONS (20 minutes) - Groups volunteer to present their ideas to the rest of the class - T gives comments - Compare and/or contrast Ss’ interpretations L2 as much as possible, L1 when necessary 120 NOTES ON THE EXPLANATION In my own teaching experience, students usually have difficulty with these following vocabulary items and the writer’s ideas and implications: - the weather had mocked the Maples’ internal mystery (with solid sun light- golden shaft and cascades of green - their conversation had wormed unseeing - their sad murmuring selves the only stain in nature - Judith was too dazzle by the sunny opulent jumble of her native land to notice - (while) the earth performed its annual stunt of renewal unnoticed beyond their closed windows - the bauble of summer - The court, clay, had come through its first winter pitted and windswept bare of redcoat - their own worst crisis had cone amid the plaster dust - pigtailed young men - this transformation did not strike them as ominous, but festive in its impudence - a cop-out - “Mopped up, as it were” - an edge of false order, a hidden plea for control - Her plan turned one hurdle for him into four-four knives-sharp walls, each with a sheer blind drop on the other side - barriers and partitions - Beyond four knifelike walls a new life for him waited vaguely - he had become obsessed with battening down the house against his absence - the lock (a metaphor for “His family, all those he would lose, filtered through the edges of his awareness as he struggled with screw holes, splinters, opaque instructions, minutiae of metal.” - She regaled them with stories of 121 - Forever: the concept, now a reality upon him, pressed and scratched at the back of his throat - relieved to have had the boogeyman at last proved real - on her youth off-key, too cool - He took him by the hand – a square gritty hand, but for its softness a man’s - the goddam jobs - Guiltily, he realized he did not feel separated - He had slept atrociously for weeks - When, exasperated by his hot lids, his crowded heart, he rose from bed - it seemed diaphanous companion - except the movies cannot show the precipitous, palpable slope you cling to within - He sauntered to the car with two friends - groovy - Glad for the factual basis, Richard pursued, even garrulously, the details - “He did?” The repetition was the first sign that he was stunned - He had dumped the mountain on the boy - The answer was faint, delivered at the door to his room; Richard listened for the slam of a tantrum - Joan had sunk into the first deep trough of sleep and was slow to awake - Richard bent to kiss an averted face but his son, sinewy, turned and with wet checks embraced him and gave him a kiss, on the lips, passionate as a woman’s Only without clear explanation in L1 will most students appreciate the literary text well