This thesis explores the factors influencing the ability of Chinese university English majors to analyze 19th-century Romantic poetry. As Romantic poetry is characterized by its complex language, rich symbolism, and deep emotional content, it presents unique challenges for students. This study aims to identify and understand the key factors—motivation, interest, exposure to Romantic poetry, cultural knowledge, and Teaching Methods—that impact students’ analytical abilities. The research adopts a mixed-methods approach, combining quantitative surveys with qualitative interviews to gather comprehensive data from students and educators across several Chinese universities. The study also examines the moderating role of critical thinking skills in enhancing students’ ability to engage with and interpret Romantic poetry. Findings from this research reveal that motivation and interest are strongly impacted with improved analytical skills, with students who are more engaged showing a higher proficiency in literary analysis. Exposure to Romantic poetry, both in and out of the classroom, was found to significantly impact students’ familiarity with the genre, which in turn enhanced their analytical abilities. Cultural knowledge, particularly an understanding of the historical and philosophical context of the Romantic period, was also identified as a crucial factor in the depth and accuracy of students’ analyses. Moreover, the study highlights the importance of innovative Teaching Methods, such as interactive and multimedia approaches, in facilitating a deeper engagement with Romantic poetry. Traditional lecture-based methods, while useful, were found to be less effective in addressing the unique challenges posed by this literary genre. The research concludes with recommendations for educators, curriculum designers, and policymakers to develop strategies that can better support the development of analytical skills in students studying Romantic poetry. The study also suggests areas for future research, particularly in exploring the applicability of these findings across other literary genres and educational contexts.
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