Analyzing the Component of Literature Incorporated in EFL Textbooks in Primary Public Schools, Jordan (original) (raw)
Related papers
Authentic, pure literary texts are hardly included in English Language course books in Turkish public schools. This study therefore explores what kind of attitudes the language teachers have towards the use of literature in their classes and also whether the language teachers are willing to use additional literary texts so as to enhance linguistic and cultural efficiency in class. The content analysis of the course books was done in order to examine to what extent literary texts were involved in the materials. A semi-structured interview was held with 33 teachers, currently employed in Ordu, Giresun, Trabzon and Rize in the Black Sea Region. Interviews were tape recorded, and transcribed verbatim. The research shows that most of the language teachers have a positive attitude towards literary texts but the strictly centralized education system in Turkey, also handicapped with various entrance exams, do not allow for adequate incorporation of literature into language classes, and that the English teachers frequently prefer using simplified versions of literary materials for linguistic purposes and practical reasons. Yrd. Doç. Dr., Karadeniz Technical University.
Authentic, pure literary texts are hardly included in English Language course books in Turkish public schools. This study therefore explores what kind of attitudes the language teachers have towards the use of literature in their classes and also whether the language teachers are willing to use additional literary texts so as to enhance linguistic and cultural efficiency in class. The content analysis of the course books was done in order to examine to what extent literary texts were involved in the materials. A semi‐structured interview was held with 33 teachers, currently employed in Ordu, Giresun, Trabzon and Rize in the Black Sea Region. Interviews were tape recorded, and transcribed verbatim. The research shows that most of the language teachers have a positive attitude towards literary texts but the strictly centralized education system in Turkey, also handicapped with various entrance exams, do not allow for adequate incorporation of literature into language classes, and that the English teachers frequently prefer using simplified versions of literary materials fo
The aim of this study is to assess the suitability of the literature textbooks assigned to the Sudanese secondary school students. The data were collected through content analysis of the literature books: Things Fall A Part, Treasure Island, Jane Eyre, The Prisoner of Zenda, Oliver Twist, Anna and the Fighter. The researcher has adopted the descriptive, analytical research method adopting mainly the content analysis technique in analyzing the six literary textbooks. The linguistic input and the cultural aspects of these literary texts are compared with the students’ linguistic level and their cultural background. The findings show that the selection of the textbooks do not meet the students' needs, L2 language competence, age, culture, and literary background. This means that these literature books have been haphazardly selected, without consideration to the students’ actual needs. Thus, it is recommended that all these factors, students’ needs and requirements must be considered when selecting reading texts to be taught to secondary school students in Sudan. KEYWORDS: Criteria For Selecting Textbooks, Students’ Needs, Using Literature In EFL
Journal of Education and Practice
This study aimed at analyzing the values included in the literature spots of Action Pack 12 for second secondary students in Jordan. The researchers developed a form of three categories of values based on previous studies that they had come across. It examined the existence of values in Action Pack 12 in terms of religious values, personal and social values. The findings revealedthat the literary pieces were heavily loaded with values related to social and personal values whereas religious values were given the lowest percentage through the two literature spots of Action Pack 12. Additionally, analysis of the results revealed that the selection of literary work plays an important role in motivating students to read them. Finally, the Arabic literature is rich with masterpieces that can be included in the curriculum to teach values, themes and morals.
The Use of Literary Texts in EFL Coursebooks: An Exploratory Study
English Language and Literature Studies, 2020
This exploratory study investigates the use of literary texts in English as a foreign language (EFL) coursebooks and examines the extent to which literature is used within the coursebooks, the types of texts used as regards authenticity and recency, the criteria for selecting and adapting the texts and the ways of improving the selection and adaptation process. Multiple articles written on this subject show that the evaluation of EFL coursebooks is a relevant and important research area in the study of language and linguistics. This study gives a survey of the extent to which literary texts are used in EFL coursebooks within institutions of higher learning in Kuwait and worldwide. In this study, 44 popular EFL coursebooks (between 2015 and 2019) within higher education institutes, including those in Kuwait, were analysed. The findings demonstrated that literary texts are not included in many of the coursebooks used nowadays and that the literary texts selected were primarily from an...
Literature in the EFL Classroom in KSA: Rectifying a Relationship at Odds
2019
A language is better, if not exclusively, learned in context. Since languages are representative of the culture of their speakers, EFL teaching/learning through the literary creations of a language can be beneficial in many respects. To mention a few, it encourages and fosters tolerance, lateral thinking and purposeful language use, provides varied and wide instances and possibilities of language use, and exposes learners to real-life situations of the target language. Literature is thus an important, if not indispensable, addition to EFL courses and curricula. However, the task of selecting appropriate literary works for inclusion in foreign language syllabi is a challenge that requires sufficient attention and taking carefully considered and well-thought-out measures in its own right. The experience of teaching EFL in Saudi Arabian universities shows that learners are, in general, disinclined, and at times even outright averse, to studying literary content in spite of the fact that they have a few years of exposure to it prior to the university. Literature, nevertheless, is an inseparable component of syllabi in higher education institutes. This paper aimed to find the reasons for this and elaborated on the benefits of literature in enriching and enhancing EFL learners' experience. It also proposed ideas to make reading literary texts an interesting experience for EFL learners. The focus of the study is the assessment of the attitudes and perceptions of sophomore EFL learners and teachers in College of Languages and Translation, Imam Muhammad Ibn Saud Islamic University (IMBSIU) and College of Sciences and Arts, Methnab, Qassim University (QU), towards studying literature in English. The study tried to reconcile, and bridge, learners' literary preferences with educational goals in respect to literary components in Saudi EFL classrooms. The findings were manifold but overall showed improved outcomes following the administration of the treatment, especially in terms of motivation, engagement and communicative output.
Article , 2024
This study investigates the students’ perceptions towards using literary texts in EFL classes in the English Language Departments at Halabja University. Even though the study has indicated the importance of learners` perceptions, there have been little studies on the students` perceptions toward literature in the ELDs at Kurdish universities. A questionnaire consisting of close-ended questions (quantitative data) was taken to 118 undergraduate students. The results show that the majority of the students have positive perceptions towards using literary text in their study program. This study examines on the significant using literary text in EFL classes and the challenges face EFL students.
2020
The current study aimed to identify the role played by the English novel in teaching English in secondary school. The study also explores how the English novel as a form of literature plays a pivotal role in promoting secondary school students' English language proficiency and how it is also geared for the goal of generating the aesthetic part of the language that is personal response from students. The study reveals that: One of the purposes of using literature is to help students learn to use context class to interpret unfamiliar vocabulary and to strive overall comprehension. English novel plays a pivotal role in enhancing the potential of secondary school students' holistic, balanced and integrated manner intellectually, spiritually, emotionally and physically and create a balanced and harmonious human being with high social standard. Moreover the study also shows the first critical decision the teacher faces is selection of the appropriate reading for a particular clues. The readings should be challenging for the students but not over whelming. The study recommends that, to use Krashen's terminology, we need to expose the students to language at the level of i + 1 1. This does not mean that they need to understand this does not mean that they need to understand every word that they read. 1 i + is input + 1 or a level of comprehensible language input slightly above the level on which the learner is functioning.
The Significance of Literary Texts in Pedagogy of English Language in EFL/ ESL Classrooms
Nowadays, one of the major concerns of teachers is usually about the material they intend to present to the students. The challenge that faces English classes is literature. The benefits of using literary texts in English language classes outweigh its shortcomings that specified by some literary critics, for instance Chnara Khdhir and Mariwan Hasan pointed out this truth in their paper entitled, “The Importance of Literary Texts in Teaching Language in EFL Classes: The Waste Land as an Example”, which we strongly agree that one can easily learn a language through the literature of the target language. To learn a language one needs to study reading, writing, listening and speaking; the four skills of the English language, which will all be available in literature. Materials are provided, which are sufficient for these skills, but literary texts have ascertained a worthy source that accomplishes these abilities. Moreover, culture information is inferred via language learning, and yet with comprehension of society. This is a characteristic of language that requires materials associating with culture. Culture is a basis for literature; namely; it does not merely imply that literature deals with culture, but literature about the culture of any specific user of that language. Furthermore, one can say the use of literary texts in language classes inspires more attentive and determined language learning. Thus, the students are not merely uncovered to the actual usage of language, but also they become critical scholars. As such, this study argues the causes behind focusing on the use of literary texts as a significant source in teaching English language. Keywords: Literary Texts, English language, Culture, Society & Language skills.
2008
This thesis investigates the integration of literature in lan guage education at a Matriculation Center in Malaysia. It attemp t s , throug h empiri c a l re s ea r c h , to identi f y teache r s ? and students? attitudes towards lit erature and its use in language in struction in a specific ESL (English as a Second Language) context . The pr imary data were collected throu gh quantita t i v e and qualitativ e methods such as questionnaires and interviews and they were com plemented by classroom observations and journal entries. Stylistics-based wor ksheets were also des igned and tried out with both sets of respondents. The resu lts reveal sev e ral signi ficant findings. First, the teachers? pre-study attitudes towards literature in language instruction ar e encouraging and important variables such as their personal inte rest and previous experience of using literar y texts as teachers influenc ed their outlook. Their pos t-study attitudes, howeve r, display mixed feelings towards literature and t hese are signific antly influenced by their en counter with the worksheets. Second, unlik e the teachers, the students? pre-and post-study attit udes towards literature are more consistent, yet are not as encouraging and di verse as their instructors?. Though, in principle, the student s perceive literature as useful mainly in term s of language development, grammatical acquis ition and vocabula r y growth , they demons t r a t e reserv a t i o n about the possible addit ion of literatu r e to their syllabus at the Center . T hird, both sets of respondents exhibit a strong preferenc e for communicative activities that ofte