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TEACHING LANGUAGE THROUGH LITERATURE
This paper aims at emphasizing the use of literature as a popular technique for teaching both basic language LSRW Skills, (i.e. listening, speaking, reading & writing) and language areas (i.e. vocabulary, grammar and pronunciation). Literary pieces especially stories are more attractive and fascinating than other teaching materials and allow group discussions and individual explorations. They offer real language use, which creates a feeling for the language in the students. In this study, tasks were designed for the students based on literary texts which provided ample opportunities for developing and practicing listening, speaking, reading & writing skills. Activities like role plays, group discussions and presentations reduced the level of anxiety in the students and they got involved into the language with enthusiasm and interest. It is suggested that selecting the texts properly and designing different sets of activities according to the needs of the learners can facilitate language teaching and learning. Literature and the different genres of literature benefit the teaching of language skills making it interesting.
This article intends to show how literature may be used in language classes to develop student's knowledge of English. First, we examine the evolution of literature in the language classroom, then we give account of some reasons that justify its use in language classes, of the role of reading in language development, and of the way poetry is treated in the ESL classroom. The Waste Land is a good work to be used as a tool to develop student's communicative competence in English. The article ends with a didactic proposal for ESL instruction based on the poem.
Revista Leia Escola, vol. 21, n.5, p. 190-205, dezembro 2021, ISSN 2358-5870, 2021
Language learning through literature dates to the teaching of classical languages, with the grammar-translation method. Years after the consensus on the limitations of this method, the use of literature in language classes is still very similar to that of those times. Today, studies such as those by Duff and Maley (1990) and Babaee and Yahya (2014) point to a more conversational use of literature, emphasizing its various cognitive, cultural, and communicational aspects. The purpose of this research is to survey the theories that support this communicative use of literature in the classroom and, in the end, to analyze data on the experience of putting such views into practice. The results show that teachers can help learners improve their language skills by using the vast possibilities of literature while talking about existential, cultural, historical, and poetic themes of literary texts.
LITERATURE AS A USEFUL TOOL IN LANGUAGE TEACHING
For many years, literature has been an important part of the culture of a country which, in a way, has served as an artistic instrument where readers can delight themselves with enriching stories, plays, novels, poems, etc. On the other hand, literature is a key piece in language teaching. However, many questions have arisen regarding why literature is taught, and why it is necessary for students to read and analyze works as part of the curriculum. To answer this, it is necessary to review more in-depth about the benefits and importance of literature, which goes beyond reading and learning a Shakespearean drama or sonnet, and to just simply discuss that Romeo and Juliet died due to forbidden affairs. To become aware of literature relevance, we must understand that when an author expresses his or her feelings, experiences, point of view, etc. he or she is broadening our possibility of experiencing through his or her perspective. So in the end it is not just understanding what the work is about, but also understanding what the author wants to convey by forging a connection with him or her and with the context. Hence, this paper aims to deeply analyze the benefits, problems, and possible solutions that have been raised by several authors regarding this matter.
Use of Literature in Teaching English
Procedia - Social and Behavioral Sciences, 2012
Teachers in general and English teachers specifically, are always concerned with the kind of material they are going to present to their students. One of the most challenging kinds of material for English classes is literature. Although some scholars have pointed out to the shortcoming of literature use in practice, it is so vast and so practicable that instructors cannot stop using it. Language learning requires acquiring four skills of reading comprehension, writing, listening and speaking. Some sources provide materials that can meet some of these abilities, but literature has proved a good source that fulfills these four skills. Also, language learning deals with culture, and hence with social understanding. It is this feature of language that demands materi als dealing with culture. Literature is culture; that is, it is not to say that literature deals with culture, but it should be said that literature is the culture of the people using that language. Besides, it can be claimed that the use of literature in language classes encourages more thoughtful and purposeful language learning. In this respect, the learners are not only exposed to the real use of language, but also they become critical thinkers. As such, the present paper will debate the reasons behind using literature as a good source in teaching English language.
Teaching language through Literature: An innovative approach
Literature can be regarded as a rich source of 'authentic material' because it conveys two features in its written text: one is 'language in use,'i.e the employment of linguistics by those who have mastered it into a fashion intended for native speakers; the second is an aesthetic representation of the spoken language which is meant to recover or represent language within a certain cultural context. Teaching language through literature help teachers first to acquaint themselves with language use to develop their own competence and understand language as a social phenomenon, and not as an exclusive branch of learning. And another thing is that it transforms the classrooms as the stage in which there is real practice of communicative language. It also helps teachers to consider language as entailing social acceptability in other words; they can look to classroom language as carrying resemblance with the outside language. And As a result, this would raise communication ...
Teaching Literature through Language - Some Considerations
Teaching literature through language calls for active involvement of both the teacher and the taught. Here, the focus is on teaching literature and medium is the language. The context and form of a literary work brings forth meaningful discussion and enjoyment. The paper will discuss the importance of teaching literature in the language teaching and learning process, the question of choosing an appropriate literary text and some strategies for teaching literature by creating an awareness of linguistic possibilities and sensibility I think aesthetic teaching is the highest of all teaching because it deals with life in its highest complexity.
The use of Literature in the Language Classroom: Methods and Aims
Literature in a language classroom provides enough space for the learners to comment, justify and mirror themselves. By using literary text the language class can turn out to be lively and motivating. This article’s main purpose is to provide you with the appropriate information through a literature review concerning the use of literary texts in language learning as well as its benefits. Furthermore, in this article, there are presented the different aspects of literature methods based on theories and organized activities according to a group of Greek intermediate students. Index Terms—Activities, children, English, methods.
Improving the Students’ English Proficiency Through Literature: Language-Based Approach
JALL (Journal of Applied Linguistics and Literacy)
This article presents a library study of an approach of teaching literature that emphasizes on improving the students’ English language proficiency through literature and a practice of the approach in the classroom by using a literary work written by Anton Chekhov entitled ‘A Marriage Proposal’. The study aims at discussing a theory of an approach for teaching literature which attempts to improve the students’ linguistic competence through literary works. The approach is chosen in accordance to Van (2009)’s review of the approaches to literary analysis, in this case by emphasizing on the approach for improving the students’ language skill through literature which is called Language-based Approach. This study also apply Lazar’s (1993) procedures of language-based approach which cover the pre-reading, while-reading, and post-reading activities. Keywords: Language-Based technique, , literary works.