Language through literature (original) (raw)
Related papers
The Function of Arabic Literature in Arabic Language Teaching A Gateway to Cultural Literacy
DIRASAT: HUMAN AND SOCIAL SCIENCES, 2019
The learner of Arabic as a second language is normally keen first and foremost to reach a level of competence in understanding the culture that embodies the language. As literary arts accord the reader, listener and learner a certain pleasure associated with reflection and imagination, the educational material selected for the purpose should include literary texts that help in projecting the ideas and accommodating the linguistic rules .This paper is based on competent sources, references on the subject, samples of literary work, informational texts and the researcher’s own experience in Arabic language and literature teaching at the beginner, intermediate and advanced levels.
Teaching Arabic Literature to Foreign Language Learners as a Medium to Bridge Cultural Gap
2012
Teaching literature to foreign language learners provide, amongst others, helping students to understand and appreciate other cultures different from their own. To determine how desirable outcomes can be achieved in using Arabic as a foreign language classroom, this article provides a review of the relevant scholarly literature concerning teaching literature to foreign language learners in general and as a medium to bridge the gap between cultures in particular. Based on the author’s experiences using Arabic to demonstrate the role literature classes can play in improving students’ cultural-linguistic competence, this article argues that effective communication requires language proficiency and cultural competence in equal measures. It shows that it is impossible to achieve functional fluency in one without similar achievement in the other. If done well, the study of literature will lead to increased empathy with and respect for the language community, improve students’ motivation a...
Analysing recent language teaching techniques, it is observed that various methods are applied in foreign language teaching in order to achieve the ultimate success. Apart from the classical methods, since the 19 th century, several basic language teaching methods has been developed, and correspondingly, the alteration in projected linguistic skills draws attention. It is also seen that the materials used in teaching are varied through the application of different methods including Grammar-Translation Method, Direct Method, Audio-Lingual Method, Cognitive Method and Eclectic Method. Among the mentioned methods, being the earliest and preserving its validity, the Grammar-Translation Method is significant in that although the literature is the key element, and the literary works are the main source of the materials; instead of focusing on literary content, evaluating them in order to form a basis for the grammar rules and the vocabulary teaching required for reading and translating the literary text in its original language. Additionally, the texts in which the foreign language learners may find the samples according to the cultural elements of the target language and various linguistic structures are the literary texts. Besides, in comparison with the colloquial text, the literary text has a substantial content with respect to not only contextual words, but also language and wording; from this aspect, it makes the foreign language teaching more pleasurable. In teaching Arabic as a foreign language, this paper aims at upon taking advantage of exemplifying each sample from the genres of poetry, short story and theatre penned by prominent figures of Arabic literature, enhancing the abilities such as reading, comprehension, listening and writing, as well as bringing pleasure; and all in all, fulfilling an ultimate goal in which the vocabulary is flourished and the clues from culture are derived.
This paper specifies that involving literary texts in the teaching class, especially in the context of the Arab world, is detrimental. Since major troubles are attributed to the negative transfer due to linguistic differences between Arabic and English, literary texts can be corrective and therapeutic. They provide the required contexts to socialize young learners with the language in use. The pragmatic function of language dictates much more than contrived examples to come to terms with its intended meaning. Literature-based teaching makes learning more natural than artificial through authentic language and make-believe situations. The flip side is that the language of literary texts may be troublesome, but this inconvenience can be wiped away by literary translation. According to the questionnaire respondents regarding the inclusion of translation in the teaching class, it can be applied without demur since Arab learners mechanically translate explicitly or silently throughout the lesson. As such, the blend of literature and English language teaching with the help of literary translation can be adequate pedagogic support for secondary school Arab learners.
2016
Research indicates that EFL students find it difficult to read literary texts in English mainly due to the vocabulary which is culturally bound and thus may be unfamiliar to them. Studies in the development of students‟ vocabulary indicate that there is a minimum number of academic vocabulary required for success at the university level. However, even though students may have this level, they may still find it difficult to read literature especially the novel in a foreign language context. It is the author‟s contention that with carefully selected texts and methods, the cultural-language challenge can be addressed. The aim of the present study is to explore the preliminary effect of selected novels combined with film and student oral presentations on L1 Arabic EFL learners‟ use of vocabulary in one 20th Century American Novel course at an English medium university in Lebanon. Two literary essay tests were administered to 25 students, one at the beginning and another at the end of th...
The benefits of using literature in teaching and learning a foreign language are numerous. It not only embodies contextualized language, but also portrays human experience in breadth and depth and hence, through it, learners can be exposed to different cultures, with shared or unique beliefs, traditions and life styles. Given these advantages, and if used appropriately, literature can be a rich source of communicative language as it depicts actual language use in real situations. It can also be an ideal forum in which to develop cross-cultural understanding and critical thinking (Al-Mahrooqi, 2011a, Al-Mahrooqi, 2012). This paper, however, asks if all literature is fit to be used in EFL contexts. In particular, it addresses the questions “What criteria can be used to select appropriate literature for Omani EFL students?” and “What literary texts are considered best by these students?” Further, the paper reports on an exercise in which Omani students reacted to some texts they had studied. The paper concludes by recommending fiction and non-fiction texts that have worked with students who are majoring in English at Dhofar University, Oman.
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 present paper examines the difficulties encountered by Emirati students in comprehending English and American literary texts due to semantic and trans-cultural ambiguities deployed in the target texts. The paper identifies several types of culturally loaded vocabulary embedded in American slang and popular culture proliferated on a wide scale in contemporary American fictional and dramatic texts. Due to lack of cross-cultural and collocational knowledge on the part of EFL students, culturally determined vocabulary such as military slang in American war novels represents a major obstacle in analyzing and understanding the texts. Since most of the American slang and idiomatic expressions in literary texts are language and culture specific elements with no equivalence in TL, Emirati EFL students fail to understand them. Through inappropriate inter-lingual transfers, they reach perplexing conclusions formulating misconceptions about English language. Key words: Inter-lingual transfers, Collocational knowledge, Fictional and dramatic texts, Military slang, Idiomatic expressions, Trans-cultural ambiguities.