ROLE OF LANGUAGE IN TEACHING OF ENGLISH LITERATURE (original) (raw)
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Teaching English Language through Literature: A Critical Study
Abstract: 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. Having formed part of traditional language teaching approaches, literature became less popular when language teaching and learning started to focus on the functional use of language. However, the role of literature in the ELT classroom has been re-assessed and many view literary texts as providing rich linguistic input, effective stimuli for students to express themselves in other languages and a potential source of learner motivation. This paper tries to analyze how literature can be used effectively for teaching English language and also tries to find out whether learning English Language is feasible through the use of Literature at all the stages of language learning. Key words: literature, traditional language, functional language, approaches, ELT.
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.
APPROACHES TO TEACHING OF ENGLISH LITERATURE IN THE LANGUAGE CLASSROOM
APPROACHES TO TEACHING OF ENGLISH LITERATURE IN THE LANGUAGE CLASSROOM, 2007
Instructors and theoreticians have always searched for new ways of teaching language to students better. One of them is to benefit from literature in the language classroom. The literature of the target language is regarded as a contributing factor to the target language learning and remained in the English curricula of non-English speaking countries (Stern, 1991). There are several arguments about the use of literature in the language classroom and what it can offer to foreign language learners. These arguments primarily comprise the linguistic, the cultural and the educational value of the literature. Literature is mostly regarded as the richest source of a language. What Lee (1970) says about the value of studying literature in terms of language learning is remarkable: It is in literature that the resources of the language are most fully and skillfully used. It seems to follow that literature should enter into the language study of those who are to use the language with the greatest possible skill and effect (Cited in Sage, 1987, p.6). Collie and Slater (1987) argue that students enrich their language, studying literary works. For instance, functions of the written language can be exposed to students by means of literature. Rahim (1989) mentions that literary works use language lavishly and teach additional language. Carter and Walker (1989) assert similar things saying that because literature, itself, is language; it can serve well to the language learning purposes. Rich metaphorical usages of the language not only teach additional language, but also engage students with critical concepts. Furthermore, literature can offer authentic language to the language classroom. Collie and Slater (1987) explains the authenticity of literary texts saying that literary works are authentic because they are not arranged specifically to a language teaching situation. A great deal of authentic language is available in recent course books such as city plans, advertisements, and newspaper articles. By means of these materials, students are exposed to real life situations in classroom setting. Collie and Slater continues their arguments mentioning that nothing can be more complementary than literature to the course books. Once the students achieve some basic language level, they can start studying literature with the works close to their language proficiency level. Moreover, learners will more or less start to cope with language intended for native speakers, and thus they gain additional familiarity with many different linguistic uses, forms and conventions of the written mode: with irony, metaphorical language, argument and so forth. York (1990) similarly states that especially in narrative literature such as the novel, learners can always find something of human beings,
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 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.
Journal of Interdisciplinary Cycle Research (JICR), 2024
Incorporating literature in language teaching has received considerable recognition, highlighting its capacity to improve language proficiency and foster cultural comprehension. This study explores novel strategies for instructing English using literary texts, highlighting the advantages and difficulties associated with this approach. This research provides a thorough overview of how literature might be effectively utilized in English language education by analyzing current pedagogical practices and giving case studies. The primary advantages encompass linguistic enhancement, cultural consciousness, and the cultivation of analytical reasoning abilities. In contrast, the obstacles entail the intricacy of the texts, student involvement, and the complexities of assessment. The study emphasizes methodologies like reader-response theory, literature circles, digital storytelling, drama, and multimodal techniques. These tactics aim to enhance the accessibility and engagement of literature, creating a dynamic and efficient environment for language learning. This paper eventually supports the deliberate incorporation of literature to improve English language teaching methods.
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.
Teaching English Language through Literature
NUTA Journal, 2019
This paper seeks to examine the importance of literature in the English language classroom and looks at the effect of its use. Examples given will be mainly from personal experience gained from teaching Nepalese students. It is necessary to understand the importance of teaching English Language through literature in order to make language learning an enriching experience for students. The growing trend of learning English in Nepal has increased its significance as well. The uses of literature in the classroom explore the interesting uses of words, phrases and sounds in contexts. It, then, without human intervention increase students’ awareness of literary language and help them understand language better.