the use of literature (original) (raw)

Teaching English Literature in English as a Foreign Language (EFL) Classrooms

The aim of this article is to consider the use of English Literature in the process of teaching-learning English as a Foreign Language (EFL). In relation to current language teaching, it was not until the 1980's that this field of study has been of interest among teachers of EFL. Since literature provides us with a suitable source of content for a course in a foreign language several reasons should be considered. First, reading is the most autonomous ability in language work, and literature is a widely-appealing source of material for reading. Second, literature will not conflict with the claims of other subjects in the curriculum. Third, materials are readily available. This study aims to provide Spanish EFL teachers with a series of suggestions and tips on the wide range of activities that can be used to take advantage of the richness of English literature.

The Role of Teaching Literature in EFL / ESL Classes

Language as a phenomenon is the basic means of communication. It is considered as the heritage of humankind. Indeed, it is language in its distinctive shape or form that separates the human race from other living species. Language is the source of comprehension, which sets one society apart from another. On the other hand, literature is the source of inspiration and expression of social, philosophical, theological, or whatsoever sort of ideas. Moreover, the history of any language will be powerful through the careful and clever use of literature. Using literature in ESL / EFL classes has been a matter of intensive debate, at least for those who devaluate teaching literature to non-native students in favour of employing only the traditional methods of language teaching. For such a group, using other than the well-known methods of teaching – including studying literary texts-is a waste of time and effort. Nevertheless, there has appeared another group of teachers with another perspective: why not using the rich language material of literature to achieve the best results as regards language learning? Therefore, the paper is intended to expose the helpful impact of literature-no matter what form it takes-on language and language proficiency. It has a vital role in acquainting the learners with the ways by which the target language can be expressed. 2

The use of literature as an advanced technique for teaching English in the EFL/ ESL classroom.

En el presente trabajo se investigan y analizan el alcance y la importancia del discurso literario en la adquisición de una lengua extranjera. El enfoque planteado en esta investigación combina cinco perspectivas esenciales en la enseñanza de la literatura a los estudiantes de inglés como segunda lengua: la herencia cultural, las habilidades del lenguaje, las funcionales, las de crítica literaria y las del crecimiento personal. Integradas en único modelo, no sólo ayudan a los estudiantes a desarrollar las habilidades lingüísticas y las diferentes áreas de una lengua, sino que también les ofrecen un contacto directo con la cultura de esta segunda lengua. Todo esto favorece entre los estudiantes una mejor comprensión de su propia identidad y de la complejidad del mundo que les rodea. Palabras clave: enfoque de género, literatura, cultura, currículo de la lengua.

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.

THE ROLE OF LITERATURE IN LEARNING AND TEACHING ENGLISH

The article deals with the key role of literature in learning English. In recent years, the role of literature as a basic component and source of authentic texts of the language curriculum rather than an ultimate aim of English instruction has been gaining momentum. Among language educators, there has been a hot debate as to how, when, where, and why literature should be incorporated in ESL/EFL curriculum. Vigorous discussion of how literature and ESL/EFL instruction can work together and interact for the benefit of students and teachers has led to the flourishment of interesting ideas, learning, and improved instruction for all. Many teachers consider the use of literature in language teaching as an interesting and worthy concern. Thus, the place of literature as a tool rather than an end in teaching English as a second or foreign language will be unearthed.

Down from the Pedestal: Revisiting the Exploit of Literature in EFL Language Classes

International Journal of Applied Linguistics & English Literature , 2015

According to Arthur (2006, p. 200), “Through the use of literature, a language learning experience might become at the same time a source of immediate pleasure and satisfaction for the student.This possibility makes literature an appealing teaching device for ESL teachers”. However, numerous factors may contribute to the teachers’ lack of interest in using literary texts as a teaching tool. This study was an attempt to investigate Iranian EFL teachers’ attitude toward using literature in language classes and their perception toward the probable reasons of some teachers’ lack of interest in doing so. Altogether forty-four language teachers (19 females and 25 males, with a mean age of 26) participated in this study. The data was collected through a validated and piloted questionnaire prepared by the researchers themselves (Cronbach’s Alpha = 0.8). The results of the study indicated that more than anything else, the participants thought that the main factor which hampers theeffective use of literature in language classes is related to the outcome perception on the side of the students. The EFL teachers in this study thought that we as language teachers need to raise the language learners’ awareness toward the benefits and advantages of literature in language classes. The findings of study may hold precious implications for language teachers. Moreover, EFL teachers may benefit from some guidelines and suggestions by the authors presented at the end of the paper.

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.

The Significance of Literary Texts in the Pedagogy of English Language in EFL and ESL Classrooms

ISSUE 7, 2020

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 the 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, an...