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Literature and Language Teaching
... Sobre o desempenho do líder do grupo, os discentes avaliaram como sendo muito bom 87% a bom 13%, indicando que o aluno que assumiu tal possição na equipe desempenhou um excelente papel, Figura 4(e). (1), A metodologia possibilita desenvolver competências de solução de problemas (2), A metodologia estimula a busca do conhecimento por meio da pesquisa (3), A pesquisa proporciona a autoaprendizagem (4), A metodologia proporciona a oportunidade de trabalhar em grupo (5), A metodologia origina problemas de relacionamento no grupo (6), A metodologia instiga o desempenho de papéis dentro do grupo (7). ...
... As a professor of English literature I believe, as I previously positioned myself, in the worth of Brumfit's and Carter's (1986) acceptance of the teacher's need of creating the conditions for successful learning. The concrete result of my belief is Literary Competence Model, a pedagogical apparatus attempting to establish "the conditions for successful learning" of English literature in my university. ...
... From this open perspective of literature, literary competence is understood as the students' attempt to make meaning of literary phenomena by means of personal interpretation and negotiation of literary messages, ideas, values, beliefs, conventions and products. Brumfit (1986) enlarges these views to say that literary competence "includes the interplay of event with event, relationships with characters, exploitations of ideas and values system, formal structure in terms of a genre or other literary conventions, and relationships between any of these and the world outside literature" (185). ...
... The role of literature both as an authentic material (Hişmanoğlu, 2005;Mart, 2016;Puspitasari, 2016;Violetta-Irene, 2015) and its connection to cultural (Wales, as cited in Mart, 2016) and linguistic competence have been long-established. Dole, et al. (1995), supported by Horst (2005), Iqbal & Komal (2017), and Puspitasari (2016), claims that a student who has extensive vocabulary can better understand new vocabularies in different contexts while comprehending the text simultaneously. ...
... The role of literature both as an authentic material (Hişmanoğlu, 2005;Mart, 2016;Puspitasari, 2016;Violetta-Irene, 2015) and its connection to cultural (Wales, as cited in Mart, 2016) and linguistic competence have been long-established. Dole, et al. (1995), supported by Horst (2005), Iqbal & Komal (2017), and Puspitasari (2016), claims that a student who has extensive vocabulary can better understand new vocabularies in different contexts while comprehending the text simultaneously. ...
... Participants' foundation proved to be a crucial point of how they teach and learn in the classroom. Their exposure to reading materials were quite significant, as expressed in prior studies (Horst, 2005;Iqbal & Komal, 2017;Kooy & Chiu, 1998;Mart, 2016). Most of them had experiences in reading books, newspapers, journal articles, and the interest in reading literary pieces presented in the class. ...
The importance of vocabulary in language learning cannot be ignored, due to the significance that it brings into the core foundation of second or foreign language learning. Due to the declining and poor performance of learners in language subjects in recent international and national standardized examinations, this study explored the beliefs, strategies, and experiences of secondary ESL teachers in the Philippines in teaching vocabulary. This descriptive single case study included 17 secondary ESL teachers as participants and were asked to answer an open-ended online questionnaire seeking to describe their beliefs, strategies, and experiences in teaching vocabulary. For the purposes of confirmation and verification of participants' responses, semi-structured interviews through online conferencing platforms were also conducted. Anchored on the framework of Borg (2003), the participants' beliefs mirror the strategies and experiences they were accustomed to in teaching and learning vocabulary while incorporating 21st century approaches such as collaboration and autonomy-supportive language learning strategies.
... Literary texts are adopted as a resource to provide stimulating language activities and to help students improve their knowledge of, and proficiency in the language. Brumfit and Carter (1986) reported: "reading literary texts will help our students to understand and appreciate multiple levels of meanings, metaphors and phonological patterning in many other types of texts. Moody (1971) noted that "the study of literature is fundamentally a study of language in operation" and "literature can fit into virtually any language methodology". ...
... Due to individual traits, students could derive diverse messages from reading a particular novel, play or poem (Brumfit & Carter, (1986). Gajdusek and Van Dommelen (1993) assert that guiding students to do the necessary critical thinking is essential since it is at the heart of the writing process and critical thinking contributes to triggering students' formation of judgments (Beyer, 1995). ...
This paper examines and reports on an EFL literature course design and instruction. The researcher believed that EFL Literature Circles instruction in practice is an issue worthy of concern. A new teaching plan was designed to motivate students in practising reading literary texts and implementing activities. The plan consisted of assigning learners with various reading activities to literary genres that were done in groups and presented in the classroom. Qualitative and quantitative methods were used in this study. Based on the data obtained from classroom observations, students’ classroom presentations, focus group interview; students’ response to a questionnaire and a post-questionnaire of (30 students), the researcher found out that students developed a fairly high degree of motivation towards practising literary reading. The results of the study also indicated that the students were motivated; the course was conducive to students’ language awareness and acquisition and contributed to students’ literary growth. Learning literature through literature circles gave more freedom to learners to take risks, learn by themselves and profit from their mates without resorting to teachers in most cases. (184 words)
... A third of the students mentioned reader approach elements; the most frequent element mentioned was 'Critical thinking skills and personal development', mentioned by 28% (n = 178) as a beneficial element in their EFL literature classes (BLOEMERT et al., 2019, p. 378). Babaeel and Yahya (2014) highlight, as well as Brumfit andCarter (1986), Lazar (1993), and Collie and Slater (1987) do, that literature can be used for the development of reading, writing, listening and speaking competencies by focusing on aspects such as grammar, vocabulary and pronunciation. Literary texts are authentic materials that provide a linguistic and cultural enhancement in different genres and discursive styles. ...
... Robert Frost was a male poet from the U.S., while O. Henry was a short story writer. Once again, literature is a source of authentic material for students, giving them insights on different human emotions, societies and values, as highlighted by Babaeel and Yahya (2014), Brumfit and Carter (1986), Lazar (1993), and Collie and Slater (1987). ...
Some of the benefits of using literature in EFL classes include improving vocabulary, critical thinking and providing authentic material. Researchers such as Melo Júnior (2015) and Lago (2016; 2017) investigate literature in EFL contexts, noticing how literature can also motivate students. This paper aims to analyze English teachers' experience in Goiás, Brazil, and their relationship with literature in their EFL classes. Its purpose is to investigate whether these teachers use literary works during their lessons. Four teachers were interviewed for this case study. The results show these teachers attribute importance to literature in EFL contexts.
... Literature competency and language competency are two competencies that are related to each other. Brumfit (1986) stated that increasing literature competency in a learning activity in a foreign language learning process can bring a contribution not only for the language ability of the learner but also for the career development of the learner in the future. ...
... The 5 th UAD TEFL International Conference (5 th UTIC) ISBN 978-623-6071-02- Brumfit and Carter (1986) stated that improving the literary competency of foreign language learners could give a positive impact not only in developing the students' linguistic competence but also in supporting their character development. The insertion of literature in language learning is done not only to develop students' linguistic competence, but also to enhance the personal development of the students (Noah, 2017;Omar, 2017). ...
The study was carried out to describe English teachers’ literacy competence in English literature which had a very important role in the teaching of English language through literature to strengthen character educational values. The study applied descriptive statistics in the forms of frequencies “to describe and summarize the data.” In reporting the data, percentages were used (Leavy, 2017: 111). The respondents of the study
consisted of fifteen English language teachers working for five senior high schools organizing special interest classes in languages. The techniques for collecting data were questionnaires and FGD (focus group discussion). The data were analyzed by using quantitative descriptive techniques consisting of central tendency and percentage analysis. The results of the study showed that all the teachers got between two and fourteen credits in literature from their undergraduate colleges. Their reading hours in
literature after graduation did not show any regular base. This was particularly due to the fact that the portion of literature materials to be taught to the students was very limited. Thus, they thought that it was not necessitated to develop literary competence to support their teaching activities. However, all of them agreed that the teaching of literature to
high school students was important and useful to improve their language skills as well as their character educational values.
... As the reading of literary texts differs from other reading practices, Brumfit and Carter (2000) listed the literary competence skills that high school students should mostly master. These skills are: 1-The ability to recognize and decode: ...
... These materials help the learners to be aware of the usage of the language in a real environment without having to reside in the country where the target language is spoken. To Brumfit and Carter (1986), literary texts are an integral part of a good language class. Taking into account the numerous advantages, literature provides a wide range of opportunities for language learners. ...
In recent years there has been a renewed interest concerning the usage of literary texts in EFL classrooms as the usage helps learners enhance not only their reading and writing skills but also speaking skills on the role of cultural awareness as well. This study investigates the supporting role of literature and illustrates learners’ attitudes towards integrating literary texts while learning a second language. Convenience sampling technique was used, and the sample utilized in this research was randomly chosen 67 English major students at a public university in Turkey. The data of the study were collected through the questionnaire with a 5-point Likert scale (Likert, 1967) including 20 close-ended items. This study aims to demonstrate what kind of attitudes the second language learners have on the usage of literary texts in EFL classrooms and also whether the usage has any positive effects on raising cultural awareness.
... It becomes truism today to talk about the role of literature in foreign language classrooms. Though there have been, from time to time, some comments about the difficulties associated with the use of literature, a plethora of specialists, scholars, and foreign language educators (MacKay, 1982;Brumfit& Carter, 1986;Duff, & Maley, 1990;Carter & Long, 1991;Lazar, 1993, among others) have found the benefit of literature teaching as a productive instructional instrument to the major possible ills-language problems, including motivation and culture. ...
Countless research has spotlighted literature on foreign language’s linguistic, cultural, aesthetic, and critical thinking benefits as well as the models and strategies in connection with its effective teaching. Howbeit, based on our experience/observation, the provision of the ways/processes the literary competence should be assessed seems to be scarce. The need to assess the foreign language learners' literary competence as a learning outcome is vital. Therefore, as a contribution to this area of study, the present study aims at assessing EFL students’ literary competence. To do so, twenty-five randomly selected third-year English students at the University of Tiaret participated in the study, and O’Brien’s On the Rainy River was used as a data tool to measure their literary competence. Given the skills that literary competence embraces, the findings of this research revealed that the participants of the EFL students at the University of Tiaret lacked some basic skills that are essential for literary competence. In response to this, the paper suggests some recommendations for both teachers and students. Keywords: Assessment; Competence; EFL Students; Literature
... The aim behind this was motivated by Widdowson (1982) who said that different opinions and ideas created by reading literary texts prompt students to stay motivated and engaged with other EFL students and teachers in the classroom. This is also reiterated by Brumfit (1986) who opined that the literature-led classrooms find the learners in an active role, interacting with others and trying to make sense out of the text and its language in a meaningful way. Carter (1991) voiced a similar view by pointing out that literature not only empowers the learner into a state of autonomy but also helps them evolve as an independent being and engage in relationships with others. ...
The current study works on the belief that literature (poetry and moral tales) can be a powerful tool for acquisition of oracy in an EFL setting and studies the impetus given to L2 learning as a factor of exposure to poetry and meaningful stories in L1. It aims to investigate whether students’ L1 can play a positive role in reasonable L2 oral output on the premise of using literature in the classroom. The study also compares whether or not the students’ scores develop significantly as a result of the intervention. It adopts a quasi-experiment design in which 75 level 1 Saudi EFL students at the Department of English and Translation participate by enrolling in a listening-speaking test in with evaluation is based on an ASL descriptors rubric. The intervention follows a version of Ochi’s (2009) practice of Interpreting Training Method (ITM) using Quick-Response Practice and Sight Translation (Ochi also uses Shadowing and Summarization in addition to these). Findings show that using L1 literary genre can help in developing EFL students’ oracy skills. Furthermore, the study reports that students gain in all the four elements as 2.7 points in comprehension and 3.8 in coherence, and 1.8 points in pronunciation and 1.4 in grammar/ vocabulary on a scale of 1-10, however, in comprehension and coherence the enhancement is significant, p =0.000. It recommends EFL teachers to integrate the use of L1 literature in EFL classroom as inputs in facilitating L2 output.
... Literature basically has a major difference from other arts. As for work in any other subject (Burke & Brumfit, 1986), the students need to be able to read accurately and easily. Literature form acquires a special value. ...
Literature is written work, especially those considered superior or lasting artistic merit. Literature is one of the important things in the world and life. An assist contention against teaching literature was that modern innovation and social hones within the tall in West had rendered—or were on the point of rendering—reading and composing pitifully obsolete. This research aims to explore the students' understanding of English literature according to the expert and one their knowledge and the necessary type of literature as well. Further, by implementing a descriptive qualitative method design which was aimed to give an original view of variable, indication, or condition. The college student also defined that literature as a guide. And some junior high school student said that literature is an artwork in the form of written phrases that contains the spirit, sighing, etc. They honestly claimed that learning English literature made them increase their knowledge about English literature which was amazing. To solve the challenges, the college students recalled their moments and experience when learning literature at junior high school and argued about English literature that was so boring and wasted time. Further research can be done to explore the perception of English literature in junior high school from junior high school students and the college student's point of view.
... In countries where English is a non-native language, the question whether literature in English should be taught as a discipline for its own sake, as an end in its own right, an object of study or as a resource, a means to language learning has been a controversial issue among language teachers. Since the early 1980s more and more scholars such as Widdowson [1], Brumfit and Carter [2], Carter and Long [3], Duff and Maley [4] have advocated for the integration of literature in foreign language (FL) teaching, especially with McRae's introduction of the concept of "literature with a small l" [5]. Other educational experts chimed in, highlighting the advantages of teaching literature in the foreign language classroom [6], [7], [8]. ...
At the tertiary level, English literature, as a theoretical subject, is an obligatory course in most English departments teaching students majoring in English due to the inextricable link between literature and language. The incorporation of literature into teaching language becomes intriguing when English adopts its role as a lingua franca (ELF), a means of communication among people of different mother tongues and cultural backgrounds. The study aims at exploring the perceptions of six Vietnamese teachers of English literature from five major universities in Hochiminh City by using unstructured interview, which focuses on two main aspects namely, (1) their perception of ELF, i.e. awareness as well as evaluation of its status in Vietnam, and (2) its influence on their teaching philosophy and practice in English Literature courses. Results show that despite their appreciation of ELF, English is considered a foreign language (EFL) rather than a lingua franca in the Vietnamese context. However, a number of concepts associated with ELF, which the participants value influence their teaching in terms of material selection, and class activities but not assessment where the native speaker norms concerning language use are respected.
... A good language course includes literary texts. The most common emphases when using literary texts are the focus on teaching language or teaching literature [1]. Widdowson (1975) suggests that literature and language teaching should be mutually reinforcing and not exclusive, if the students are to be taught to read literature meaningfully [20]. ...
English teachers are in demand today either in the field of education or other specializations. Literary competence gives paramount impact to be adept in English literature. The main purpose of this study was to determine the literary competence of Pre-Service English Teachers. Specifically, it sought to answer the respondents’ level of literary competence and the respondents’ literary competence in elements of poetry. Cross-sectional descriptive design was used with a 30-item literary competence test composing point of view, literary device, sound values, and structure. A researcher made questionnaire was administered to fifty respondents. The questionnaire underwent validation through pilot-testing. The results implied that most of the respondents were still in the developing level. It also revealed that they were least competent in structure as part of the elements of poetry. Therefore, the respondents lacked literary competence expected of a Pre-Service English teacher. It was recommended that an intervention scheme must be crafted and utilized to achieve literary competence.
... Encouraging the PSLTs to develop reading habits and skills is also important and very significant to enhance their competencies in Theoretical Foundations in Literature. Brumfit and Carter (1986) believed that literature is a language partner. Works of literature can help learners learn a skill in the target language, learn the usage of idiomatic expressions, speak legitimately, and become more fluent and creative in the target language (Obeidat, 1997). ...
Structured abstract Background: To provide proper and quality teaching and training of would-be teachers is the mandate of teacher education institutions. Hence, they are expected to ensure that the would-be teachers that they are training are able to demonstrate the essential competencies required in various domains to become effective and competent teachers. If well-equipped, they can efficiently establish the meaning and purpose of education and promote the potentials of their future learners. Purpose: Identify the competency levels of pre-service language teachers and develop a competency-based training program for their improvement. Participants: The respondents of this research were 65 pre-service language teachers in five Philippine teacher education institutions, cooperating teachers in the laboratory schools, and supervising instructors during the second semester of academic year 2013-2014. Research design: Mixed-method design (explanatory sequential design) Data collection and analysis: A 100-item examination identified the competency levels of the pre-service teachers in the areas of language curriculum, foundations of language and literature, and teaching methodology. In the treatment of the qualitative data, significant statements of the respondents that helped clarify dubious results in the quantitative data were filtered. To identify the significant statements, frequent or common statements were considered. These statements were then used within the results and discussion section to clarify, substantiate, and confirm the outcome of the quantitative results. Findings: The quantitative results of the study revealed that the language competency levels of the pre-service teachers in the areas of curriculum, theoretical foundations in language, theoretical foundations in literature, and methodology are at the beginning level. The qualitative results presented the suggestions given by the in-service teachers in improving the performance of the pre-service teachers, namely: intensified pre-service language teachers' training, updated in-service language teachers' training, inflamed love for reading, aligned language curriculum, defined admission policy, and mastered basic language skills for language teachers, thus the formulation of the Helm of Competency Improvement. Recommendation: It is highly recommended that teacher education institutions strengthen their curricular alignments and trainings in their different course offerings using existing international standards for language education.
... 2. Literature Review 2.1. The Significance of Using Literature in EFL Classrooms Brumfit and Carter (1986) claimed "Literature is an ally of language", and McKay (1982) said that "Literature presents language in discourse". Literary language is helpful for teaching and learning a language since its important purpose is the revelation of creativity, of the knowledge of the self and of others manifested by that language used in literary context. ...
This study provides a review of ideas and research focusing on the role of literature in the EFL classrooms. It investigates whether or not literature has the capacity to enrich and enhance English as a foreign language teaching and learning practices. It focuses on the theoretical assumptions and pedagogical implications of using different literary texts in the context of teaching and learning English as a foreign language. In order to achieve the study's aims, a questionnaire targeting forty-five (45) second year English students from the University of El-Oued, Algeria was used as a data gathering tool. The survey investigates students` attitudes towards incorporating literary texts as a medium to enhance the mastery of the language.
... An ER material can be easy enough for students to read with general comprehension (Ono, Day & Harsh, 2004). Supporting this view, Brumfit (1986) states that the general criteria of texts' selection "linguistic and cultural level, length, pedagogical role, genre representation, and classic states also referred to as face validity" (Brumfit, 1986, p.189). Another idea of ER is that students should read materials at the "i minus 1" level. ...
This one-group experimental study attempts to investigate the effects of integrating extensive reading, especially the integration of the two main reading skills namely skimming and scanning skills into the reading lessons on EFL high school students’ reading performance. The participants were 62 grade-10 students studying in a high school in the Mekong Delta, Vietnam. The four main instruments used to collect the data included Reading Tests (consisting of Pre-test and Post-test), a questionnaire, a semi-structured interview, and a pre-program survey, respectively. The results of the data analysis indicated a relatively significant impact of extensive reading on students’ reading performance, especially the improvement of two reading skills, namely skimming and scanning. In addition, it confirmed that the participants had a positive attitude towards the integration of extensive reading into the reading lessons. The present study showed the main implication that the incorporation of extensive reading into the reading lessons should get more attention in language teaching programs at secondary education.
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... It attempts to generate an understanding of intercultural communicative competence among participants whose mother tongue is not English. We illustrate the varied ways in which language and communicative competence are related and integrated to offer benefits to the multicultural and multilingual participants of the study (Brumfit and Carter 1986). ...
Life in the twenty-first century globalised world brings people into contact
with others from different cultures who use different languages. Through
these contacts, the need for interaction forces them to find different ways
of understanding one another and to generate knowledge. For them to
achieve this objective, they need a strong medium. L2 and Foreign
language education has been developed to unravel such challenges posed
to competence in intercultural communication, with the emphasis placed
on how to communicate with a different “other”.
Foreign and second language teaching and learning (a social practice) in
this study, is to eradicate linguistic and cultural barriers. In this case, it is
not only necessary to promote competence through linguistic capital
(language), but more importantly, to raise intercultural awareness. For
these issues to develop and consolidate intercultural communicative
competence, language practitioners need to deviate from the rationalist
reductionist approaches to language teaching and learning in favour of an
ecological or a constructivist perspective which views language learning
as a social practice. In view of this, whatever language the participants
may use for communication does not matter, what really matters is that
they need to switch to any given language as the situation may demand. In
upholding a constructivist perspective, this research hypothesized that
engagement and participation in a social practice increases competence in
the target language and helps the participants to develop in terms of
emotional maturity.
This research made use of qualitative research methodology, revolving
around an ethnographic design, to understand the outcomes and the
fluidity of interactions among a diverse community of the University of
the Western Cape in Cape Town, South Africa. Such an understanding can
therefore only be deduced from the perspectives of the role-players
through their engagements and participation in activities and events in and
out of the classroom. The research population constituted lecturers, tutors
and students of the above institution. The four principal tools used for data
collection included: interviews, questionnaires, naturally occurring data
and participant observation. The interviews were both formal and informal
and as with the questionnaires, they were open-ended. This open-ended
Investigating the Role of Language in the Identity Construction of Scholars
xi
nature was due to the interaction it provided between the researcher and
the researched, the awareness-raising of diversity, and a need to
understand otherness.
The findings from the study affirmed that the participants gained
competence in intercultural communication through the different levels of
interaction that were used to enhance participation, engagement and
involvement. In view of this, the participants benefited from provisional
understanding, tentative interpretations and the affective environment.
Furthermore, it could be said that interaction provided them with the
rationale to challenge, develop and explore ideas and meanings for
communication. Holistically, the study attested to the importance and
centrality of participation and engagement in a target language. An
important aim was to motivate the participants to understand that there is
no unique centralized understanding of notions such as correctness in
meaning and proficiency in a language. Our understanding of the world is
multi-centric.
... Literary stylistics refers to the study of a method employed in literary language. It may be thought of as a compilation of form content. Brumfit and Carter (1986: 3) see some discrepancy between styles and Literary Criticism, the important distinction between the two is "the level of careful systematic attention given to the analysis of language". Once analyzing a text, one is curious about selecting one thing that the author has done. ...
The study tries to analyze the novel "The Ministry of Utmost Happiness" by Arundhati Roy with the perspective of stylistics analysis. Roy keeps prominent position in post-colonial English literature. As she belongs to India which was remained once a colony of British government. English concedes as a native language of the British people that is why, English language has great influence upon the people of India. Moreover, the study will describe the stylistics devices, which is used by the Roy, in her novel, "The Ministry of Utmost Happiness". Stylistics grammatical deviations and devices are used liberally by the Roy, in this novel, to bring specific effects on the minds of the readers. This present study analyzed the lexical and syntactical patterns in the Roy's novel. Henceforth, the study will use the lexical functional grammar theory by Dalrymple (2010). This paper will use the qualitative method for analyzing the data and use the analytical approach too. Moreover, the study collects the data randomly from the novel according to the questions of the study. Hence, the study will depict the suitable citations for supporting the arguments of the study. The present researcher suggests that the study would be helpful for the students of linguistics and literature in the future. This paper will not depict a Published by: Research Syndicate Email: editor@researchsyndicate.com.pk Website: http://www.researchsyndicate.com.pk 2 comprehensive detailing of these devices, yet, it depicts a snapshot of the conventional flouted as well as deviations, which is induced by Roy.
... Tarcan'a göre yabancı dil öğretiminde kullanılan edebi bir metin öğrenciler için "öğretici bir bulmaca" özelliği taşır ve öğrencilerin zihinlerindeki boşlukları tahminlerle, resimlerlerle ve sözcüklerle doldurmak için kullanılabilir (Tarcan 2004;53). Her ne kadar Pickett (Brumfit & Carter;1986;127) öğrencinin edebiyat olmadan da dili gayet güzel öğrenebileceğini veya tam tersi bir durumda sadece dilbilgisi öğrenerek edebi bir eseri okuyup anlayacağını söylese de, her iki durumda da bir şeylerin eksik kalacağının ve ancak "edebiyat ve dil çalışmasının birbirine çok yakın olması ile bu eksikliğin giderilebileceğinin" de altını çizmektedir. ...
Edebiyat ve Yabancı Dil Öğretimi
... Several studies addressed this issue focusing on motivating EFL students with the use of literature (Brumfit & Carter, 1991;Collie & Slater, 1990;Benton & Fox, 1985). In teaching English literature in ELT class, it is undeniable that motivation is a very important factor. ...
Foreign language teachers need to motivate their students to learn English. Literature can be a good means to achieve motivation in literature classes. There has recently been a revival of interest in literature as a practical, motivating and an effective resource available for language learning. Therefore, we can assume that literature and authentic literary materials, especially short stories can enhance students’ motivations. This study focuses on how students’ motivation can be lifted through the use of group discussion as class activities and contemporary literature as learning material. This study is a descriptive qualitative which used questionnaire as main instrument to find out how college students rate English Literature Course and how students can be motivated with certain group activities with certain learning material. The result of this study shows that students rated 82 out of 100 for English Literature Course using group discussion as class activity and contemporary literature as learning material. From this study, there is an obvious implication that college students may enjoy learning English Literature through the utilization of contemporary literature and group discussion. This study found that instead of reading short extracts presented in course books, or any classical short stories, contemporary literature were more suitable complete texts for students to become fluent and competent language users. By learning English through literature, the students’ knowledge and competence are enhanced not only through formal English lessons, but rather through informal cognitive ways, in where the students are invited to examine and analyze how human’s life are portrayed through vocabularies, grammatical structures, and sociocultural dimensions of language.
... Category A(17) CategoryB (13) CategoryC (14) Category D(10) Category E (06) ...
The present study attempted to apply a practical teaching methodology based on Pedagogic Stylistic Approach for the teaching of poetry to Private Students of M.A English in Pakistan. The aim of this thesis is to improve interpretative skills of private students to infer meanings of the poetic language. Moreover, it develops and multiplies critical abilities in students. Moreover, it emphasizes the part of poetry in moving up understanding at university planes. This investigation aims on the application of stylistics tactic for the pedagogy of English poetry. This exploration implements the technique used by Leech and Short in their manuscript Style in Literature to examine and teach poetry with stylistic approach. The findings of this research proved that stylistic approach as a practical teaching methodology for poetry was significantly better than the traditional teaching methods. Moreover, the results of this study also clearly exhibited that the performance of the Experimental group was considerably advanced than the Controller group. Investigational group was able to understand and interpret poetic language in a better way when literary approach was practical on them. Stylistic method was also establishing as effective and suitable tool for teachers and students to discover typical and unique structures of poetic etymological and interpret poems in a systematic way. This study would be helpful as criteria for teaching poetry. Furthermore, this would be helpful for other researchers to apply other Linguistics knowledge on Private candidates, too.
The research seeks to investigate why most teachers at Cristiano Paulo Secondary School are not using short stories in English Language Teaching despite the fact that they know the importance of short stories, and suggest techniques to increase the use of short stories in ELT (English Language Teaching). The study will take place in Niassa Province, specifically at Cristiano Paulo Taimo Secondary School – Lichinga. The sample of this study will be students and teachers of English of grade 12 of the school aforementioned and will be determined through simple random sampling, mixed approach will be the approach in use for this study and data for this study will be collected through questionnaires and observation. 2 teachers of English and 10 students of grade 12 participated in the survey study. The data will be analyzed through statistics and themes. Searching for practical ways to improve students’ English language skills is a real concern for all English teachers. There is a consensus among English Language Teaching practitioners regarding the significance of reading for learning new languages, since reading gives depth to language learning (Stern, 2001). Therefore, teachers are obligated to provide their students with interesting and suitable texts to read. Real stories are by far more interesting and involving than scientific and historical texts. Thus, the researcher expects that this study will help teachers to improve the teaching of English Language through short stories and students will be able to develop speaking skills.
近年、学習者の増加及び多様化に伴い、国内の言語文化教育を取り巻く環境は複雑さを増している。また、グローバル人材育成が重視される現代において、言語は道具としての役割を与えられており、言語教育は実用主義化する一方である。その中で、実用性が低いと思われる教材は軽視される傾向にあるといえる。文学教材はその一つではないかと筆者は考える。筆者は、長年日本語教育における文学教材の研究を行ってきたが、日本国内ではこのテーマについてなかなか理解が得られず、ほとんど議論されていないことが明らかとなっている。本稿では、文学教材を中心に、現代の道具主義的、実用主義的な日本語教育を疑問視し、なぜ文学教材が注目されないのか、その要因を検討し、日本語教育における文学教材の意義を考察する。
This study aims at investigating the techniques used in teaching literary texts in secondary schools and the difficulties behind practicing these techniques that teachers encounter in teaching literature. It is hypothesized that teachers of English still use the traditional way in teaching literary texts, and female teachers use more various ways than male teachers. A questionnaire is designed to achieve the aims of the study. Finally it has been concluded that teachers of English use the traditional way of teaching and they do not use the principles of communicative method in teaching literature.
In this chapter, the author reflects on the development and growth of an English teacher, as he makes a conscious effort to identify the various milestones that punctuated his professional journey. He scrutinizes carefully how every important step in his life molded the evolving teacher in him and examines the pedagogical implications of various academic experiences and events that figured in a career, spanning four decades. He discusses the continuous growth of the teacher in him in two phases—from the teaching of English for Plus Two students as a young teacher coming to terms with the profession to a more experienced practitioner with enhanced qualifications who taught English to engineering students for three decades. He focuses on how he handled the new challenges that popped up on various occasions in his long career. The acquisition of better qualifications and a professional approach and orientation to teach language skills helped him become a purposeful and effective teacher. He also muses on the role of becoming a teacher trainer while teaching listening, speaking, reading, and writing skills to colleagues and students in other institutions and went beyond them to connect with them and inspire them through his dedicated professional life.KeywordsThe evolution of an English teacherChallenges of a young teacherFlexibility and adaptability of English teachersContinuing professional developmentLearning from conference presentationsTeacher training
Stylistics plays a key role in interpreting pieces of literary writing. It is considered to be the most appropriate and principled approach to study literary texts regarding its comprehensive nature that tries to link two disciplines, linguistics and literary criticism. Focusing on the various linguistic features of texts, stylistics seems to be a powerful tool that-if used properly-can endorse English as Foreign Language (EFL) students to analyze and appreciate literature in all its manifestations in a practical and objective way. The present paper aims at showing the effectiveness of opting for the stylistic analysis in the EFL context. It also attempts to accentuate the significance of the aforementioned approach in facilitating learning literature and making it an enjoyable task for both teachers and learners as well. The overall goal of this research is to investigate whether stylistics is an effective and relevant approach to analyze literary texts. Résumé La stylistique joue un rôle clé dans l'interprétation des oeuvres littéraires. Elle est considérée comme l'approche la plus appropriée, elle est fondée sur les principes qui servent à étudier les textes littéraires en ce qui concerne leur nature globale qui tente de relier deux disciplines : la linguistique et la critique littéraire. Se concentrant sur les différentes caractéristiques linguistiques des textes, la stylistique semble être un outil puissant qui, s'il est utilisé correctement, peut soutenir les étudiants en anglais langue étrangère (EFL) pour analyser et apprécier la littérature dans toutes ses manifestations d'une manière pratique et objective. Le présent article vise à jeter la lumière sur l'efficacité d'opter pour l'analyse stylistique dans le contexte de l'EFL. Il tente également de démontrer l'importance de l'approche susmentionnée pour faciliter l'apprentissage de la littérature et en faire une tâche agréable pour les enseignants et les apprenants. L'objectif global de cette recherche est d'étudier si la stylistique est une approche efficace et pertinente pour analyser les textes littéraires. Mots clés: Stylistique-Enseignement de la littérature-Caractéristiques linguistiques-Les apprenants en anglais langue étrangère-Texte littéraire.
El presente volumen recoge una selección de investigaciones y propuestas didácticas aplicadas a la enseñanza del español realizadas, en su mayor parte, desde universidades del Reino Unido. El libro incorpora una serie de trabajos escritos por miembros de ELEUK, la asociación británica de profesores de español, y está estructurado en cuatro bloques que reflexionan sobre los últimos avances académicos desde distintos niveles de concreción curricular y ámbitos de intervención pedagógica: diseño curricular, contenidos gramaticales, diversidad y propuestas didácticas. ELEUK continúa su línea de publicaciones con este segundo proyecto editorial escrito, evaluado y editado de manera colaborativa por un grupo de integrantes de la asociación.
p>This study investigates conceptions and pedagogical practices of critical thinking skill in the L2 literature classroom in the Thai university. An ethnographic case study was conducted to explore teachers' conceptions and expectations of critical thinking, to identify how teachers' pedagogical practices promote students' critical thinking skills and to what extent they are successful, and lastly to examine Thai students' capacity to think critically in L2 literature course and their awareness of their own capacity. Three kinds of research methods were employed: interview, observation, and document analysis. The findings from the lecturers' interview reveal that all of the interviewees positively respond to the importance of critical thinking and express their expectation towards levels of critical thinking that they would like to see by the end of the students' study in different levels such as application, analysis, synthesis, and evaluation. According to the students' interview, many definitions of critical thinking, which reflect the abilities in three levels of critical thinking skill: comprehension, application, and analysis, are offered. The students are also aware of their own capacity to think critically. They are able to evaluate their own critical thinking ability which ranged from a low to a high level. The findings from classroom observation reveal three activities implemented in two observed literature classes that are relevant to the students', development of critical thinking: lecturing, group discussion, and student presentations. The analysis of the students' written exams in two literature courses reveal that to various extent, the students demonstrate their critical thinking skill in many different levels such as knowledge, comprehension, application, analysis, evaluation, and synthesis.</p
The popularity of English education in Poland has increased by over 40%1 in recent years. In the academic year 1996/97 only 30.2% of all students learnt English, whereas in 2007/2008 –the total was 72.4%. This means that at present almost the whole population of students from primary and secondary schools studies English as a foreign language. As a consequence, English teachers have to search for new educational forms and methods to fulfill the needs of the growing number of language learners. That is why, two main problems have arisen: how to meet the demands of those students whose level of linguistic competences is steadily increasing, and how to help those students who are not able to master English efficiently enough.
This book describes various techniques and methods that should help to solve the abovementioned problems of the contemporary English teacher. Topics include how to increase students’ creativity, which information and communication technologies should be used, why is it important to introduce elements of English culture into educational programmes, and to what extent teaching English through literature boosts pedagogical efficiency. The book also shows some innovative methods which are used by a limited number of linguists, which should be popularized among all English teachers. For example, it is worth mentioning that when teaching phonetics, one should remember to work with their body and induce emotions through sensory feedback. It is also worth pointing out that getting feedback from students heightens their language skills, and the application of Green Head and the Direct Methods as well as European Language Portfolio develops their intercultural competence, too.
The book includes scientific papers, as well as short articles that give practical solutions. It is divided into five sections, which refer to the most significant issues in teaching English as a foreign language, from a psycho-pedagogical approach to a didactic process, as well as the application of ICT, and teaching English through literature and culture. The last section delineates examples of good school practice. These topics do not exhaust all the problems that contemporary English teachers face. However, it describes diverse influences and infinite opportunities that have proved beneficial in applied linguistics.
The book contains articles written in Polish and English by various specialists, dealing in psychology, information technology, didactics, literary and language studies as well as educators. It is targeted at English teachers, but its readers can be teachers of foreign languages in general.
I wish you all enjoyable reading.
This chapter argues that stylistics and literary criticism should be integrated in the teaching of stylistics. The tensions between linguistic and literary criticism and their mutual rejection of the value of the other’s contribution to the study of literary texts are long-standing. Most stylisticians have attempted to show that stylistics has got a greater explanatory power than impressionistic critical evaluations of literary texts. However, this chapter argues that stylistic analysis can benefit immensely from the insight offered by a more historical and contextual approach to texts, which has traditionally been the preserve of literary criticism. The historical and cultural knowledge that we gain from criticism can illuminate stylistic meaning, just as significantly as linguistic analysis can illuminate critical interpretation. Through an exploration of Ezra Pound’s use of the present perfect aspect, the chapter shows that the cultural, historical and biographical information that literary scholarship provides can enrich the linguistic analysis.KeywordsEzra PoundPresent perfectLiterary criticismIntentionBiographical criticismPedagogical stylistics
The use of literature in language teaching is still contentious though literature occupies limited space in the language syllabi. The language teachers assume that literature has less contribution to language teaching, believing that literary materials are challenging to handle in the classroom. However, I believe that literary materials are rich in content and have the creative language use to contribute to language teaching. In this juncture, this study analyzes the use of literature in English language teaching in general and the pedagogical approaches to be practiced in particular by using qualitative and analytical research design. For this purpose, the three texts of literature: Katherine Mansfield’s “The Garden Party” (story), Kamala Das’s “An Introduction” (poem), and Anton Chekhov’s The Cherry Orchard (drama) have been used as the primary texts to design the activities under three levels of interaction. These literary texts are analyzed to show the use and pedagogy of literature in language teaching. The study concludes that literature in language teaching contributes to the language development and aesthetic purpose. Exploring the literary texts involves students in (preliminary) interaction to draw the information of the text for conceptualization. Likewise, the activities under reading between the lines inculcate different skills in students such as discussing, analyzing, exploring and characterizing; and literary texts in beyond the text section involve students in aesthetic purpose-based activities in which students apply the critical lenses and create their own texts. This study provides many language teachers with insights to handle literary texts more effectively to sharpen students’ language, inferential and intellectual skills.
At a time when teaching English has become one of the
current topics, we must first of all aim to teach English to the
young generation with English literature. In this regard, it is
worthwhile to learn the peculiarities of children’s literature. A
piece of children’s literature given in the article a collection of
stories called “The Winnie the Pooh and all, all, all” also refers to
subtleties of children’s psychology.
This research is a part of highlighting students' responses to the various practical ways of responding to a literary text. It, hence, aims at providing a more intelligible picture of students' attitudes, observations and personal reactions when interacting with a literary text, and expounds the inclusion of the Reader-response approach in an ordinary literature-based interactive classroom instruction. To achieve the aim of the study, a documentation analysis tool has been used to collect the required data and prove the hypothesis of the study with a sample of 52 students at ENS of Laghouat. Finally, we came out with the claim that aesthetic reading in the modern educational classes can help readers be able to socialize surroundings. Yet, aesthetic reading by means of reader response can signify various standards in relation to particular contexts.
This study focuses on the effectiveness of the use of literature among English as a Second Language (ESL) students. The purpose of this study is to investigate whether poetry has an impact on language teaching and learning in undergraduates in the English as a second language (ESL) classroom. This study focuses on poetry as a motivation factor and as a productive method to practice language in the ESL classroom. The target population was randomly selected from the second-year students who offer Center for English Language Learning (CELL) as their core subject for their degree program. The students were chosen at random from the sample, with 20 individuals divided into two groups. After the class, the first group was tested using non-literature content, and their scores were recorded. The second group received the identical instruction as the first, with the same test results. As a result, after learning the lesson through a poem, the second group was tested again, and their scores were recorded. They were also given a questionnaire to gauge their degree of satisfaction. The effectiveness of using poetry in learning and teaching was examined by comparing the independent variables. When the effectiveness of the employment of poetry in second language learning students is measured, the outcome-oriented examination shows no difference. There seem certain positive and negative effects.
This research study was aimed to determine whether the epics have effects on intercultural awareness of second language learners at the School of Foreign Languages, Selcuk University. It was conducted in two prep classes including 21 and 19 students to determine whether using epics was beneficial for intercultural awareness of second language learners during the foreign language learning process. The experimental group including 21 students was taught two English and two Turkish epics and related activities were done. The control group consisted of 19 students and no specific study for intercultural awareness was done. The students in that group got the cultural information from the coursebook. Both groups were given a questionnaire as a pre-test and a post-test. The test consisted of three open-ended questions related to the attitudes of students towards the target culture. During the study, the students were observed, and their behaviours and opinions were recorded by the researcher. The results showed a significant difference in the mean gains of the samples. Teaching epics proved to be effective on students’ intercultural awareness as second language learners while learning a second language.
Literature is an effective source of language learning for the learners of English language. It has all the components of language education like grammar, vocabulary and innovative sentence structures that promote language competency in learners. Literary texts provide scope for various interpretations on the issues discussed in the texts. They focus on the social, cultural, economic and political aspects of a society. Speaking skills of students can be improved greatly with the use of literary texts in the classroom. This paper examines the different ways in which literary texts can be exploited to promote language expertise in students. As a part of this, integration of all the four skills, LSRW, is done in the activities designed and finally the productive skill of speaking is tested. My research shows that the quality of language used by the experimental group is comparatively better than that of the control group. The paper then proves the fact that apart from providing aesthetic pleasure, literary texts have an influence on the learners' use of words, phrases, idiomatic expressions and culture specific jargon in their communicative situations. The paper also suggests a few techniques in designing creative materials and exercises to the teachers interested in using literary texts for the promotion of language proficiency in learners.
Literature has the potential to encourage learners to become cognisant of patterns and linguistic features of the language because it creates an environment where the applications of the language can function. A growing body of literature has supported the incorporation of literature in second language teaching on the grounds that literature signifies a wide range of accurate use of the language features that paves the way for learning the target language. The present paper attempted to explore the perceptions of learners about welcoming literature in the language classroom for extending language use. The data presented in this study are from interviews. 60 senior-year ELT students were interviewed to reveal their attitudes towards the inclusion of literature into language teaching. Although a small number of the participants questioned the effectiveness of literature, a large number of the participants enumerated several reasons for the inclusion of literature in language learning. The results of the interview highlight the premise that the incorporation of literature into language teaching is shown to be worthwhile for offering a new language learning experience, creating a medium to promote engagement, providing an avenue for coming to good terms with personal development, building an ethos to enhance accuracy and fluency, and constituting ideal occasions to develop learner autonomy.
Introduction. This article deals with the interpretation of the literary texts in an ESL classroom. We will try to analyze and examine the possible overcomes of the usage of literature in the classroom which means it will purely rely on the teacher and student involvement in the classroom situation. Research methods. It is clear that the problem of using literary texts in the English classroom is being observed and analyzed for a long time. There are many researches conducted in this field that have both positive and negative results. Literature is inseparable part of language learning since it deals with authentic text, and the reader can see the language of people who use it as their native. It can be a very helpful tool even if it has some cons which will not overweight the positiveness of this research. Results and discussions. Its is very important to mention that ESL classroom differs from a native speaker classroom for the reason that the students are not directly involved in the process of using the language that they are learning. The learning styles of the students with different cultural background also affects on the process of learning for the fact that culture is a part of language. Because of this reason language learning can be closely connected with the literature of that nation since you can come across with different cultural aspects while you read or examine any sorts of literary books.
Integrating and utilizing literary texts from coursebooks in foreign language teaching could impact the communicative competence of language learners. The study aims to scrutinize the usage of authentic and inauthentic literary texts found in 44 mainstream English as a foreign language (EFL) coursebooks. The article particularly examines how texts can facilitate communicative language learning and teaching in language classes. To do this, the study proposes a set of principles that can enable using literary texts more appropriately. The analysis of the study indicates that authentic and inauthentic literary texts are used differently, with authentic texts providing great opportunities for communication and offering a unique contribution to the EFL classroom. The study has implications for language teachers and coursebook designers in language programs. Further recommendations are made on how literature can be used communicatively.
Metacognitive learning strategies (MLS) often are utilized to engage learners' mental abilities which help to develop learning EFL/ESL. This study intends to investigate the possibility of teaching Iraqi students short stories through the application of MLS. A sample of 60 students of two equal groups (the experimental taught via MLS, and control taught via conventional methods) has been chosen to constitute the data of the study. An analytic-qualitative method (based on observation and pre-posttest) is employed for data collection and analysis. The data are gathered from observing students' performances and the students, responses on the pre-and post-test. The study concludes that students utilizing MLS perform better than those following conventional method in handling short stories. MLS enable them to become freer to choose, plan, monitor and evaluate the topics and strategy they utilize to comprehend short stories. This indicates that utilizing MLS in teaching short stories is functioning and productive.
p class="ResumoeAbstract">Este estudo tem como objetivo discutir, a partir de observação docente e percepção discente, como uma intervenção de produção audiovisual baseada em textos literários na aula de língua inglesa é capaz de promover múltiplas leituras. O estudo foi conduzido em quatro etapas: exibição de filme adaptado de um conto de Poe; oficinas literárias com contos deste autor; produção de filmes adaptados de contos de Poe pelos alunos; exibição das produções. Os informantes foram 37 alunos do Ensino Médio de uma escola pública. A observação docente foi feita ao longo do estudo e a percepção discente foi coletada por um questionários a primeira etapa e outro depois da exibição das produções discentes. Os alunos relataram aumento de interesse pela leitura de literatura e desenvolvimento de habilidades na língua inglesa. Os resultados mostraram que a intervenção ajudou a desenvolver múltiplas leituras, como a literária e a fílmica. </p
This article describes how teaching in a second-year undergraduate stylistics workshop was transformed in my attempt to increase student attendance and engagement, and the strategies that were put in place to achieve this outcome. The personal account describes how I changed my teaching pedagogy to facilitate learning through collaborative strategies and how I evaluated the impact this had on student learning using action research (Bradbury, 2015 (ed) The SAGE Handbook of Action Research. London: SAGE) as the investigative approach. Using the model of Plan-Act-Observe-Reflect process (Kemmis and McTaggart, 1988 The Action Research Planner. 3rd edn. Geelong: Deakin University Press) and with data from a short questionnaire given to students, I was able to gain a deeper understanding of the value of the activities as perceived by students. The flipped classroom, where materials were given to students in advance to prepare, became critical for participation in the workshop and allowed for classroom time to be optimised for discussion and feedback. This article also presents photographs of the stylistic analysis produced on whiteboards as part of the collaborative activities with a summary of responses by students to the questionnaire which evaluated the impact that this approach to teaching had on their learning, confidence and preparation for the assessment.
The present paper explores and analyses pains and pangs in Anton Chekhov’s Story Vanka by the means of critical discourse analysis for pedagogical purpose. The study paper was carried out by using secondary resources. In Vanka, with his simplicity and minuteness of details, Chekhov reveals his sense of man's inhumanity to man. Poverty, widely discussed in Marxist ideologies, is a curse to majority of school age children. The school age child Vanka is not exception anyway.
The IoT (Internet of Things) with a vast network area has created diverse number of
opportunities for achieving desirable change by the people connected within a society and has
made sustainable technological development in the present scenario. IoT technologies include the
use of RFID’s, WSN, EPC, actuators and protocols such as IP protocol, bluetooth and zigbee. The
main characteristic feature of IoT is support for heterogeneous and interoperability functions. In
this paper, we lay emphasis on IoT technology highlighting its objectives and applications. The
paper also presents IoT layered architecture with its main focus on privacy and security issues.
Further, paper also presents challenges and open issues that need to be discussed including
recommendations for future research in this area.
Many theorists have pointed out that in real world communication, the usage of a language is always colored by a cultural norm so that the language used in communication can be understood by the majority of a cultural community or society. The relationship between language usage and cultural norms or pragmatic rules can never be broken in communication. In cross-cultural communication, the differences in pragmatic rules, communicative strategies, cross-cultural psychology among other may become problematic areas in learning a second or foreign language. Consequently, making the differences known to both learners and teachers is of paramount importance in teaching and learning a second or foreign language. By addressing and discussing some cultural-specific factors in teaching and learning a second or foreign language, this thesis aims to provide useful learning factors in which learners frame meaning in a second or foreign language and thus emphasize the importance of teaching culture to second or foreign language learners, it also tentatively provide some instructional strategies for teaching culture in second or foreign language acquisition (SLA/FLA) classroom.
ResearchGate has not been able to resolve any references for this publication.