How do you teach English through literature?
When teaching English through literature, some of the group activities discussions, and debates. All of these group activities both develop the speaking abilities of the students and give importance to pronunciation practice.
Is teaching English through literature viable at all stages of learning?
Conclusion It is clear that teaching English language through literature is viable at the all stages of language learning. The important point to be noted is that the literature prescribed should be interesting and understandable for the learners. If syllabus designing is taken proper care of half the battle is won.
What are the benefits of teaching English through literature?
When teaching English through literature, some of the group activities discussions, and debates. All of these group activities both develop the speaking abilities of the students and give importance to pronunciation practice. Teachers indicate pronunciation 1991:337). 4. Benefits of Different Genres of Literature to Language 4.1.
What is the role of literature in language learning?
Literature is not only a tool for developing the written culture of the target language, building up a cultural competenc e in students. Arıoğul, S. 2001. “The Teaching of Reading Through Short Stories in Advanced Classes” Unpublished M.A Thesis. Ankara: Hacettepe University. Collie, J. and S. Slater. 1990.
What is the literature based ELT model?
This paper proposes a newly-designed instructional material development model to develop literature-based ELT materials. There are two primary aims of this study i.e. to provide the basic principles of incorporating literature in English Language Teaching and to describe a comprehensive framework to develop literature-based ELT materials. The presented instructional material development model is constructed of four fundamental phases encompassing Input phase (Locating learners" needs by conducting a needs analysis), Development phase (Selecting and organizing literature-based ELT material contents based on the learners" needs), Output phase (Producing the literature-based ELT material prototypes), and Language learning phase (Assessing the effect of implementing the literature-based ELT materials on learners" language learning) which are here abbreviated as the IDOL model. These phases are carefully illustrated with a wide range of possible applications that match with the recent instructional material development trend in English Language Teaching. Thus, this model appears to be an essential aid for language teachers, practitioners, researchers, and educational materials designers in practical undertakings of developing effective and well-designed literature-based ELT materials.
How can literature be used in language teaching?
The use of literary texts in teaching language has varied from the strict focus on translation and essential grammar and vocabulary lists derived from the text to the more creative uses like acting, writing and debating. Nowadays, communicative language approach prevails in most classrooms and insists on immersing students into both the target language and culture. In this paper, the author argues that to accomplish this, one can use literary texts in a number of ways and help the students learn, practice and master various language skills, while at the same time relating the texts to the students' interests, goals and lived experiences and help them relate to the society whose language they are learning. Literature is presented as a great source of authentic material that can contribute to students' language enrichment and cultural awareness. According to the data obtained from the research conducted for the purpose of this paper, students learning the Norwegian language by extensive use of literature reported better understanding of the target culture, raised awareness of the different cultural patterns and improved language skills. The pedagogical implications of the research are that more authentic literary texts should be used in language classroom to boost successful language acquisition.
What are some activities that are used in a Langu age classroom?
used in langu age classroom are general class discussion, small-group work, panel. discussions, and debates. All of these group activities both develop the speaking abilities of. the students and give importance to pronunciation practice.
How does the novel help in English language teaching?
Novels are considered to motivate and enhance literary materials used in the classroom. The study used a qualitative approach. The research targeted senior students selected from an English Department. Use of the novel was observed to be a flexible learning tool. Novels have the ability to appeal and satisfy each learner’s unique style of learning. It can touch on the learners’ creativity and enhance their descriptive and dialogue abilities.
What is literature used for?
The use of literature as a technique for teaching both basic language skills (i.e. reading, writing, listening and speaking) and language areas (i.e. vocabulary, grammar and. pronunciation) is very popular within the field of foreign language learning and teaching. nowadays.
Which approach to teaching English literature is the most preferred?
The study found that the moral-philosophical approach to the teaching of English literature is the most preferred approach amongst the students, followed by the information-based approach and the language-based approach. This shows that teachers of English literature incorporate moral values in their lessons.
How does literary text help in language learning?
It is widely acknowledged that a literary text with richness and variety can be stimulating for language learners and can be used to elicit a wide range of responses from the learners which are facilitating for language teaching and learning . It can stimulate imagination of the learners, offer specimens of authentic use of language and provide ample opportunities for discussions. It ensures students’ personal involvement in the learning process and bridges the gaps between the cultures and makes them familiar with the norms and behaviors of the people of the target language. Thus the use of literary text in language class can act as a means of cultural enrichment. It helps the learners to get familiar with the socio-political backgrounds of target language society and also makes them understand how communication takes place in a particular community. This broadens their horizon of understanding the common human nature. The learners are exposed to actual language samples from real life and literature acts as a beneficial complement to such materials. Brumfit and Carter (1986:15) assert the point that “a literary text is authentic text, real language in context, to which we can respond directly”. Such a text securely grips the reader’s imagination and makes scopes for the examination of the language as well.
What is the tone of the essay "Toasted English"?
The tone is ironical and funny. The essay ponders overthe vanity of English language and R K Narayan opines that language should be nativ ized and branded. The points discussed are
What is the meaning of the telephone conversation?
“Telephone Conversation” is a poem which throws light on the concept of racism. Though the poem appears to be simple, it is highly sarcastic. Here the poet who is an African man is conversing with a white lady regarding the premises for rent. The lady humiliates the man by querying about the skin color and the man is offended and replies to her in a very ironical tone. The poem ends with a thunderclap of phone by the lady. When it comes to language learning, this poem helps us to learn how not to communicate over phone with a stranger. The poem is also an evidence of how the styles of telephone conversation and communication in English differ with the Third and the First world. The points to remember about the etiquettes of Telephone conversation through this poem are as follows:
Is English a common language?
Emerging from a colorful history, to its Darwinian capacity to evolve and adapt and changing almost beyond assumption along the way, English has come of age as the ‘global common language’. It is constantly moulded and altered by new communities of users, whether geographic or digital. But as English advances to become a key basic skill for millions around the world, the world will need to invest in its own competitive advantage by sending more of its best and brightest young people out into the world to share and teach the language.
Why do students respond positively to reading literature in native language?
They respond positively about reading literature in native language because it helps to understand the highlighted meaning. Most of the respondents indicated that it is much easier to read the literature which is written in native language. They respond positively about reading literature in native language. It’s also helping understand the highlighted meaning. Collie, Slater (1987) stated that using target language by means that helps to express their response either non-verbally or by limited language skills.
What is the most difficult skill to acquire?
Most of the students stated that reading and writing skills are the easiest skill to acquire and speaking is the most difficult skill in English and some students reported that they find Listening as the most difficult one. After reading literary texts, speaking skill is more developed out of four language skills because, it enriches our vocabulary and helps us to use the texts in expressing different feelings in different situations while speaking. Most of the students stated that speaking is the most difficult skill in English and some students reported that they find listening as the most difficult one. The learners can easily enrich their listening skill if they pay attention to the class lectures delivered by the course teacher in the literary class. Moreover, the teacher must make the class interactive so that the students can enhance their speaking skill.
What is the conceptual framework of literature?
The conceptual framework represents the relationship among literary texts and language learning, reasons for using literature in English classes, teaching-learning approaches, methods and development of language skills of students. This framework also focuses on literature, effective teaching of language, students choice, benefits of different genres of literature (i.e. poetry, short fiction, drama and novel) for teaching-learning process and problems faced by language teachers within the area of teaching English through literature. In this study the researchers intend to explore the application of English literature in the way of developing four language skills (reading, writing, listening and speaking) of the learners at university level in Bangladesh and use of literary passages in teaching a foreign or second language will be discussed broadly.
Why is it important to learn English?
Students (n=14) mentioned that one of the main purposes of learning English is to make a great score in IELTS or TOEFL exam which will help them to apply for scholarship to pursue higher study. Again, another purpose of learning English is to get more marks in academic examinations because academic instructional language is English. If they want to earn higher CGPA, then there is no alternative to learning English. Students cited that to understand English literature, proficiency of English is the prerequisite. One of the students said, “By learning English, I can communicate with people of other countries. I think it is necessary to get a good job, to read English newspapers, magazines, journals, books or listen English News, songs or watch English movies, to cope with the updated world, to get higher education”.
Is there a literary text in the syllabus?
All the students except one stated that literary texts are included in their syllabus. One of the students mentioned, “Yes, there are some books in my university syllabus that are included literary texts and by reading those we can develop our language skills”.
Is it unimpeded to read literature written in native language?
Most of them (n=23) indicated that it is much unimpeded to comprehend the meaning of literature which is written in native language. They responded positively about reading literature in native language. One student said, “Of course! As reading literature written in my native language can be done swiftly. I can understand the scenario of the written stories and I can easily feel the situation and be acquainted with the real environment”.
Is English a foreign language in Bangladesh?
English is taught in Bangladesh as a foreign language (Begum et al., 2005; Banu, 2002; Ahmed, 2007). Respondents mentioned that it was enjoyable to learn English language through literature and agreed that all of them were highly benefitted by practicing literature towards developing their language skills. They also agreed that literature provides a resource or authentic context, provides motivation for language learning, deliver learners with authentic models for the norms of language use, assists learners in developing their overall language awareness and knowledge, helps to develop the learner’s interpretive and analytical skills and enriches vocabulary This finding is similar to the finding from Butler, 2006 and Gangola, 2015 studies. Finally, respondents reported that their biggest concern in English language abilities was speaking skill. They agreed that after reading literary texts, speaking skill is more developed out of four language skills. Moreover, the inclusion of literature in ELT classrooms has been viewed as a beneficial process as it contributes to students’ linguistic development, appreciation of different cultures, personal involvement, and individual growth (Carter & Long, 1991). Babaee and Yahya (2014) added that literary texts help the students to activate their imagination and develop their emotions.