Why literature in EFL curriculum?
Learning literature creates many positive attitudes in learning and acquisition of English as a foreign or second language. This paper tries to touch the benefits of the inclusion of literature or literary texts in EFL curriculum at all the stages of language learning.
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 is the role of literature in language teaching?
And the study of literature in a language class, though being mainly associated with reading and writing, can play an equally meaningful role in teaching both speaking and listening. Oral reading, dramatization, improvisation, role playing, reenactment, discussion, and group activities may center on a work of literature.
What is the definition of literature?
Broadly speaking, "literature" is used to describe anything from creative writing to more technical or scientific works, but the term is most commonly used to refer to works of the creative imagination, including works of poetry, drama, fiction, and nonfiction.
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.