Recently, literature and its applicability as a powerful source of authentic and rich linguistic materials have received profound attention and consideration. Unlike the past, it is being searched and analyzed from any possible aspect for its efficiency and power of utilization in the class. This paper has tried to detect in the researches done on the applicability of literature to language teaching, specially the status of poetry and drama as two powerful genres of literature in the field of language teaching and learning as well as the detailed introduction of their feasibility and application to literature understanding and language teaching. The paper has tried to utilize them in their classes and devise ELT textbooks from theoretical viewpoint and pave the way for the practitioners and curriculum developers their mode of administration and deployment.
To see "I" at the center of the universe is a modern sensation and feeling. Dramatic literature has tried to capture this sensation, in a part, through hinging on chaos theory, better known as hidden-order or dynamical systems theory which is a new way to think about order that can illuminate fragmentation and nonlinearity in literature and other fields. It has been revealed that systems behave in secular manner in which chaos results in discipline and vice verse. It provides us with the tools for solving complicated problems in the chaos and alteration-stricken environment of today or the future. This research shows how the application of this theory and its characteristics to Samuel Beckett's idiosyncratic theater correlates well with the manifestation of the self, the great postmodern existential obsession, Beckett has been aspirant of in his oeuvre.After the Second World War, the epistemological implications of the theory of relativity, quantum mechanics and Claude Shannon's work on information and entropy created a paradigm of uncertainty about everything and more
Literature and its genres have always been impressive in the process of teaching and learning alongside the natural function of literature and literary research. Although second or foreign language teaching has received great attention by applied linguists, recently there has been a growing concern for the development of literature teaching methods too. This paper basing its approach on posttest only control group design has dealt with the introduction of Carter and Long's (1991) literature teaching approaches in a teacher training college in Iran to one hundred to-be-teacher students, aged between 18-24, divided into four experimental groups, to examine the effectiveness of these literature teaching approaches on the students' performance on academic reading course test. The statistical analysis of the results revealed that the performance of the three experimental groups was significantly higher than the control group. The results further revealed that the performance of Personal Growth Model was significantly higher than the other two models. The difference between the performance of the Culture Model group with that of the Language Model was not that much significant. The incorporation of literature teaching approaches in the skill-based academic courses is highly suggested. Among the many approaches and models developed, the Personal Growth Model by Carter and Long (1991) which proved to be working well with the academic students and their performance on reading skill course and may work well with other language skills too is suggested for the deployment in the process of teaching elsewhere and with other learners.
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